Today we enjoyed a challenging "join change unknown" CGI problem. Basically, it was a complex story problem designed to give the children the opportunity to apply what they have learned about the following: groups, place value, and comprehension of written word problems. That last part was the most challenging for everyone when combined with the advance problem type that is basically an x + y = z. What is y or what is the missing amount? First, they had to deconstruct the sentence, eliminate irrelevant information, and identify the goal or purpose of the problem. Their solution strategies were varied and took much guidance. At home, telling oral stories involving a set amount, an amount needed in the end, and the amount needed to reach the end total would be beneficial.
To check their solutions, the children applied what was practiced prior to CGI - strategies to check regrouping accuracy. They were amazed to discover that they can take the sum, subtract an addend, and end up with the other addend. :) To further their amazement, we tried regrouping in subtraction and verified that it also worked. From now on, please hold your child accountable for checking at least one out of a group of regrouping problems by applying the opposite action in the opposite direction.
(ex: 47 - 18 = 29 can be checked by adding 29 + 18. Did it equal 47?)
After a two mile hike, the first graders arrived back early. Your child should be able to tell you all about the walk, learning to observe animals, and collecting bugs. :) They are all very worn out.
Once everyone was back together, the children finished their "Thinking like a geologist" quilt square to consolidate what they have learned about rocks. This included explaining the rock cycle, writing about the big ideas of rocks changing over time using details and the language of geologists (yes- that was 4 icons at once). Finally, your child discovered the new icon of "origin" as they deduced the meaning based on the photo of the rock collections. Where did the rocks come from? Photos are below as "proof of evidence".
Next, we planned a screencast to become a "report" of their learning in a way that your child could "prove with evidence" what was learned. The Flow Map planner was quick and reviewed the pattern and rules involved in making a screencast (our 3rd). Then, your child made it completely by him/herself. Tomorrow we will revise and share our screencasts. :)
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