Hello Parents,
rules and patterns with numbers, volume, and surface area.
Since I began teaching math only this term, I have been working daily to ascertain where students need more focus and attention. Students did not have difficulty calculating the rule of the input/output table. However, this week I learned most of the students did not understand how to plot coordinates (points) to make a line graph. I worked with students in small groups and then again with the whole class.
After looking at the range of numbers in the input and output, we then had to label the numbers on the graph. This was mentally exhausting, but we did it! We finished #2 as a class, and I will reflect and re-evaluate for next week's lessons.
At first, they were stuck with only length x width. Since they had the actual solids on their desks, I was able to guide them by asking them questions such as: How do we know that it is this shape? I can hold it in my hand and turn it over on its side and back over the way you had it. How do we know this shape doesn't just stop with this one layer of blocks?
Some students have moved onto calculating surface area without any formulas provided for them. It has been such a fun week in our math classes this week!
Last week students brainstormed ideas and wrote a very rough draft and then focused their attention only on the introduction. This week students read the intros of their classmates and gave them feedback in how to hook the reader a bit more.
Students chose whether to accept or reject the feedback OR to choose their own path for their story. They wrote an edited "final" draft of their introductory paragraph. By the end of week, they created a plan for each body paragraph. What will be the first action in telling this story? How will this conflict (problem) be resolved?
We had a "flipped classroom," which is when the students reviewed my Google Slides (presentation) at home at their own pace and took notes to best help themselves. The next day, I gave them some ads to see how well they understood this techniques!
 |
Working on the IB script for YEP
|
Not only are the students
working on writing their own narrative essay, we are deep into the writing, editing, and proofreading of our student-written scripts for the Year End Performance (YEP). This year the YEP will be 100% student created and student produced. Of course, I am providing guidance, but this is their vision of how to best target ALL primary parents on March 15th!
 |
Adding lines to the IB script for YEP
|
 |
Working on the traditional school script for YEP
|
 |
Editing their lines in the script for YEP
|
 |
Music Practice for YEP (Grades 3-7)
|
Field Trip to the Osaka Prefectural Government Building
Grades 4 and 5 learned a lot about the importance of taxes in our lives.
We were also welcomed into the assembly room where all the official governmental meetings take place. We saw where all the representatives, mayor, police chief, and head of education sit, and we were allowed to sit in the seats of the media. However, we are not allowed to post pictures of that room online. It was such an exciting field trip!
 |
| Tax seminar |
 |
| Group picture with the mascot |
 |
| Learning the history of the building |
 |
| Fossils in the Italian marble |
 |
| Looking at the different prospective plans for this building |
 |
| Kids enjoyed taking photos of the bronze model of the 93-year old building. |
Japanese Culture Day
Ms. Chiya did it again! She planned a wonderful Japanese cultural day: Taiko drumming, nagashi somen (flowing noodles), and traditional games and toys! Thank you, Ms. Chiya!!!
