Today we discussed our math store and the kids decided on a Loom Store. They are really excited about it! Instead of collecting BUG tickets for the rest of the year, students will be earning money for their good behavior in class. They will save their money to use at our class loom store. I am hoping with your support that we can have a successful store. I am looking for your help for donations for our store. Today, we made the list of items we need for our class. They are the bands (any color), "s" clips, "c" clips, and already made items (bracelets, necklaces, anklets). If you would like to donate, please send in any items on or before January 13th (next Monday). Thanks in advance for your support! The kids really seem enthusiastic for this real-world application of money. p
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Happy New Year! Well the weather is so unpredictable these days, but I am glad we are back at school and ready to move into some new and exciting studies. In math we are starting a new unit on Time and Graphing. Students will learn to tell time to 5-minute intervals and solving problems involving time. In addition, students will learn to interpret data using bar graphs, pictographs, line plots, and tally charts. In writing, we are continuing our narrative story unit which is focusing on finding inspiration for writing and the different elements of a narrative. In reading, we are close to completing our unit of study on characters in fiction stories. Here are some ways to extend this learning at home:
1. Math - Practice telling times (to the hour, half hour, quarter after, quarter of/to, and 5 minute intervals); Write down your daily schedule suing times of the day at which each starts 2. Writing - Talk with you child about your family traditions, celebrations, and special things you do together. Students will be asked to write about these in class. 3. Reading - Discuss the characters within fiction stories. You can discuss their wants, problems, feelings, and/or traits. Compare one character to another character using a Venn Diagram. Our personal narratives were a hit! The kids were very excited to share their personal narratives with the class. Hopefully they reached home safely over the past week or so. Check out some of the pictures from sharing below. The next writing unit also focuses on personal narratives. This time however, we dive a little deeper into the different components authors use when writing a narrative. For example, students will learn to consider the lapse of time through their story and how they will convey that with transition/temporal words. Just a reminder that 5 pictures of a personal experience such a birthday, vacation, special achievement were due this week. Please make sure you bring them in as we will be using them soon. Second graders have been working on a math unit on money! Students will learn how to count coins up to $1.00, show several ways to make a given amount, and compare two sets of coins. I have found that some students still have difficulty identifying the coins while other students are proficient with counting money but still need help when we challenge them to count amounts greater than $1.00. Here are some ways to practice at home.
1. Sort coins at home 2. Count coins at home 3. Play store 4. Talk about money in real-life situations like when you visit the grocery store – How much money should I give the cashier? How much change should you get back? 5. Make an amount of money more than one way 6. Make a chart for your child to earn money 7. Compare the prices of similar items – Which one costs more? How do you know? 8. Play Race to $1.00 – Here’s how: - 1. Each player gets 5 turns. - 2. Toss the number cube and take that many coins. You must take, all dimes, all nickels, or all pennies. - 3. For each turn, record the value of what you took. - 4. After each turn, count your total amount of money. If your total goes over $1.00, you are out of the game. - 5. The person with the total closest to $1.00 wins! Touch money is one strategy that the second grade teachers will introduce to their classes. In touch money, students put dots on the coins (quarter = 5 dots, dime = 2 dots, nickel = 1 dot, penny = 0 dots). Each dot stands for 5 cents. Students touch each dot as they count the coins. This seems to reduce confusion, so encourage them to put dots on (start with actually putting dots on then move to "mentally" putting them on) when working with money if you sense confusion or a problem. |
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June 2014
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