# Mr. N. Scully

Welcome To Our Page

Posted: May 31, 2020

## Home Learning Activities for Monday, June 1st to Friday, June 5th

Learning activities for June 1st to June 5th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

-There are also online books available on the website raz-kids.com.  Click on “Kids Login” and type in the username MrScullyHarcourt.  Students will then choose their name and type in their individual passwords.

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week have students work on a opinion writing piece.  With opinion writing pieces students explain to their audience why they feel a certain way about a certain topic.  For example, students could write about why pizza is there favourite food, what there favourite TV show is and why, why they prefer dogs over cats, etc.

As students work on their opinion pieces they can watch the following YouTube videos which will walk students through the steps of how to create an opinion piece:

1. Episode 1: What is an opinion piece?

2. Episode 2: Choosing an opinion writing topic

3.Episode 3: Making an opinion writing plan

4.  Episode 4: Writing a draft

5. Episode 5: Writing a draft: Reasons and Examples

6. Episode 6: Writing a draft: Conclusion

7. Episode 7: Revising your Writing

8. Episode 8: Editing your Writing

-Every day this week have students work on the basic concept of division.  Remind students that division means we are sharing a certain number of something equally among a certain number of groups, and trying to find out how much each group gets.  For example, the division problem 20 ÷ 5 = 4, means if we have 20 of something, and we are sharing that 20 equally among 5 groups, each group will have 4.

-The following is an example of a division problem students could work on, as well as an explanation of how students could solve it.

Ex:  33 ÷ 8.  Students could draw out 8 circles, then share 33 among the 8 circles (draw out 33 pencil marks that they distribute equally among the 8 circles).  In the case of this example, students will notice that each circle ends up with 4 marks, and that there will be 1 left over that they cannot share equally among the 8 circles.  Their answer would then be 33 ÷ 8 = 4 R1.  The R1 means that there is one left over from the 33 which cannot be equally distributed amongst the 8 groups.

-Every day this week students should spend 20 minutes reviewing their 8 times tables and their related division facts:

8 x 1 = 8                          8 ÷ 8 = 1       8 ÷ 1 = 8

8 x 2 = 16                      16 ÷ 8 = 2          16 ÷ 2 = 8

8 x 3 = 24                      24 ÷ 8 = 3          24 ÷ 3 = 8

8 x 4 = 32                      32 ÷ 8 = 4          32 ÷ 4 = 8

8 x 5 = 40                      40 ÷ 8 = 5          40 ÷ 5 = 8

8 x 6 = 48                      48 ÷ 8 = 6          48 ÷ 6 = 8

8 x 7 = 56                      56 ÷ 8 = 7          56 ÷ 7 = 8

8 x 8 = 64                      64 ÷ 8 = 8          64 ÷ 8 = 8

8 x 9 = 72                      72 ÷ 8 = 9          72 ÷ 9 = 8

8 x 10 = 80                    80 ÷ 8 = 10        80 ÷ 10 = 8

8 x 11 = 88                    88 ÷ 8 = 11         88 ÷ 11 = 8

8 x 12 = 96                    96 ÷ 8 = 12         96 ÷ 12 = 8

Zeemer:

-Each day this week, if available, choose a picture book to read through with Zeemer.  If you don’t have books available, there are online books available on the website

tumblebooks.com .  You can log in by using the username: Harcourt123 and the password: trial.  Begin by having him look at each picture in the story and tell what is happening in the story, based on his interpretation of the pictures.  Then, read the story aloud to Zeemer.  When finished, ask Zeemer several questions about the story you read.

For example:

“Did you enjoy the story?  Why or why not?”

“What was your favourite part of the story?”

“Did the story remind you of any other story you have read? How?”

“Did the story remind you of anything that has happened in your own life?  What was it?”

“Could you retell the story in your own words?”

Write down several of Zeemer’s answers onto a sheet of lined paper (one or two sentences).  Then, have Zeemer copy down what was written.

*Have Zeemer continue to work on the following activities which he began last week:

-Each day this week, have Zeemer practice skip counting by 2s, 5s, and 10s up to 100.  He could use a hundreds chart to help him with his counting (a visual of all the numbers from 1 to 100).

-Each day, after practicing his skip counting, have Zeemer do work on his 2, 5, or 10 times tables.

For example:

*Explain that 2 x 4 means that you have 4 groups of 2, and we want to figure out how many there are all together.

*Then have him draw 4 circles with two dots in each circle, to represent 2 x 4.

*Then have him count the total number of dots in all the circles (8).

*Then have him write out the equation 2 x 4 = 8

*Try to make a connection to the skip counting he did before.  For example, “To solve 2 x 4, we can skip count by twos, four times”.

*Writing Activity: Each day this week have Zeemer create a drawing of his choice.  When he is finished have him (with help) label each part of his drawing (ex: me, tree, sun, rock, slide).  With help, have him write one or two sentences describing what is happening in is drawing (if he is having difficulty, you could have him dictate what to write then write the sentence for him; he could then copy what you wrote down).

*Every day this week have Zeemer work on the basic concept of fractions.  For example, you could draw 5 circles/squares/hearts/etc and shade in 2.  You could then explain that “There are 5 circles all together and 2 are shaded in so the fraction of the circles that are shaded in is 2/5 (the bottom number means how many there are all together, and the top number means how many we have taken, or in this case, shaded in).

-Create various drawings that represent fractions and have Zeemer write the fraction that represents each drawing.

Ex:  Draw 7 squares and shade in 5.  Zeemer would then write the fraction 5/7.

Ex:  Draw a circle, divide it into 2 equal parts, then shade in one of the parts.  Zeemer would then write the fraction 1/2.

-You could also write out fractions and have Zeemer draw a picture to represent them.

Ex: Write the fraction 3/4.  Zeemer could then draw 4 circles/squares/etc and shade in 3.

Posted: May 25, 2020

## Home Learning Activities for Monday, May 25th to Friday, May 29

The following are home learning activities for Monday, May 25th to Friday, May 29th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

-There are also online books available on the website raz-kids.com.  Click on “Kids Login” and type in the username MrScullyHarcourt.  Students will then choose their name and type in their individual passwords.

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week from Monday to Friday, students should spend 20 minutes a day working on French activities on the website https://flora.nbed.nb.ca/  or working on math activities on the website DreamBox.  The url for this site is:  https://play.dreambox.com/login/knjs/q3sp

-Monday and Tuesday, students should spend 20 minutes a day practicing finding the perimeter of squares and rectangles.  Remind students that the perimeter of a shape is the combined length of all the sides.  Have students create drawings of squares and rectangles and label the lengths of the sides.  Remind students that each side of a square will be the same length, and that the opposite sides of a rectangle will be the same length.

*Students can begin to find the perimeter of the shapes they make by adding up all of the sides.

*Once students are comfortable doing this, show students that to find the perimeter of a square they can multiply the length of one side by 4 (because there are 4 sides that each have the same length). Ex:  If they create a square in which each side is 5 cm, they multiply 4 x 5 to find the perimeter.

Perimeter = length x 4

Perimeter = 5 cm  x 4

Perimeter =  20 cm

*Show students that to find the perimeter of a rectangle they can multiply the length by 2, multiply the width by 2, then add the answers together (because there are 2 sets of sides that are the same lengths).

Ex: To find the perimeter of a rectangle that is 8 cm long and 4 cm wide:

Perimeter = (length x 2) + (width x 2)

Perimeter =   (8 cm x 2) + (4 cm x 2)

Perimeter =          16 cm + 8 cm

Perimeter =                  24 cm

-Wednesday, Thursday, and Friday, students should spend 20 minutes a day practicing finding the area of squares and rectangles.  Remind students that the area of a shape refers to how many square units make up the surface of that shape.

-Students can begin to find the area of squares and rectangles by labeling the length and width of the sides (ex: 4 cm long and 3 cm wide).  Then have the students draw squares on the inside of their shape that correspond to the length and width of their shape.  For example, if they make a rectangle that is 4 cm long and 3 cm wide, the inside of the rectangle will have 3 rows of 4 squares.  Students then count the number of squares on the inside of the shape to find the area (12 cm2).

-Show students that they can also find the area of a square or a rectangle by multiplying the length by the width.

Ex: To find the area of a rectangle that is 4 cm long and 3 cm wide, they multiply 4 x 3.

Ex: Area = length x width

Area =   4 cm x 3 cm

Area =          12 cm2    (Tell students that they put the symbol of a 2 above the cm to indicate that the inside of the rectangle holds 12 squares that are each a cm long and a cm wide).

-Every day this week students should spend 20 minutes reviewing their 7 times tables and their related division facts:

7 x 1 = 7                          7 ÷ 7 = 1       7 ÷ 1 = 7

7 x 2 = 14                      14 ÷ 7 = 2          14 ÷ 2 = 7

7 x 3 = 21                      21 ÷ 7 = 3          21 ÷ 3 = 7

7 x 4 = 28                      28 ÷ 7 = 4          28 ÷ 4 = 7

7 x 5 = 35                      35 ÷ 7 = 5          35 ÷ 5 = 7

7 x 6 = 42                      42 ÷ 7 = 6          42 ÷ 6 = 7

7 x 7 = 49                      49 ÷ 7 = 7          49 ÷ 7 = 7

7 x 8 = 56                      56 ÷ 7 = 8          56 ÷ 8 = 7

7 x 9 = 63                      63 ÷ 7 = 9          63 ÷ 9 = 7

7 x 10 = 70                    70 ÷ 7 = 10        70 ÷ 10 = 7

7 x 11 = 77                    77 ÷ 7 = 11         77 ÷ 11 = 7

7 x 12 = 84                    84 ÷ 7 = 12         84 ÷ 12 = 7

Zeemer:

-This week Zeemer should engage in math activities on the website DreamBox for 20 minutes a day.  The url for this site is:  https://play.dreambox.com/login/knjs/q3sp

The classroom code is: 83921

-Each day this week, if available, choose a picture book to read through with Zeemer.  If you don’t have books available, there are online books available on the website

tumblebooks.com .  You can log in by using the username: Harcourt123 and the password: trial.  Begin by having him look at each picture in the story and tell what is happening in the story, based on his interpretation of the pictures.  Then, read the story aloud to Zeemer.  When finished, ask Zeemer several questions about the story you read.

For example:

“Did you enjoy the story?  Why or why not?”

“What was your favourite part of the story?”

“Did the story remind you of any other story you have read? How?”

“Did the story remind you of anything that has happened in your own life?  What was it?”

“Could you retell the story in your own words?”

Write down several of Zeemer’s answers onto a sheet of lined paper (one or two sentences).  Then, have Zeemer copy down what was written.

-Each day this week, have Zeemer practice skip counting by 2s, 5s, and 10s up to 100 for 10-15 minutes.  He could use a hundreds chart to help him with his counting (a visual of all the numbers from 1 to 100).

-Each day, after practicing his skip counting, have Zeemer do work on his 2, 5, or 10 times tables for 15 minutes.

For example:

*Explain that 2 x 4 means that you have 4 groups of 2, and we want to figure out how many there are all together.

*Then have him draw 4 circles with two dots in each circle, to represent 2 x 4.

*Then have him count the total number of dots in all the circles (8).

*Then have him write out the equation 2 x 4 = 8

*Try to make a connection to the skip counting he did before.  For example, “To solve 2 x 4, we can skip count by twos, four times”.

Posted: May 16, 2020

## Home Learning Activities for Tuesday, May 19th to Friday, May 22nd

Learning activities for May 19th to May 22nd:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

-There are also online books available on the website raz-kids.com.  Click on “Kids Login” and type in the username MrScullyHarcourt.  Students will then choose their name and type in their individual passwords.  The following are individual student passwords:

Mason:  Mason5

Mathew:  Mathew5

Liam:  Liam5

Ziggy:  Ziggy5

Zeemer:  Zeemer4

Jaxen:  Jaxen5

Jazlyn:  Jazlyn4

Hailey:  Hailey4

Cole:  Cole4

Herron:  Herron5

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week from Tuesday to Friday, students should spend 20 minutes a day working on French activities on the website https://flora.nbed.nb.ca/ .  The website contains guided French activities pertaining to speaking, reading, and writing.

-Tuesday and Wednesday, for 20 minutes a day, have students work on multiplying a multiple of 10 with another multiple of 10 (ex: 30 x 40).  Explain that to solve this kind of problem, students can multiply the front digits of the factors and then add the number of zeros from both factors to the answer.

Ex: 4 x 3 = 12, so, 40 x 30 = 1200 (two zeros added to 12).

-Thursday and Friday, introduce students to the concept of multiplying 2 double digit numbers together (ex: 24 x 53).  They should spend about 20 minutes a day working on the concept.  Explain to students that to solve a multiplication problem involving 2 double digit numbers, they can multiply both digits of the first number with both digits of the second number.  Explain that, for example, 24 x 53 means 24 groups of 53, which is the same as 20 groups of 50, plus 20 groups of 3, plus 4 groups of 50, plus 4 groups of 3.

So, 24 x 53 = (20 x 50) + (20 x 3) + (4 x 50) + (4 x 3)

24 x 53 =     1000    +     60     +    200    +     12

24 x 53 =                           1272

NOTE:  This is a grade 5 concept but grade 4 students can attempt these types of problems as well.  Any student who is really struggling with multiplying two double digit numbers together, can return to working on the concept of multiplying a double digit number by a single digit number (ex: 24 x 3).

-Every day this week students should spend 20 minutes reviewing their 6 times tables and their related division facts:

6 x 1 = 6                          6 ÷ 6 = 1           6 ÷ 1 = 6

6 x 2 = 12                      12 ÷ 6 = 2          12 ÷ 2 = 6

6 x 3 = 18                      18 ÷ 6 = 3          18 ÷ 3 = 6

6 x 4 = 24                      24 ÷ 6 = 4          24 ÷ 4 = 6

6 x 5 = 30                      30 ÷ 6 = 5          30 ÷ 5 = 6

6 x 6 = 36                      36 ÷ 6 = 6          36 ÷ 6 = 6

6 x 7 = 42                      42 ÷ 6 = 7          42 ÷ 7 = 6

6 x 8 = 48                      48 ÷ 6 = 8          48 ÷ 8 = 6

6 x 9 = 54                      54 ÷ 6 = 9          54 ÷ 9 = 6

6 x 10 = 60                    60 ÷ 6 = 10        60 ÷ 10 = 6

6 x 11 = 66                    66 ÷ 6 = 11         66 ÷ 11 = 6

6 x 12 = 72                    72 ÷ 6 = 12         72 ÷ 12 = 6

Posted: May 10, 2020

## Home Learning Activities for Monday, May 11th to Friday May 15th

Learning activities for May 11th to May 15th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week, students should work on writing for 20 minutes a day.

Students should continue to work on a story or personal narrative of their choice, using a graphic organizer and editing their stories as described previously.

Students could also choose to spend some of their writing time on any of the following writing activities connected to their reading:

*Students can choose to work on any writing activities pertaining to reading that they worked on last week.

*Student can also work on any of the following, new writing activities connected to their reading:

*What’s That Word:  Choose a vocabulary word that you do not understand in the story.  Search and write down the definition of that word.

*The Sequel:  Pretend the author wrote a second book.  Using the same characters, what would the book cover look like and what would the story be about?

*Compare and Contrast:  Compare and contrast two things from your story.  How are they the same and how are they different?  You may choose characters or settings.

*Talk Show:  Write interview questions that you would like to ask the author or characters of your book.  What are you still wondering?  What would you like to know more about?

*Summary:  Write a summary about your story.  Include the main ideas, facts, and details from the story.

*Movie Poster:  Imagine your book was turned into a movie.  Design a movie poster that would get people interested in seeing the movie.

*Comic Strip:  Choose your favourite chapter from the book and create a comic strip to show the events in order.

*Connections:  Make a connection between something you read and something from your life, another book, or the world around you.

*Character Study:  Choose one character from your book and list one word that describes them.  Then use evidence from your book to support the descriptive word.

-Monday and Tuesday, students should spend 20 minutes a day practicing multiplying multiples of 100 and 1000 by single digit numbers.

Ex:

100 x 4 = 400            1000 x 4 = 4000

200 x 4 = 800            2000 x 4 = 8000

300 x 4 = 1200          3000 x 4 = 12000

400 x 4 = 1600          4000 x 4 = 16000

500 x 4 = 2000          5000 x 4 = 20000

600 x 4 = 2400          6000 x 4 = 24000

700 x 4 = 2800          7000 x 4 = 28000

800 x 4 = 3200          8000 x 4 = 32000

900 x 4 = 3600          9000 x 4 = 36000

Point out to students that when they are multiplying a multiple of 100 or 1000 by a single digit number, to find the answer they can multiply the front digit of the multiple of 100 or 1000 by the single digit number, then add the number of zeros (of the multiple of 100 or 1000) to the answer.

Ex:

3 x 1 = 3   so 3 x 100 = 300    so 3 x 1000 = 3000

3 x 2 = 6   so 3 x 200 = 600    so 3 x 2000 = 6000

3 x 3 = 9   so 3 x 300 = 900    so 3 x 3000 = 9000

3 x 4 = 12 so 3 x 400 = 1200  so 3 x 4000 = 12000

3 x 5 = 15 so 3 x 500 = 1500  so 3 x 5000 = 15000

3 x 6 = 18 so 3 x 600 = 1800  so 3 x 6000 = 18000

3 x 7 = 21 so 3 x 700 = 2100  so 3 x 7000 = 21000

3 x 8 = 24 so 3 x 800 = 2400  so 3 x 8000 = 24000

3 x 9 = 27 so 3 x 900 = 2700  so 3 x 9000 = 27000

-Wednesday, Thursday, and Friday, students should spend 20 minutes a day practicing multiplying triple digit numbers by a single digit number (ex: 253 x 4).  Explain to them that they can solve this kind of problem by breaking it into three separate multiplication problems, the products of which you then add together.

For example, to solve 253 x 4, think: 253 x 4 means I have 253 groups of 4.  253 groups of 4 is the same as, 200 groups of 4 plus 50 groups of 4 plus 3 groups of 4.

So: 253 x 4 = (200 x 4) + (50 x 4) + (3 x 4)

253 x 4 =      800    +     200    +    12

253 x 4 =                      1012

-If students are having difficulty with multiplying a triple digit number by a single digit number, they can continue to work on multiplying a double digit number by a single digit number (ex: 24 x 7) which they worked on last week.

-Every day this week students should spend 20 minutes reviewing their 5 times tables and their related division facts:

5 x 1 = 5                          5 ÷ 5 = 1       5 ÷ 1 = 5

5 x 2 = 10                      10 ÷ 5 = 2          10 ÷ 2 = 5

5 x 3 = 15                      15 ÷ 5 = 3          15 ÷ 3 = 5

5 x 4 = 20                      20 ÷ 5 = 4          20 ÷ 4 = 5

5 x 5 = 25                      25 ÷ 5 = 5          25 ÷ 5 = 5

5 x 6 = 30                      30 ÷ 5 = 6          30 ÷ 6 = 5

5 x 7 = 35                      35 ÷ 5 = 7          35 ÷ 7 = 5

5 x 8 = 40                      40 ÷ 5 = 8          40 ÷ 8 = 5

5 x 9 = 45                      45 ÷ 5 = 9          45 ÷ 9 = 5

5 x 10 = 50                    50 ÷ 5 = 10        50 ÷ 10 = 5

5 x 11 = 55                    55 ÷ 5 = 11         55 ÷ 11 = 5

5 x 12 = 60                    60 ÷ 5 = 12         60 ÷ 12 = 5

Posted: May 4, 2020

## Home Learning Activities for Monday, May 4th to Friday, May 8th

The following are home learning activities for Monday, May 4th to Friday, May 8th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week, students should work on a writing activity for 20 minutes a day.

Students can continue to work on a story or personal narrative of their choice, using a graphic organizer and editing their stories as described last week.

Students could also choose any of the following writing activities connected to their reading:

*Sequencing:  Write 5 events from your book. Sequence them by putting them in the correct order.

*Predicting:  Before you start the next chapter of your book, make a prediction about what you think will happen next. Then, after you read the chapter, tell whether your prediction was correct.

*Monitoring:  As you read look for tricky words. Write them down. Then, use a dictionary to find out how to say them and what they mean. Write down the definitions.

*Visualizing:  Choose a part of the book where the author used words to create a picture in your mind. Write the author’s description and draw a picture of what you visualize.

*Making Inferences:  Think about the title of your book. Why do you think the author gave the book this title? Use evidence from the book to support your answer.

*Making Connections:  What happened in the book that you can relate to your life? Write about two connections you can make to the book.

*Retelling:  When you finish reading the book, retell the story in your own words. Write the important events. Be sure to include the beginning, middle and end.

-Monday and Tuesday, students should spend 20 minutes a day practicing multiplying multiples of 10 by single digit numbers.

Ex:

10 x 4 = 40

20 x 4 = 80

30 x 4 = 120

40 x 4 = 160

50 x 4 = 200

60 x 4 = 240

70 x 4 = 280

80 x 4 = 320

90 x 4 = 360

Point out to students that when they are multiplying a multiple of 10 by a single digit number, to find the answer they can multiply the front digit of the multiple of 10 by the single digit number, then add a 0 to the answer.

Ex:

3 x 1 = 3   so 3 x 10 = 30

3 x 2 = 6   so 3 x 20 = 60

3 x 3 = 9   so 3 x 30 = 90

3 x 4 = 12 so 3 x 40 = 120

3 x 5 = 15 so 3 x 50 = 150

3 x 6 = 18 so 3 x 60 = 180

3 x 7 = 21 so 3 x 70 = 210

3 x 8 = 24 so 3 x 80 = 240

3 x 9 = 27 so 3 x 90 = 270

-Wednesday, Thursday, and Friday, students should spend 20 minutes practicing multiplying double digit numbers by a single digit number (ex: 24 x 5).  Explain to them that they can solve this kind of problem by breaking it into two separate multiplication problems, the products of which you then add together.

For example, to solve 24 x 5, think: 24 x 5 means I have 24 groups of 5.  24 groups of 5 is the same as, 20 groups of 5 plus 4 groups of 5.

So: 24 x 5 = (20 x 5) + (4 x 5)

24 x 5 =      100   +   20

24 x 5 =             120

-When students become comfortable solving this kind of problem.  Have them create word problems that represent a double digit number multiplied by a single digit number, and then solve the problem they created.

Ex: “Joe bought 4 books from the bookstore.  Each book cost \$35.  How much money did Joe spend on all four books?

35 x 4 = (30 x 4) + (5 x 4)

35 x 4 =      120  +   20

35 x 4 =             140

-Every day this week students should spend 20 minutes reviewing their 4 times tables and their related division facts:

4 x 1 = 4                        4 ÷ 4 = 1            4 ÷ 1 = 4

4 x 2 = 8                        8 ÷ 4 = 2            8 ÷ 2 = 4

4 x 3 = 12                      12 ÷ 4 = 3          12 ÷ 3 = 4

4 x 4 = 16                      16 ÷ 4 = 4          16 ÷ 4 = 4

4 x 5 = 20                      20 ÷ 4 = 5          20 ÷ 5 = 4

4 x 6 = 24                      24 ÷ 4 = 6          24 ÷ 6 = 4

4 x 7 = 28                      28 ÷ 4 = 7          28 ÷ 7 = 4

4 x 8 = 32                      32 ÷ 4 = 8          32 ÷ 8 = 4

4 x 9 = 36                      36 ÷ 4 = 9          36 ÷ 9 = 4

4 x 10 = 40                    40 ÷ 4 = 10         40 ÷ 10 = 4

4 x 11 = 44                    44 ÷ 4 = 11         44 ÷ 11 = 4

4 x 12 = 48                    48 ÷ 4 = 12         48 ÷ 12 = 4

Posted: April 26, 2020

## Home Learning Activities for Monday, April 27th to Friday, May 1st

The following are home learning activities for Monday, April 27th to Friday, May 1st:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week, students will work on a story or personal narrative of their choice, for 20 minutes a day.  Students should begin each of their writing pieces by creating a graphic organizer, which they will use to plan out their stories.  In their graphic organizers they should include: A list of the characters that will be in their writing piece, a description of the setting in which their story will take place, and a description of the main problem or main idea of their story.  They should then write a brief description of the the events that will take place in their story or personnel narrative.  They should start by writing a description of what happens in their introduction, followed by a brief description of the main events that will occur in their stories.  They should finish their graphic organizers by briefly describing the conclusion of their writing piece. Students should treat their graphic organizers as a rough road map to creating their writing pieces.  If they come up with ideas while writing their stories, they should feel free to alter their stories in a way that differs from what they wrote in their graphic organizers.  The organizers should simply serve as a guide to helping them write their stories.

When finished writing their stories students should go through the process of editing their writing pieces and creating a good copy.  They should first go through their stories and underline each word that they are not sure if they spelt right.  They should then look up each word in a dictionary or online dictionary to make sure that they spelt each word correctly.  Students should then read through their stories to look for any grammatical errors they might have made.  A good strategy for doing this is to read their stories aloud to listen for any parts of their story that don’t sound right.

When students are finished editing their stories, they should begin work on a good copy.  If students end up finishing their stories or personal narratives before the end of the week they can begin work on a new writing piece.

-Every day this week students should spend 20 minutes reviewing their 9 and 10 times tables.

9 x 1 = 9                        10 x 1 = 10

9 x 2 = 18                      10 x 2 = 20

9 x 3 = 27                      10 x 3 = 30

9 x 4 = 36                      10 x 4 = 40

9 x 5 = 45                      10 x 5 = 50

9 x 6 = 54                      10 x 6 = 60

9 x 7 = 63                      10 x 7 = 70

9 x 8 = 72                      10 x 8 = 80

9 x 9 = 81                      10 x 9 = 90

9 x 10 = 90                    10 x 10 = 100

9 x 11 = 99                    10 x 11 = 110

9 x 12 = 108                  10 x 12 = 120

-Every day this week students should spend 20 minutes a day on the website DreamBox.  The url for this site is:  https://play.dreambox.com/login/knjs/q3sp .The classroom code is: 83921.  Alternatively, students could spend 20 minutes a day on the website www.abcya.com .  First, choose your grade level (4 or 5).  Then, students can choose to work on Math or Literacy activities.

Posted: April 20, 2020

## Home Learning Activities for Monday, April 20th to Friday, April 24th

The following are home learning activities for Monday, April 20th, to Friday, April 24th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

-Students should continue to try to do 60 minutes of physical activity each day.

-This week students should do 20 minutes of writing a day.  Students can choose to continue on with topics they worked on last week, if they wish.  Other new topics might be:

*What is the most exciting thing that has ever happened to you?  Write about your experience.

*Think of one of your favourite stories from your childhood.  Rewrite it with an alternate ending.

*What is your favourite time of the year?  What do you like about it?

*Write about a profession that you might like to have when you grow up.  Why would you like to have that job?

*If you could be any famous person for a day, who would you want to be and why?

-Students should spend at least 10 minutes each day working on memorizing their doubles addition facts:

1 + 1 = 2     6 + 6 = 12

2 + 2 = 4     7 + 7 = 14

3 + 3 = 6     8 + 8 = 16

4 + 4 = 8     9 + 9 = 18

5 + 5 = 10   10 + 10 = 20

-Students should also spend at least 10 minutes each day working on their near doubles addition facts. Ex:

1 + 2 = 3     6 + 7 = 13

2 + 3 = 5     7 + 8 = 15

3 + 4 = 7     8 + 9 = 17

4 + 5 = 9     9 + 10 = 19

5 + 6 = 11

-Every day this week students should spend 20 minutes reviewing their 7 and 8 times tables.

7 x 1 = 7                        8 x 1 = 8

7 x 2 = 14                      8 x 2 = 16

7 x 3 = 21                      8 x 3 = 24

7 x 4 = 28                      8 x 4 = 32

7 x 5 = 35                      8 x 5 = 40

7 x 6 = 42                      8 x 6 = 48

7 x 7 = 49                      8 x 7 = 56

7 x 8 = 56                      8 x 8 = 64

7 x 9 = 63                      8 x 9 = 72

7 x 10 = 70                    8 x 10 = 80

7 x 11 = 77                    8 x 11 = 88

7 x 12 = 84                    8 x 12 = 96

Posted: April 13, 2020

## Learning activities for Tuesday April 14th to Friday April 17th

Learning Activities for Tuesday April 14th to Friday April 17th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

-Students should try to do 60 minutes of physical activity each day.

-This week students should do 20 minutes of writing a day.  Students can choose to continue on with topics they worked on last week, if they wish.  Other new topics might be:

*Write about what you did for Easter.

*If you could be principal of your school for a day, what would you do and why?

*Write a story about getting lost in the woods.

*Think about a pet you would like to own.  Write to explain what you would choose and why.

-For 20 minutes, every day this week, students should work on a strategy for solving multiplication problems.  Each day this week students should practice one of the following strategies:

1) Use the strategy of skip counting to solve multiplication problems.  Here, students practice solving a multiplication problem that they don’t know, by counting up from a fact they do know.  For example, to solve 3 x 7, students could start with 1 x 7 = 7, then count on by 7s, until they reach 3 x 7.

Example:  1 x 7 = 7, so 2 x 7 is 7 more.  2 x 7 = 14, so 3 x 7 is 7 more.  3 x 7 = 21.

2) Use the strategy of making a drawing to solve multiplication problems.  For example, to solve 4 x 8, students could draw 4 circles, with 8 dots in each circle.  They would then count up the total number of dots in all the circles to find the answer.

3)  Use the strategy of doubling.  Here, students keep in mind that doubling one factor in a multiplication fact, will double the product (factors are the numbers you multiply together, the product is the answer).  For example, to solve 4 x 8, we can start by solving 2 x 8 then doubling the answer.  2 x 8 = 16, so 4 x 8 = 16 + 16 = 32 (because the number of groups got doubled, 2 doubled is 4, the total answer got doubled, 16 doubled is 32).

Another example: to solve 12 x 6; 6 x 6 = 36, so 12 x 6 = 36 + 36 = 72.

4)  Use the strategy of breaking a multiplication problem into 2 smaller multiplication problems then adding the answers together.  For example: 7 groups of 6 is the same as  4 groups of 6 + 3 groups of 6.

So, 7 x 6 = (4 x 6) + (3 x 6)

7 x 6 =      24   +   18

7 x 6 =             42

Another example:  15 x 4 = (10 x 4) + (5 x 4)

15 x 4 =      40     +     20

15 x 4 =              60

-Every day this week students should spend 20 minutes reviewing their 5 and 6 times tables.

5 x 1 = 5                        6 x 1 = 6

5 x 2 = 10                      6 x 2 = 12

5 x 3 = 15                      6 x 3 = 18

5 x 4 = 20                      6 x 4 = 24

5 x 5 = 25                      6 x 5 = 30

5 x 6 = 30                      6 x 6 = 36

5 x 7 = 35                      6 x 7 = 42

5 x 8 = 40                      6 x 8 = 48

5 x 9 = 45                      6 x 9 = 54

5 x 10 = 50                    6 x 10 = 60

5 x 11 = 55                    6 x 11 = 66

5 x 12 = 60                    6 x 12 = 72

Posted: April 6, 2020

## Home Learning Plan

Hello Harcourt School students and parents!  This week we are beginning our home learning plan.  Students should be doing one hour of work each day, plus an additional half hour of reading, from Monday to Friday.  Students should also try to engage in social emotional learning activities each day.  The goal of our home learning plan is for students to continue the learning process from home and to have fun.  Remember to take lots of breaks, and not to let yourselves become too stressed.  If you have any questions or concerns about the home learning plan please feel free to contact me by e-mail at nicholas.scully@nbed.nb.ca .

Learning activities for Monday April 6th to Friday April 10th:

-Students should be doing 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website

tumblebooks.com .  Click on TumbleBookLibrary, then on free trail.

-Students should try to do 30 minutes of physical activity each day.  Possible activities might include:

*Going for a walk.

*Building a snowman.

*Yoga (here is a good guided yoga video on youtube):

*Playing tag with siblings.

*Helping with chores.

-Below in an attached pdf file, is a list of social emotional learning activities that students could engage in this month:

-This week students should engage in math activities on the website DreamBox for 20 minutes a day.  The url for this site is:  https://play.dreambox.com/login/knjs/q3sp

The classroom code is: 83921

Herron Whyte-Bickerstaffe

Cole Roberts

Hailey Levesque

Jaxen Leet

Jazlyn Leet

Liam Lortz

Mason Handrahan

Mathew Dodwell

Zeemer McClure

Zygmond Lortz

-Every day this week students should work on a writing piece of their choice for 20 minutes a day.  Possible topics could include:

*If you could be invisible for a day what would you do and why?  Write a story about it.

*Write a story about spending a night in a haunted house.

*If you could have any superpower, what would it be and why?

*”It was late one night when suddenly I was woken up by a large crash coming from downstairs” Finish the story.

*Write a story about the year the Easter Bunny went missing.

-Every day this week students should spend 20 minutes reviewing their 3 and 4 times tables.

4 x 1 = 4                        3 x 1 = 3

4 x 2 = 8                        3 x 2 = 6

4 x 1 = 4                        3 x 1 = 3

4 x 2 = 8                        3 x 2 = 6

4 x 3 = 12                      3 x 3 = 9

4 x 4 = 16                      3 x 4 = 12

4 x 5 = 20                      3 x 5 = 15

4 x 6 = 24                      3 x 6 = 18

4 x 7 = 28                      3 x 7 = 21

4 x 8 = 32                      3 x 8 = 24

4 x 9 = 36                      3 x 9 = 27

4 x 10 = 40                    3 x 10 = 30

4 x 11 = 44                    3 x 11 = 33

4 x 12 = 48                    3 x 12 = 36

AttachmentSize
186.33 KB