Miss Annie‘s 1st Grade Newsletter
Mandarin Immersion-Week 13, Oct 26-30
Green and Blue Class
Math
MODULE 2 Introduction to Place Value Through Addition and Subtraction Within 20
Topic B: Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems
Topic B focuses on the take from ten Level 3 strategy . Students begin with word problems calling on them to subtract 9 from 10 in Lessons 12 and 13, first with concrete objects, then with drawings, and then with number bonds. The problems students solve are similar to this one: “Mary has two plates of cookies, one with 10 and one with 2. At the party, 9 cookies were eaten from the plate with 10 cookies. How many cookies were left after the party?”10 – 9 = 1 and 1 + 2 = 3. This allows students to use this take from ten strategy when the ten is already separated for them and in a variety of contexts (concrete, pictorial, and abstract), which sets them up for the work of the later lessons of the topic where they must decompose teen numbers on their own to take from ten.
Lessons 14, 15, and 16 focus students on modeling subtraction of 9 from teen numbers, first with manipulatives, then 5-groups drawings, and finally number bonds. Students relate counting on to subtraction in a couple of ways (pictured below) . Students begin to realize that there is both simplicity and efficiency when they decompose the teen number into 10 and some ones, subtract the 9 from 10, and finally add the 1 left over with some ones; this is key in Lesson 16 as students share their thinking and compare efficiency.
Students should be able to explain their thinking:
To solve 12 – 9, I count on from 9 to 12. Niiiine, 10, 11, 12, three counts.
To solve 12 – 9, I make 12 into 10 and 2 and subtract 9 from ten. 1 + 2 = 3.
Science
Unit 2: Forces and Motion
Guiding question: How can we change the motion of a toy car?
In the Science lessons this week, students have been challenged to apply what they have learned about force and motion to solve a problem. Our dog friend Newton is having trouble parking his car in his doghouse without moving the doghouse or knocking it over. We use a ramp, our pencil and pencil box, a cup, a toy car, some rocks, and a piece of cloth to help Newton build a perfect garage.
We designed the garage by drawing it out first and then we test it out. We evaluate our design by changing the height of the ramp, the surface of the garage, and the weight of the garage. We are so proud that we helped Newton build his perfect garage.
Mandarin
Mandarin Matrix Novice 1
N1 U3 03 水娃娃 Water friends
New Vocabulary:
要to want, 她 she/her, 面 side, 玩 to play, 他 he/him, 跟 to follow/with
Synopsis:
A water drop in a cloud takes a journey to many places with its other water droplet friends. Find out where they travel to and where the water drop ends up.
Language Comprehension:
Understand simple introductions of oneself (e.g. 你好, 我是⋯⋯)
Introduce the idea of personification
Recognize the meaning and usage of 再见
Understand the expression of 哪里 (e.g. 我们在哪里?)
Language Use:
Take turn introducing yourselves, (e.g. 你好,我是⋯⋯)
Practice stating different positions with appropriate directional complements in relation to someone or something (e.g. 在⋯⋯的上面,在⋯⋯的下面)
Match 雨, 水, 火, 田 to the supporting visuals
Choose the right sentence that describes the supporting visuals
Write the words 朋 and 要 in the correct stroke
Upcoming
Week 14,Nov 2-6
Math
MODULE 2: Counting On or Making Ten to Solve Result Unknown and
Total Unknown Problems
Topic B: Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems
Lessons 17–18: Model subtraction of 8 from teen numbers.
Lesson 19: Compare efficiency of counting on and taking from ten.
Lesson 20: Subtract 7, 8, and 9 from teen numbers.
Topic C: Strategies for Solving Change or Addend Unknown Problems
Lesson 22: Solve put together/take apart with addend unknown word problems, and relate counting on to the take from ten strategy.
Science
❓ Weekly Essential Question(s)
How can you knock down a wall made of concrete?
📑 Weekly Standard(s)
Plan and carry out investigations which demonstrate how equal forces can balance objects and how unequal forces can push, pull, or twist objects, making them change their speed, direction, or shape.
Mandarin:
Book:
N1 U4 01 我喜欢吃 I like to eat
Synopsis:
Mom is going on a trip and is trying to make food arrangements for the week that she’s not around. Find out what everyone wants to have in this story!
New Vocabulary:
喜欢like,吃eat,很very,什么what
Language Comprehension:
- Identify and understand the meaning and usage of 喜欢, 很, 什么
- Identify and understand the meaning and usage of 下个 星期
- Understand the meaning and usage of 很
- Recognize the noun reduplication 天天 (e.g. 我要天天吃!)
- Understand questions about what to eat (e.g. 你要吃什么?)
Language Use:
Ask a classmate what he or she would like to eat (e.g. 你们 要吃什么?)
Express if you like or dislike a food item (e.g. 我喜欢 吃⋯⋯)
Describe one thing that you eat or do on a daily basis (e.g. 我天天吃⋯⋯)
Matchthecorrectdaysoftheweektothesupportingvisuals
Write the words 天 and 欢 in the correct stroke order
Match the correct text to the supporting audio
New Special Rotation-P.E.
Blue and Green class: P.E.
Friday, Early Release
Contact us
Miss. Annie
Yóu Shūqí lǎoshī.
Miss. Annie, Shuqi, You
Email: Shuqi.you@dvusd.org
Website: https://www.dvusd.org/Page/52696
Location: Gavilan Peak classroom 210
Phone: 623-445-7436
Ms. Tsau
Email: lisa.tsau@dvusd.org
Website: https://www.dvusd.org/Page/4570
Location: Gavilan Peak classroom 211
Phone: 623-445-7437