Math:  
Probability - The chance of something happening.  One can describe the chances using many different words, however, our focus are the following...

Gr. 2 - Probability 

• describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain) (e.g.,“If I take a new shoe out of a box without looking, it’s equally likely that I will pick the left shoe or the right shoe.”)
• describe the probability that an event will occur (e.g., getting heads when tossing a coin, landing on red when spinning a spinner), through investigation with simple games and probability experiments and using mathematical language (e.g., “I tossed 2 coins at the same time, to see how often I would get 2 heads. I found that getting a head and a tail was more likely than getting 2 heads.”) (Sample problem: Describe the probability of spinning red when you spin a spinner that has one half shaded yellow, one fourth shaded blue, and one fourth shaded red. Experiment with the spinner to see if the results are what you expected.).

Gr. 2 - Geometry - Movement

• describe the relative locations (e.g., beside, two steps to the right of ) and the movements of objects on a map (e.g.,“The path shows that he walked around the desk, down the aisle, and over to the window.”)
• describe and represent the relative locations of objects, and represent objects on a map. 
• draw simple maps of familiar settings, and describe the relative locations of objects on the maps (Sample problem: Draw a map of the classroom, showing the locations of the different pieces of furniture.)
• create and describe symmetrical designs using a variety of tools (e.g., pattern blocks, tangrams, paper and pencil)

Gr. 3 - Probability 

• describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain)
• predict the frequency of an outcome in a simple probability experiment or game (e.g.,“I predict that an even number will come up 5 times and an odd number will come up 5 times when I roll a number cube 10 times.”), then perform the experiment, and compare the results with the predictions, using mathematical language
• demonstrate, through investigation, an understanding of fairness in a game and relate this to the occurrence of equally likely outcomes.

Gr. 3 - Transformational Geometry

• describe movement from one location to another using a grid map (e.g., to get from the swings to the sandbox, move three squares to the right and two squares down)
• identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations (e.g., a slide to the right is a translation; a turn is a rotation)
• complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry (Sample problem: Draw the missing portion of the given butterfly on grid paper.)

Language:  We are learning about adverbs - words that describe a verb.  To find the adverb in a sentence, ask yourself these questions; How? Where? When?  We will also soon be learning about the features of announcements / invitations / menus and other media writing forms.


Coach Wilson

SECRET QUESTION:  What is the title of the fiction text I am reading to the class at the moment?  How to Get ____________