## Wednesday

### Length, Perimeter, and Area

**Learning Goals:**

- I can use measurement terms (words) in ways that make sense.
- I can look for connections between different ways of measuring.
- I can estimate and measure to solve problems.
- I can find the area and perimeter of 2-D figures.
- I can compare different shapes by talking about their areas and perimeters.

http://www.funbrain.com/measure/

Labels:
Game,
Math,
Measurement

## Tuesday

### Animal Adaptations

http://newswatch.nationalgeographic.com/2013/09/19/5-animals-with-stinky-defenses/

http://www.bbc.co.uk/nature/adaptations

Labels:
Game,
Life Systems,
Science,
Video

## Friday

### Next Week: Spelling Bee

Get ready! We're having a Spelling Bee next Wednesday!

1. The pronouncer announces the word to be spelled. He speaks slowly and clearly, without distorting the normal pronunciation of the word. He uses the word in a sentence and says the word again.

2. The speller listens carefully to the pronouncer and asks for the word to be repeated if necessary.

3. When the speller is sure she understands the word, she pronounces it, spells it and then says the word again. She must say it loudly enough for the judge to hear it.

4. The judge(s) determines whether or not the word was spelled correctly.

5. If the correct spelling was given, the speller remains in the game.

6. If the spelling was incorrect, that speller is eliminated from the game. The judge gives the correct spelling of that word. Then the pronouncer reads a new word to the next student.

7. When there are only two spellers left, if one player misspells a word, the other player must spell that word correctly, plus one more word to be declared the winner of the spelling bee.

Ask a family member to have a practice spelling bee at home.

Here's how it works (from this website):

2. The speller listens carefully to the pronouncer and asks for the word to be repeated if necessary.

3. When the speller is sure she understands the word, she pronounces it, spells it and then says the word again. She must say it loudly enough for the judge to hear it.

4. The judge(s) determines whether or not the word was spelled correctly.

5. If the correct spelling was given, the speller remains in the game.

6. If the spelling was incorrect, that speller is eliminated from the game. The judge gives the correct spelling of that word. Then the pronouncer reads a new word to the next student.

7. When there are only two spellers left, if one player misspells a word, the other player must spell that word correctly, plus one more word to be declared the winner of the spelling bee.

Labels:
Our Class

## Wednesday

## Monday

### Capacity: Litres and Millilitres

BIG IDEAS (found here):

• When we measure, we

**compare**.
• When we measure, it’s a good idea to

**line things up**– to use a common baseline.
• When we measure it’s important to use the

**same units**(all centimetre cubes or all straws, for example, not a mixture of them)
• Mathematicians know that when we change the

**size of units**we use, we get a different measurement for our object.
• There are many aspects we can measure. (height, mass, capacity)

• It’s a good idea to choose

**big units**to measure**big**things and**small units**to measure**small**things.
• When we can’t bring 2 things together to compare them – like a door and a window – or when something is curved, we can use another object as a measurement tool (like a piece of string). Mathematicians call this indirect comparison.

• We can measure how many units it takes to cover an object – to see how much space it takes up.

• Mathematicians use personal referents when they think about standard measures – like the width of a finger (1 cm) or the length of a giant step (1 m).

Labels:
Math,
Measurement,
Video

## Thursday

### Happy Easter!

We did a four-square writing activity about Easter and hid beautiful pictures of Easter eggs underneath.

Happy egg hunting, Grade 2/3s!

Labels:
Language

## Monday

### Measuring Capacity

Our class is learning to measure

We would love to borrow any of the following items if you have them at home:

Cyberchase: Can You Fill It?

Here are some ideas for activities to try at home from the Guides to Effective Instruction in Math:

• Find three containers (e.g., bottle, empty jar, glass). Try to find containers that have about the same capacity but are different shapes.

• Ask your child to estimate which container has the greatest capacity (i.e., which holds the most) and which container has the least capacity (i.e., which holds the least).

• Provide your child with a large spoon (or a small scoop), and a pourable material, such as rice, dried beans, or sand. Have your child count the number of spoonfuls (scoops) of material needed to fill each of the containers completely.

• Have your child compare the numbers of spoonfuls (scoops) needed to completely fill the containers. Ask him or her to identify the container with the greatest capacity and the container with the least capacity.

Thank you for helping your child measure and compare capacities at home.

**capacity**by exploring how much different containers hold.We would love to borrow any of the following items if you have them at home:

- small scoops (e.g., coffee scoops, small plastic cups, caps from liquid laundry detergent bottles)
- containers of pourable materials, such as beans, rice, or sand
- a variety of clean plastic containers of various shapes and sizes (especially 1 L, 2 L, and 4 L containers)

**Game:**Cyberchase: Can You Fill It?

Here are some ideas for activities to try at home from the Guides to Effective Instruction in Math:

• Find three containers (e.g., bottle, empty jar, glass). Try to find containers that have about the same capacity but are different shapes.

• Ask your child to estimate which container has the greatest capacity (i.e., which holds the most) and which container has the least capacity (i.e., which holds the least).

• Provide your child with a large spoon (or a small scoop), and a pourable material, such as rice, dried beans, or sand. Have your child count the number of spoonfuls (scoops) of material needed to fill each of the containers completely.

• Have your child compare the numbers of spoonfuls (scoops) needed to completely fill the containers. Ask him or her to identify the container with the greatest capacity and the container with the least capacity.

Thank you for helping your child measure and compare capacities at home.

Labels:
Game,
Math,
Measurement

## Tuesday

### Fractions Are Parts of a Whole

Fractions Websites

http://oame.on.ca/CLIPS/tools/ (electronic fraction strips)

http://oame.on.ca/clips/index.html?ePractice=T (interactive fractions activities)

http://www.eworkshop.on.ca/edu/pdf/Mod22_fraction_strips.pdf (printable fraction strips)

http://www.gradeamathhelp.com/free-fraction-strips.html (downloadable fraction strips

and activities)

http://nlvm.usu.edu/en/nav/frames_asid_203_g_1_t_1.html?from=topic_t_1.html

(electronic fraction strips where the whole can be manipulated)

http://nlvm.usu.edu/en/nav/category_g_2_t_1.html (virtual manipulatives)

http://www.fractionmonkeys.co.uk/ (fraction game)

http://www.maths-games.org/fraction-games.html (interactive fraction games)

http://www.edugains.ca/resources/LearningMaterials/GapClosing/Junior/Intermediate/G

CU2_SB_ComparingFractions.pdf (fraction towers activity)

http://www.learningresources.com/text/pdf/2564book.pdf (shows how you can use

fraction towers to change a mixed number into an equivalent fraction before subtraction)