We are starting the first week of May. We are in the middle of spring, although by the heat that is, it seems that we are in July! With this nice weather, surely you have taken advantage of Saturday or Sunday to go for a walk.
We begin the month of May where nature shows its best moment, with the explosion of colors of the variety of plants that bloom and the increase of hours of sunshine. Fundamental elements to have enjoyed this long weekend, renew energy and start the day with optimism.
Click on each of the links to access the events. Remember that Monday is the day to correct the tasks of the previous week and that tomorrow you have to start doing the ones we propose for this week.
We hope you are all well, taking advantage of these days of confinement to enjoy the family while doing different activities: crafts, table games, songs… We miss you very much, and we hope to be able to come back soon!
Video 3: sums with the pas pel 10.
Good morning boys and girls of third grade! How are you? I’m at home with my family, preparing lots of things for you and finding you missing. I leave you some things to do these days. Take care of yourselves and a lot of love, Anna!
The proposal for these days is to describe an image using the “There is” (question, affirmative and negative). The idea is that the children ask between 5 and 8 questions about the image and answer them. Here is an example:
Take a virtual tour of the Sagrada Família https://sagradafamilia.org/visita-virtual visit its different parts (Passion Façade, Nativity Façade, Interior, Absis, Roser Cloister, Ponent Chapel, Crypt and Gaudí’s Tomb). Then, look for information about Gaudí and write 4 or 5 lines about his life, his works… To finish, draw a picture of the Sagrada Família on a full white paper with the material you want (watercolor, crayons, colored pencils, pencil sharpeners…).
Restes portant-ne per imprimir del momento
The problem can continue with three bars (which is the example you see in the video below made with “grade 2” students), with four, with five, and so on. However, doing it with three is already a big problem.
It must be said that the point of the activity is not only to find one solution but to find them all. You can have fun for a while solving the problem or giving it to your students also with 5×5 or bigger squares.
This is the so-called sum in columns. As you can see it is based on the real value of the numbers according to the place they occupy and does not consider them all as digits (4 of 453 is 400 and not 4). We see the process step by step:
We believe that the algorithm in columns is a great alternative to solve the operations in the initial cycle because it globalizes the understanding of the decimal number system by working continuously with decompositions of names and gives a transparent model for both addition and subtraction.
These beautiful illustrations belong to a book of problems written in 1932 by Anicet Villar, teacher of the Pere Vila school group in Barcelona. The reason for dedicating a post to it is that in the introduction to the book we seemed to see, in certain aspects, a proposal close to what we currently think about what students should learn.