What a beautiful and warm day! We all wished we could have classes outside, all day.
Writing
In writing, both groups are working on developing their setting, adding specific detail to their planning sheet. Once they have that, they are writing 3-5 sentences, describing that setting. The students are working on show, don't tell. For example, instead of writing, "The room was small." (this is telling the reader), write, "The the desk and chairs were shoved into the corner of the room, barely letting any space for the door to open." (this is showing, or describing the room). The students are encouraged to visualize the space and the describe it.
Math
In math, students reviewed how multiplication is repeated addition. Students were given equations of repeated addition.
2 + 2 + 2 + 2 = 8
We looked at what was similar, discussed the meaning of "repeating", and how multiplication is an easier way to figure out large quantities of things, instead of adding over, and over, and over, and over. Students also drew out the equations, which helped the visualize the concept and convert the addition sentence into a multiplication sentence.
Writing
In writing, both groups are working on developing their setting, adding specific detail to their planning sheet. Once they have that, they are writing 3-5 sentences, describing that setting. The students are working on show, don't tell. For example, instead of writing, "The room was small." (this is telling the reader), write, "The the desk and chairs were shoved into the corner of the room, barely letting any space for the door to open." (this is showing, or describing the room). The students are encouraged to visualize the space and the describe it.
Math
In math, students reviewed how multiplication is repeated addition. Students were given equations of repeated addition.
2 + 2 + 2 + 2 = 8
We looked at what was similar, discussed the meaning of "repeating", and how multiplication is an easier way to figure out large quantities of things, instead of adding over, and over, and over, and over. Students also drew out the equations, which helped the visualize the concept and convert the addition sentence into a multiplication sentence.