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Mrs. Balsewicz’s 1st Grade November Newsletter Math Workshop Math: We are currently finishing up on using base ten blocks to find ones, tens and hundreds within a number. That’s where the students take a number (97) and know that in order to make that number it needs to have 9 tens, (9 groups of ten ones (popsicle sticks) and 7 ones (individual popsicle sticks). This work is to allow the children to have a better understanding of what makes up a number. Not only do they need to make the number using base ten blocks, they also need to be able to write the number 97 when seeing base ten blocks as well as writing the expanded form equation 90 + 7 = 97. The students also worked on vocabulary words such as, greater than, less than and equal. Using these vocabulary words, the students needed to indicate if a number sentence was true or false and provide an explanation to their thinking either by drawing and/or writing in their Math Journals. For example, 55 > 81, False because 55 has only 5 tens and 81 has 8 tens. 11 = 9 + 2 True because 9+1 would be ten and 1 more would be 11. The children have also been exposed to equations as hard as the following 16+4=10+____ to show understanding of what equal really means (each side of the equations need to balance). Please let me know if you have questions.

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Math Workshop

Math: We are currently finishing up on using base ten blocks to find ones,

tens and hundreds within a number. That’s where the students take a number

(97) and know that in order to make that number it needs to have 9 tens, (9

groups of ten ones (popsicle sticks) and 7 ones (individual popsicle sticks). This

work is to allow the children to have a better understanding of what makes up a

number. Not only do they need to make the number using base ten blocks, they

also need to be able to write the number 97 when seeing base ten blocks as well

as writing the expanded form equation 90 + 7 = 97. The students also worked on

vocabulary words such as, greater than, less than and equal. Using these

vocabulary words, the students needed to indicate if a number sentence was true

or false and provide an explanation to their thinking either by drawing and/or

writing in their Math Journals. For example, 55 > 81, False because 55 has only

5 tens and 81 has 8 tens. 11 = 9 + 2 True because 9+1 would be ten and 1 more

would be 11. The children have also been exposed to equations as hard as the

following 16+4=10+____ to show understanding of what equal really means (each

side of the equations need to balance).

Please let me know if you have questions.

In Unit 3 the students will be working on using strategies such as counting all,

counting on, using doubles, and bridging to 10 to answer algebraic equations. We

will also continue to work on writing, identifying and counting numbers to 120

along with problem solving (Fred had 4 apples and he picked 7 more, how many

does he have now?) For homework, give your child some math story problems

that they can figure out that have to do with their life which creates more

meaning for them. For example, we have six people eating, we have______

number of ___________, how many will each person get?

Writer’s Workshop

In Writer’s Workshop, the children are working on adding Bold Beginnings (who,

when and where) Mighty Middles (what, how and why) and Extraordinary Endings

(adding an ending that is close to the story. For example, instead of saying, the

end or we went home, they could say, It was the best day ever or I can’t wait to

go again, etc. The children are doing a great job of adding punctuation to the end

of their sentences, putting spacing between their words and capitalizing the

letter I when they are talking about themselves (who is the most important

person in the story). The children will continue to add details to their mighty

middles. This is where the children will work on showing the story rather than

just telling the details. The listeners need to be able to visualize what is

happening in the story. For example, writing, I saw a bird , that is an example of

telling the story whereas, I looked out the window and saw a red bird flying in

front of the window. It came so close that I jumped back because I thought it

was going to hit the window showing the listener.

Snack Reminders and Cautions:   First grade has snacks every day at approximately 1:50. It’s amazing how hungry

the children are for snacks. It must be all that brain power being used! . If you

want them to have a snack in the afternoon, please plan on sending one with them.

(Great teaching opportunity in independence, have your child pick out their snack

and put it in their backpack before they go to bed)

Please continue to send back library books to school when your child is

done reading them so they can be quarantined . Tuesdays is our library day.

1st Grade Positive Happenings  In 1st grade I believe, “We are all good”, it’s the choices we make,

that are good or bad! I see discipline not as a punishment but rather

an opportunity for learning! Positive reinforcement is used in the

classroom, such as positive comments, high fives, stickers, a pat on

the back, etc. As a class, the children can earn pom-poms for good

choices that are made during class. When the jar is full, the

children will decide and vote as a group as to what they would like to

do for a party (voting and group decision making is a standard in

Social Studies). Watch for emails regarding the earned parties. In

addition to class rewards, the children can also earn individual tickets

for good choices. Once they have earned 10, they may turn them in

for a prize of their choosing from the prize box.

However, at times their needs to be consequences for our actions,

just like in the “real world”. Holding students accountable for their

actions is not a punishment but rather an opportunity to make the

students responsible. Both empathy and consequences drive the

teaching, to help students to grow and be responsible individuals.

The students are very excited to be celebrating their 1st Reward

Party. The students have collected enough pom-poms to fill up a jar

with all their good choices they have been making. Yesterday, we

brainstormed some ideas for parties and after voting, Candy Party

(Kid Choice) had the most votes. I promise to keep it to a small

amount. We are going to also play candyland (if I can find a few more

game boards).

Please let me know if you have any questions.

Happenings November 12th--Candy Party

November 25nd-29th Happy Thanksgiving (No School)

Social Studies

We are starting a new unit for social

Laurie Balsewicz

studies, Economics. The children will be

learning about wants and needs and

community workers, services and goods.

Learning is Fun!

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