October 23-27

 Learning Intentions

I can multiply and divide up to 3-digit natural or decimal numbers by 2 digit natural numbers and represent products and quotients using a decimal number (Math)

In math, students have been working hard to practice their multiplication and division skills with larger numbers. It is much easier to become fluent with computational skills if students have a solid foundation of their basic multiplication facts to 12. We are continuing to practice these facts through our multiplication folders where each student has the opportunity to work on the times tables they have not yet mastered. Ask your child which fact they are currently working on! We have encouraged them to ask their parents to quiz them on their facts in the car, while tidying up after dinner, etc. to help with their memorization. 

These are "Four Square Models" used for helping to practice multiplication facts. In grade six, we use these along with flash cards and practice word problems to develop automaticity with our basic facts. Having strong automaticity of basic facts helps with many concepts in the grade six curriculum.

Long division can be quite tricky because there are so many steps and it takes time for students to understand the "whys" for the steps. We are so lucky to have Madaam Veltkamp join us during our math instruction so we are able to divide the students into three groups based on their comfort level with multiplication and division of larger numbers. In each group, students have opportunities to learn with the teacher, practice with peers, and are beginning to apply their understanding to more complex questions. We have been encouraging all students to take responsibility for their learning and come ask one of the teachers for support if there is something they need a bit more support with. We are so proud of their hard work and engagement in math!

When we learn new concepts, we often practice using our mini whiteboards.

Students can choose from different standard algorithms when learning how to divide larger numbers. The student on the left is using long division and the student on the right is using the tower method. Ask your child which method they are most comfortable with. 

These word problems range from basic division to more complex questions that require students to think through the problem, and complete steps before dividing. 

Providing students with grids to line up their long division is often a helpful strategy

A little group practice. When students want to practice their division skills, they can generate their own questions by rolling dice or pulling cards. 

October 16 - 20

 Learning Intentions

I can respond to non-fiction texts by summarizing main ideas. I can provide supporting evidence from the text (ELAL)

As we continue reading our novels in small groups, students are practicing a variety of comprehension skills such as predicting, questioning, clarifying, and summarizing. This week, students thought carefully about main events and characters in their novels and created a summary poster in their visual journal. 

Students also continued working on comprehending non-fiction text about forest ecosystems and finished up their Layers of the Forest posters where they showed their understanding. They worked so hard on this project and they turned out great!

October 9-13

 Learning Intentions: 

I can describe kinds of plants and animals found living on, under, and among trees, and the complex interaction between trees and the larger environment(Grade 6 Science)

I can investigate ways that non-fiction texts can be organized to present factual information (Grade 6 ELAL)

I can write to inform, explain, describe, or report, for a variety of purposes or audiences (Grade 6 ELAL)

We have continued writing up a storm in grade six this week! Students finished off their first draft of their essays and we will start our peer editing process this week. Continuing with writing for a variety of purposes, we started a cross curricular project this week on the levels of the forest. While we research about trees and forests, we are also practicing reading non-fiction texts. 

We took a look at the living and non-living elements of a forest and students wrote a definition for each element, learning important scientific vocabulary.

Students were given a list of criteria to follow to make sure they are including all the important parts. Their next step is to create a visual info-graphic to show their learning. We have just started this process. Look for our work on the bulletin boards in the school in the coming weeks!

October 2 - 6

 Learning Intentions:

I can create written texts for a variety of purposes and audiences 

I can organize ideas around clear ideas that are supported by examples

I can relate ideas and connect paragraphs using a variety of transitions

(Grade 6 ELAL)

This week in grade 6, we learned how to choose a topic, organize information, write cohesive paragraphs, and put it all together to form an essay. Teachers modelled each step for the students then students had the opportunity to add to the next section of their own essays. Students chose topics based on whatever interests them that they know a lot about; this eliminated a research step while they are learning about essay organization. We have a class of authors! They are doing a great job on their writing! Next week, we will finish up our rough drafts then participate in the peer editing process before publishing our essays.