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

Posted: May 25, 2020

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”.