Math: Learners were introduced to LCM method for comparison of fractions. They further learned to arrange the fractions in ascending and descending order using LCM method.
UOI: Learners deepened the understanding of ‘culture’ and ‘tradition.’ They further made the connection with Fountainhead school culture, surat’s culture, culture followed at their homes. They also explored a tradition they follow at home.
UOI: Write the definition of related concepts, from the link shared with you, in your UOI notebook.
- Compare the following fractions using LCM method and put the correct size:
- 1/2 ___ 1/3
- 3/5 ___ 3/4
- 3/6 ___ 1/2
- 2/3 ___ 3/4
- Arrange the fraction in ascending order: 3/6, 2/7, 10/12
- Arrange the fraction in descending order: 6/8, 2/3, 9/11
UOI: Learners understood the meaning of ritual based on their daily routine. Further, they noted their daily ritual and made the connection to beliefs and values associated with their ritual. They concluded with the understanding that ‘rituals show their beliefs and values.’
Reader: Learners continued reading the chapter 7 of Chitty Chitty Bang Bang using the strategy ‘Retelling to Summarize.’
Writing: Learners were introduced to dialogue writing. They read the passage from the link –http://www.kidsworldfun.com/shortstories_mostbeautifulheart.php to understand the usage of dialogue.
Math: Complete weekend homework worksheet.
- Complete weekend homework worksheet.
- Complete dialogue writing worksheet.
Have a happy weekend!
UOI: Learners were asked about what do they believe in? What do they do about things they believe in? What do they value? What do their friends/family value? Later, they took up the whole class discussion.
UOI: Write the response in your UOI notebook.
Interview a parent/sibling and neighbour/friend. Ask:
- What do you believe in?
- What do you value?
Language: Practice transition words – https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-15162.php
Reminder for bring library homework.
Math: Learners attempted the FA on equivalent fractions and simplification of fractions. Further, they were introduced to improper fractions, mixed numbers, like and unlike fractions.
Reader: Learners continued reading the chapter 6 using the strategy ‘reading like a writer.’
- Watch the video: https://www.youtube.com/watch?v=ggYdPef3Nuk. Ensure to take notes, there will be a discussion about the video in next Math class.
- Complete the worksheet of improper fractions, mixed numbers, like and unlike fractions
- Complete reading the chapter 6 using the strategy ‘reading like a writer.’ Yours notes needs to be penned in your Empowering English notebook.
- Identify 3 words from the chapter (page 63 onwards). Write them in your Vocabulary notebook, find its meaning and then create a sentence using the word.
Enjoy the weekend! Have an Environment friendly and Birds safe Uttrayan.
Literary Event: Finalist from UOI Advertisement presentation, presented their advertisement in the Ad Mad Show.
Writing: Learners practised transition words by reading the passage and then further identifying transition words in the worksheet.
Reader: Learners begin reading Chapter 6 using the comprehension strategy ‘Reading like a Writer.’
- Simplify and check whether the following fractions are equivalent or not:1) 9/15 and 6/10
2) 2/7 and 8/28
3) 3/4 and 2/10
4) 4/16 and 16/64
5) 24/60 and 36/90
- Practice fractions from the link: https://www.mathplayground.com/Triplets/index.html
- Complete reading the chapter 6. Annotate as learned in the class. ‘star for craft’ ‘! for process’ ‘underline for new words’ and ‘? for wondering’
- Complete the transition worksheet.
- Students will revise, edit and rewrite the events of their day (daily routine) using the sheet of transition words for location and time (given) in 10 sentences in their Language Writing Notebook.
UOI: Learners worked on their summative assessment task of creating the advertisement.
Math: Learners reinforced the understanding of equivalent fraction and simplification of the fraction using Jodo blocks and a worksheet.
UOI: Practice your roles and lines.
Math: Complete the worksheet started in the class. Use the videos emailed for clarification if needed.
Language: Read the chapter 6 from Chitty Chitty Bang Bang till page number 64, 8th line. Write down the meaning of the new words in your vocabulary notepad. If you have others words than the one mentioned below, you can add them too. If you knew the meaning of the word already, then you may not copy the word.
UOI: Learners got into the group for planning the Ad Mad Show which is also their summative assessment task.
Math: Learners revised equivalent fractions and further, were introduced to simplification of the fractions. Later, they also practised simplifying few fractions.
Writing: Learners listened to the morning routine of the teacher and identified the use of connectives in the narration.Further, they also noticed the order of event occurrence. They practised sequencing the events from the Chapter ‘Swimming in Sequence.’ They also discussed the importance of sequencing in the writing as the same is used in real life in narratives, recipes, procedural writing, etc.
UOI: Brainstorm on the UOI Summative assessment task.
- Prepare for Math Multiplication Mania
- Attempt this online game: a) https://www.mathgames.com/skill/3.40-identify-fractions-up-to-tenths and https://www.mathgames.com/skill/3.45-choose-the-equivalent-fraction
- Chant and memorize tables till 12.
- Complete the sequencing worksheet.
- Complete the advertisement evaluation worksheet.
Students constructed the meaning of equivalent fractions using the fraction kit as a manipulative.-
Life class: Discussion taken up on self esteem by reflecting on themselves.
- Revise the FA responses (Deadline – Monday)
- Attempt fractions online – https://www.sheppardsoftware.com/mathgames/fractions/fracTut1.htm
Math: Learners were introduced to fractions. They understood the role of parts and the whole, the terminology of numerator and denominator. They further practised fraction by colours the parts of the whole in their graph book. They were also insisted to use the language of one-fifth, one-fourth…. instead of one upon five or one upon four.
Numerator: Considered parts of the whole are called as numerator
Denominator: Total number of parts of the whole.
Fraction means a small or tiny part, amount, or proportion of something.
Language: Learners practised revising the sentences keeping in my all that they have learned in writing till now.
- In your Math notebook: Create the interactive chart for Numerator, Denominator, Fractions and examples. (As shown in the class)
- In your graphbook, demonstrate a. 6/17 b. 3/10 c. 4/9 d. 3/3
- Revise/complete the sensory chart worksheets as discussed in the class. The link for the picture is shared with you.
- Write a descriptive passage on “The beach” using the criteria checklist: (Minimum 10 lines)
Use at least 5 adjectives
One of your sentences must be a simile
Your passage must have 3 out 5 senses
Use powerful action verbs and connectives
Check the spellings and grammar
Language Reader: Learners completed reading chapter 5 using the strategy ‘Reading like a Writer.’
UOI: As the learners wanted to inquire more into understanding ‘Perception’ and it’s role in the central idea ‘Media can influence and alter our perceptions and choices.’ Learners explored the book ‘Zoom’ by Istvan Banyai. Overall, they understood that perception is our opinion based on our observation and personal experience. Further, they understood our perceptions are affected by messages/advertisements by ‘Critical evaluation of messages presented in the media’ (LOI 2). To explore further, they saw few advertisements and observed the details on the back of the product. Later, they contemplated about the people’s response to messages (LOI 3) and decided to take up the survey to know the responses.
UOI: Take up the response of 5 people for the survey assigned to you.
Language: Complete week 12-weekend task if it is not completed yet.
a) Write the factors of: (Ensure to write the answers in ascending order)
b) Write the multiple of:
c) Find the HCF and LCM of the following:
- 35 and 50
- 64 and 72
- 24 and 36
- 18 and 42