**November 19&20**

**We will review odd and even numbers by reading,"Even Steven and Odd Todd." Students will create a class chart of odd and even numbers. The children should understand that we look in the one's column only, to determine if a number is even or odd. We will practice skip counting by two's with both even and odd**

**numbers. Students will be assessed on fact families.**

**Please practice math facts with your children. The children should be able to complete 20 addition facts in two minutes.**

**Science**

Wow, many of our kids remember a lot about magnets from kindergarten. The children came up with wonderful questions for our K.W.L. chart which will help guide our magnet study in first grade. The children are learning how to pose a question for research and ways to locate information to answer the questions they generated. The children will be responsible for learning new vocabulary such as repel, attract, poles, strength, magnetic, iron, properties, and opposite.

**November 12-16**

**Math**

**Math remains the same this week. Our goal is for the students to understand the relationship between addition and subtraction. The best way to check your child's understanding is to use manipulatives such as pennies or beans. Ask your child to build two numbers. (It is a problem if they do not understand here.)**

**If your child is not ready say, "Build 5 by putting 5 pennies in a pile." Then say, "Let's build 6 by putting 6 pennies in another pile." If your child needs help model how to put 6 pennies in a pile separate from the first 5. Ask your child how many pennies you would have if you combine the 5 pennies in the first pile with the 6 in the second pile. Push the piles together and have the child count. Write the number sentence that shows you pushed 5 pennies together with 6 pennies. Once they've figured out it is 11 tell them that 5,6, and 11 are a family. Next model how there are 2 addition sentences and 2 subtraction sentences that work together with the same three numbers; 5,6, and 11.**

**Science**

**Magnets!**

**November 5 through 9**

**Math**

**The students will use manipulatives and number lines while working with fact families. Our goal is for the students to understand that when you have two addends and combine them you get a sum. These three numbers become the members of your fact family. They also need to learn that when you start with the sum in a fact family, the total can be separated into the two smaller numbers. First graders are great at memorizing the patterns and just writing the numbers down in the different order to create the four number sentences. The best way to practice fact families is to ask the kids to come up with two numbers. Then have them add the two numbers together to get the third member of the fact family.**

**We will continue to practice math facts and the SBPSM.**

**Science**

**This week we will make roller coasters to demonstrate the up and down movement caused by pushing or pulling. We will also build seesaws from craft sticks. Before we start our unit on magnets we will play games such as Simon Says as a way for children to understand nearer to , closer to , and farther from.**

October 29 to November 2

Math

**We will continue working on three types of subtraction using manipulatives and word problems. The students will be introduced to completing math facts quickly. This will help when we start taking timed tests for a grade. We will practice using our problem solving model as a way to work through real life problems. Students will look at the inverse relationship of addition and subtraction. The fact families or number bonds will help students understand the relationship between 3 numbers in a number sentence. For example if you have the numbers 3,6,9. When you combine or separate the numbers you will always have the same three quantities. 3+6=9, 6+3=9, 9-6=3, and 9-3=6.**

**Science**

**Our new unit will cover how a force such as throwing, pushing or pulling will create certain types of motion. Students will watch to see how objects roll, or move. Do they move in a straight line, circle, diagonally, or zig**

**-zag. Students will experiment to discover that the amount of force applied when an object is pushed or pulled, can change the speed, direction, and the motion of the object.**

Math

**This week in math we are working on subtraction. The students will be exposed to three types of subtraction through word problems, using manipulatives, and written calculations. The strategies we will work on are taking some away, which is when one amount is taken away from another to find out what is left. The next is part/whole where the child knows the whole amount and one part. They must find the unknown part. The students call this part-part-whole. The last type of subtraction comparison. The students compare to amounts to find the difference. We will continue with our addition strategies. Students will be exposed to math facts for addition and subtraction in order to build recall speed.**

**Our first graders are learning how to use a problem solving model to solve**

**word problems.**

Science

The students have learned a lot about solids and liquids. This week we will look at ways solids can seem to be like liquids through hands on experiments. We will also look at how heat affects matters. At home students can tape a baggie with an ice cube in it to a window that faces the sun. They can actually observe the water cycle caused by the heat.

**Week of October 1**

**We are continuing with our liquid experiments this week. The students have learned some of the properties of liquids and are working on vocabulary. The vocabulary includes; property, surface, translucent, transparent, viscous, colored, foamy, bubbly, and colorless. We will play Fish and Memory with vocabulary cards that help students master understanding the words.**

**In math we will start teaching operations. We will begin with addition. The students will need to be able to write number sentences, both vertically and horizontally. They will practice using the symbols that go with the operation. The children will show the number sentence with manipulatives as well as the written form. Next the kids will be expected to problem solve using addition as well as the Spring Branch Problem Solving Model. The SBPSM is a plan to help students work through problems to come up with a solution.**

**September 24 - 28**

**We will explore the properties of liquids this week. The students will develop vocabulary that will help them understand and explain liquids. We will conduct experiments and record the data in our learning logs.**

**In math we are working on a strategy called part, part, whole. We start by orally telling the students a word problem. The students use manipulatives to show the numbers in the word problem. When they have the two parts of the number they either combine all the parts to find the sum, or they find the missing part by finding the difference between the two number they show.**

**The students will continue to work on choosing the correct operation to solve word problems as well as working on number arrangements.**

September 17-21

Math

This week the children will work on using manipulatives to solve problems. This strategy is called, "Act it Out." The teacher will read a word problem and the students will use counters to show how to solve the problem.

We will continue to work on number arrangements. These activities help children to understand the "quantity" of a number as well as the different number sentences that can be made for each sum. (ex: 6+1 = 7, 1+6=7, 2+2+3=7, 1+3+2+1=7) If our children internalize the quantity of a number, or see the different sets that can be made to equal a sum, learning math facts will be much easier. Instead of memorizing math facts they will understand the amount of a number.

We will always praise the kids for memorizing their math facts. Any child that has spent time to learn has earned our respect. The first grade teachers thank you for spending time with your children to work on math.

In science the students have been learning about matter. They know everything is made of matter. We started by working on the three types of matter; solids, liquids, and gases.

The students brainstormed texture words that go with solids when using the sense of touch. We discussed the meaning of the word "properties" and decided that for our first grade understanding, properties mean the words we use to describe an object. We worked on discovering the properties of a solid. We will finish up with solids this week then move on to liquids. Our goal is for the student to understand the properties of the three types of matter through hands on participation in science experiments.

In science the students have been learning about matter. They know everything is made of matter. We started by working on the three types of matter; solids, liquids, and gases.

The students brainstormed texture words that go with solids when using the sense of touch. We discussed the meaning of the word "properties" and decided that for our first grade understanding, properties mean the words we use to describe an object. We worked on discovering the properties of a solid. We will finish up with solids this week then move on to liquids. Our goal is for the student to understand the properties of the three types of matter through hands on participation in science experiments.

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