Skip to main content

June 12-16

 Blog Post 37

June 12-16

Learning Outcomes

Math 

Topic: Shape and Space 

Outcomes: 

  • demonstrate an understanding of volume 
  • demonstrate an understanding of capacity

 What Did Students Do?

This week, students participated in a hands on activity to learn about volume and capacity. Students had the opportunity to estimate how many millilitres (mL) or litres (L) a container held. They used referents to help them estimate each container's capacity, such as 250mL/1 cup or the visual of a 2L milk carton. With the support of the teacher, students then filled each container with water to determine what the capacity was and compare it to their estimate. 

The second activity students completed was to estimate the volume of various boxes. Students learned how to calculate volume and reviewed how to multiply multiple numbers. Students used referents to help with their estimation, such as using a pinkie finger to represent a centimetre. After estimation, students used a ruler to measure the length, width, and height of each box to determine the exact volume. 

Lastly, students made a visual journal page to represent volume, capacity, area, and perimeter. 








Ask Your Child:

What is volume? 

How can you calculate volume? 

What is the difference between volume and capacity?

What units do you measure volume in?

What units do you measure capacity with?

What is the difference between area and volume? 

Where any of your estimations correct? 

Coming Up:

June 21 - National Indigenous People's Day  

Comments

Post a Comment

Popular posts from this blog

Blog Post 24 February 27-March 3 Learning Outcomes English Language Arts: -I can write or represent meaning of text in different forms. -I can use grammatical structures, verb tenses, and conventions in my own writing, and apply a variety of strategies to assist with my spelling. What Did Students Do? We met together as a large group and read the first chapter of the book, The Hundred Dresses by Eleanor Estes.  We then discussed our task of creating a podcast based on our summaries of the chapters of the book.  Mrs. Sampson gave students an example of a podcast summary to show them what was expected of them.  She then played her sample podcast and students shared feedback on what was good and what could be done to improve the podcast.  "You should read more quickly at the beginning so it doesn't sound creepy."  That was definitely a favourite suggestion and the student wasn't wrong.  After all feedback was given and it was determined that Mrs. Sampson shoul...
Post a Comment
Read more
Blog Post 26 March 13-17 Learning Outcomes Science - Electricity & Magnetism -Demonstrate that a continuous loop of conducting material is needed for an uninterrupted flow of current in a circuit.  -Distinguish electrical conductors—materials that allow electricity to flow through them— from insulators—materials that do not allow electricity to flow through them.    What Did  Students Do? Students are working towards creating burglar alarms by adding buzzers to their circuits.  They have been provided with many different materials and a problem.  They need to create an alarm that goes off when a door is opened.  Students have been working in groups to create their alarms.  This has been a tricky task for them as they all know how to create an alarm that goes off when a door is closed but being opened is a whole different thing.  We will complete this task in the coming week.  This is definitely building perseverance as we work throug...
Post a Comment
Read more
October 31 - November 4 Blog Post 10 Learning Outcomes Describe and apply mental mathematic strategies to determine basic multiplication facts to 9 x 9 Demonstrate an understanding of multiplication (2 or 3 digit by 1 digit) to solve problems by: -using personal strategies for multiplication with and without concrete materials  -using arrays to represent multiplication -connecting concrete representations to symbolic representations What Did Students Do? Students represented multiplication in various ways using concrete materials.  They then recorded ways to represent multiplication in their journals.  Students were engaged in activities learning to multiply both single digits, as well a two or three digits by one digit.  Family Connections Ask your child to show you how to multiply one digit by two or three digits.   Ask your child to play a multiplication game with you to reinforce their multiplication skills. While driving in the car, try skip counting w...
Post a Comment
Read more