Archive for June, 2014

Homelink 32: solving addition and subtraction problems within 1000 in different ways

Written by ValerieW. Posted in 2nd Grade

Dear Parents,                           

Let’s look at:

Solving addition and subtraction problems within 1000 in different ways

In Second Grade, we are now efficiently applying strategies to add and subtract, especially strategies based on place value.  We’ve worked on Math Practice 1: Making sense of problems and persevering in solving them.  Our thinking is “When given a problem, I can make a plan, carry out my plan and check my answer.”   To check my answer, I ask myself “Is there another way to solve this problem?”  Our learning targets are:

·      I can choose when to use addition and/or subtraction in a word problem

 

·      I can represent addition and subtraction word problems using objects, drawings, and equations

 

Solving word problems requires perseverance, one of our important math traits to remember and use!

The second graders will solve these word problems by using the expanded form, as well as  using place value on the HTO  (hundreds/tens/ones) chart.  They are encouraged to check their answers with their bundles of straws.  Please consult the following images for information.  

Don’t forget to ask:

 

How do you know you’re right?

Math Practice 1: Making sense of problems and persevering in solving them.

Perseverence

Addition and subtraction using expanded form and using place value on the HTO chart

A. For addition using the expanded form

Expanded addition within 1000

  1. Write numbers in expanded form
  2.  Add up ones, then tens, and then hundreds
  3.   f necessary, to make addition easier, put sums into expanded form as well (here it was done with 14, the sum or 9 and 5).
  4. Add up all numbers underneath the line to get final answer.

B . For subtraction using the expanded form:

 Expanded subtraction within 1000

  1. Write numbers in expanded form
  2. Regroup numbers if necessary in order to subtract.  Rename the numbers by crossing off original numbers and writing new value above.  In this example, the 21 of 721 was regrouped into 10 plus 11 in order to facilitate subtraction. 
  3. Add up all numbers underneath the line in order to get final answer.

 C.  For addition using the HTO chart and place value:

HTO addition  within 1000

 

  1. Write numbers vertically within HTO chart;  draw a line underneath
  2. Add up the ones. (If the sum is greater than nine, put the two digits in their corresponding column on chart).
  3. Add up the tens, and write that sum on the chart slightly below where sum of ones was written
  4. Add up the hundreds, writing that number slightly below sum of tens has been written.  The numbers will form a “3-layer number” similar to a three layer cake.  Draw a line underneath.
  5. Finally, add up those three numbers to find the sum.

D.  For subtraction using the HTO chart and place value:

 HTO asubtraction within 1000 1

  1. Rewrite the numbers vertically within the HTO chart, and draw a line underneath
  2. Regroup numbers if necessary in order to subtract.  Rename the numbers by crossing off original numbers and writing new value above.  In this example, the 41 of 541 was regrouped into 30 plus 11 in order to facilitate subtraction. 
  3. Do the subtraction in the ones column, writing down answer in ones column.
  4. Do subtraction in tens column, writing answer slightly lower in HTO chart in tens column (if digits are greater than nine, put them in the proper column)
  5. Do subtraction in hundreds column, writing answer slightly lower in HTO chart in hundreds column (if digits are greater than nine, put them in the proper column).  Draw a line underneath.
  6. Add up the three numbers to get final answer.

The Second Grade Team

 

 

 

 

 

Barcelona Writing Workshop

Written by Anna Perez. Posted in SAL

In Miss Mª Angeles and Miss Anna’s class we became an experts about Barcelona.

Besides building and acquire new vocabulary linked to the theme, students did a writing workshop about the city where they are living. To start we used resources such as videos about Barcelona ( monuments, food, architecture, famous people and things that you can do in the city), internet, books and their personal experience.

We did a brainstorming where we learn to use graphic organizers to shape our ideas.

The students where able to put in practice all the vocabulary gained in their writings and we did a peer review with both classes to give feedback on each other’s work.

 

We published our writing workshop in an individual book of Barcelona.la foto 1(1) la foto 3 la foto 5 la foto(2)

 

PLAY in SPANISH

Written by Maria Angeles Salvat. Posted in Spanish-Catalan Studies

In 4th and 5th grade Spanish Catalan Studies the students have been practicing a theatrical play that they will carrying out on June 5th in the auditorium.

They will representing ” Cenicienta en tiempos modernos( “Cinderella in Modern Times”)

For the students, participating in such a multicultural atmosphere and being in contact  with thr adaptation of such a classical fairy tale can help them grows enormously. Theater is much more than entertainment, it teaches them values, too. It can help the students with their self-esteem, to improve their concentration skills, to discover individual habilities and to understand their own feelings as well those of others.

In Spanish language concerns, they are improving their reading and speaking skills; and it is important that they do so in a cooperative way.

You are all welcome at 3.00pm on Thursday, June 5th.

Cenicienta

Cenicienta 2

Cenicienta 3

Cenicienta 4

2013-2014 Parent Survey

Written by Colin Boudreau. Posted in Administration, Head of School

[Castellano]

While I recently started this section of the Weekly to share my thoughts about BFIS with you, this week I’m asking you to reflect on your family’s experience this year by taking a few minutes to share your feedback about BFIS by completing the online survey included below. The administrative team, in cooperation with the Board of Trustees, will use the information collected to assist us in reviewing our programs and better understand how we can maximize your children’s learning experience at BFIS.

The survey has two parts. The first section, covering the program and teaching, should be completed for each child you have at BFIS. The second part, which looks at communication, school services, and community building should be filled out only once per family. The data from the survey will be analyzed to help determine which programs and practices are successful and which ones need further attention.

I realize that it is a busy time of year, but it is important for us to hear from you directly so that we can continue to learn and improve as a school community. Please take a few minutes now to share your thoughts.

BFIS Parent Survey 2013-2014

Thank you for your help with our ongoing efforts to provide the best possible education for our students.


Si bien hace poco que comencé esta sección del Weekly con el fin de compartir con todos ustedes mis pensamientos sobre BFIS, esta semana les solicito tomen unos minutos para que reflexionen sobre la experiencia de su familia durante este año en BFIS y compartan con nosotros sus comentarios a través de la encuesta online que les facilitamos aquí abajo. El equipo administrativo, en colaboración con la Junta de la Fundación, utilizará la información recopilada como apoyo en la revisión de nuestros programas académicos y para entender mejor cómo podemos maximizar la experiencia de aprendizaje de sus hijos en BFIS .

La encuesta consta de dos partes. La primera sección, que abarca el programa académico y la enseñanza, debe ser completada para cada uno de sus hijos. La segunda parte, que trata sobre temas de comunicación, servicios escolares y creación de comunidad, debe ser rellenada sólo una vez por familia.Todos los datos se analizarán con el fin dedeterminar qué programas y prácticas tienen éxito y cuáles necesitan mayor atención.

Soy consciente de que es una época del año con una gran carga de trabajo, pero es importante para el colegio conocer directamente sus opiniones y poder seguir aprendiendo y mejorando como comunidad escolar. Por favor, tómese unos minutos para rellenar este cuestionario.

Encuesta para Padres de BFIS 2013-2014

Gracias por ayudarnos a ofrecer la mejor educación posible a nuestros alumnos.

Homelink 31: Adding within 1000 with exchanging

Written by ValerieW. Posted in 2nd Grade

Dear Parents,

Let’s look at  Adding within 1000 with exchanging!

In Second Grade we are now working on fluently adding and subtracting within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  We can relate the strategy to a written method and understand that in adding or subtracting three- digit numbers, you can add or subtract hundreds and hundreds, tens and tens, ones and one.

We are also thinking that  sometimes it is necessary to compose or decompose tens or hundreds.  A new strategy for checking the operation is the tape diagram.  Ask your child to explain what this looks like!  It encourages the student to think flexibly about the problem and to make that connection between addition and subtraction.  Examples of tape diagrams are at the end of the homelink packet.

Our learning targets are:

I can use concrete models or drawings to show how to add within 1000 using a strategy based on place value (collecting the hundreds, tens, and ones, and when necessary, composing ten ones).

Friday’s online game:

Canoe Puppies

 

http://www.arcademicskillbuilders.com/games/canoe-puppies/canoe-puppies.html