September 13th, 2018

In Math today, we continued to review place value. We are learning about numbers to the hundred thousands place and the relationships between the place value places. Students need to have an understanding that each place value place is 10x bigger than the place before it. For example:

There are ten 10's in 100.
There are ten 100's in 1000.
There are ten 1000's in 10 000.

Today we did some problem solving using what we have learned so far. One of the questions students were asked to consider was, "Would you rather have one hundred $10 bills or tn $1000 bills?" Using money is a good way to find a real-world connection to what we are learning. Simply moving one place value place over can greatly change the value of the numbers you are working with. 

In Science today, we reviewed what we have currently learned about weather, climate, and seasons. After our review, we began to consider how the daily movement of the sun can affect daily air temperatures and the weather. To do so, we had to review how the sun moves, something covered in Grade 4 Light and Shadows. We watched the following video for a quick review of how the sun moves:
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After reviewing the path of the sun across the sky each day, students were asked to consider how they think this could affect daily temperature, considering what we have learned about direct and indirect light from our previous lessons. Here is a diagram that includes our predictions for the warmest and coolest times of day:
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The class has predicted that 6:00 am (just before sunrise) will have the coolest temperatures as there has been no sunlight throughout the night. The class has predicted that 12:00 pm (midday) will have the warmest temperatures as the sun is at its highest point, meaning that the earth receives the most direct sunlight at this time of day. On Monday, we are going to be conducting an experiment to test our predictions. One thing we haven't taken into consideration is the earth itself. We know how direct sunlight can impact the temperature but can the earth's surface impact air temperature? We will let you know after our experiment whether or not 12:00 pm (midday) is the warmest time of  day. 

Today we continued to learn about how to tell time in French. Students reviewed how to structure an answer to the question: Quel temps est-il? (What time is it?). Students have learned that to respond to this question we begin with "Il est..." followed by the French number (ex. huit) and then heures (meaning hours). So, to say, "It is eight o'clock" we would say, "Il est huit heures." This changes when you need to indicated how many minutes have passed. Again, you begin with "Il est..." and the French number (ex. huit) and heures (meaning hours) and then you use the correct French number for the number of minutes past the hour that you are discussing. For example, to say, "It is 8:16," you would say, "Il est huit heures seize." There are exceptions to this such as any time ending in 15 (et quart), 30 (et demi), or 45 (moins le quart) as well as noon (midi) and midnight (minuit). You can also use morning (matin), afternoon (après-midi), and evening (soir) to help indicate the time of day you are referring to. Before students begin practicing forming their own sentences using the above, we are going to pause and review our numbers from 0-20, 20-50, 50-70, and then 70-100 first. Having a strong understanding of numbers will help students to be more successful in telling time. 

Agenda
Language Arts:
​- Read 20 minutes (track in your Agenda)
Math:
Science:
Social Studies:
French:
Health:
Art:
PEAK: Monday
Other: 
​- Return Additional Information Handout (Rachelle, Ibrahim)

Broadcasting Leadership Applications - due Monday
Friyay Popcorn Sales - Friday, Sept. 21st (bring $2)
Running Club Permission Forms - due September 21st
Terry Fox Walk - September 25th

Running Club - Mondays, 3:15-4:15 pm