We will be having a Valentine’s Day celebration! Please highlight (and right click or highlight and copy and paste into the search bar) the link below for details and to sign up for an item to bring! I apologize but I can’t get the link to be a “just click” item.
https://www.signupgenius.com/go/904094caaab28a02-valentines
January Home Reading Logs are due!!!
Math worksheet is due…both sides!! We will be having math worksheets 5 nights a week for at least a week.
Social Studies Test is Friday! I hope you have been studying!
Feb. 1 – January Home Reading Logs Due
Feb. 2 – Social Studies Unit 4 District Common Assessment
Remember that on any given day your fifth grader should be able to tell you what we did in school. The planner is a good reminder for them to help with this narrative. Sharing what they have learned each day is an excellent way to help students review.
The planner should be signed by a parent or guardian every day.
Homework might not always be a worksheet!!!!!
**Students should be working on multiplication facts every night.
**They should be working on Spelling City 10-15 minutes per night Monday – Thursday.
**Students should be reading 30 minutes each night. Their comprehension can be checked using the question sheet given to parents at conferences.
**Moby Max or Khan Academy- at least 20 minutes should be done each night.
**Students can use Ducksters or History.com to review social studies and/or science topics covered in class.
**Students will have assignments which need to be completed on Readworks.
**Content binders should come home every night so students can study and review that day’s lessons.
Math, social studies and science material in the binder should be studied each night to prepare for upcoming tests.
Math Unit 8-
In this unit, students will review the concept of renaming fractions and begin formal work of adding and subtraction fractions with uncommon denominators. They will be introduced to various strategies to multiply fractions and mixed numbers. They will be introduced to division of fractions with visual models and interpret the reasonableness of their answers through visual models.
Social Studies-
**Unit Test Feb. 2!!!
We begin our study of Unit 4:
**In this unit students examine the economic and political developments in the colonies prior to the end of the French and Indian War and assess how these developments affected life in the colonies. After reviewing the three colonial regions, students focus on the economic attributes of the colonies. They take an in-depth look at the Triangular Trade routes, including the Middle Passage, and its consequence for both continents. Students then explore the colonial labor force, noting differences between the New England and Southern colonies, and comparing the life of enslaved Africans and free Africans in the American colonies. Emphasis is placed on the effect of “one-crop economies” (plantation grown staple crops) in the south, and its influence on various groups of people and daily life in the Southern colonies. Students then shift their focus to New England and the Middle colonies, examining the diversity of economic activities and its affect on daily life in each region. Next, students investigate how colonial political experiences during the first half of the 18th Century influenced colonists’ views of their political rights and responsibilities. In doing so, they explore the shift of power from royal appointed governors to colonial representative assemblies and their influences on colonial life. Throughout the unit, students consider life in the British colonies from the perspectives of different groups of people including women, wealthy landowners, indentured servants, American Indians, free Africans, and enslaved Africans. Students explore how Africans living in North America drew upon their African past and adapted elements of new cultures to develop a distinct African-American culture. By the end of the unit, students construct generalizations about the reasons for regional differences in colonial America.
Science
Dynamics of the Solar System
This earth science unit reinforces and extends the study of the sun, moon, and earth to objects within the solar system. Students explore the seasons and their relationship to the tilt of the earth on its axis and revolution around the sun. They define a year as one revolution around the sun. Students study the solar system and describe the position, motion, and relationship of the planets and other objects in the sky to the sun. They investigate the position of the moon in its orbit and it’s phases. Students observe and explain the apparent motion of the sun, moon and constellations across the sky due to the earth’s rotation and revolution. They study lunar and solar eclipses based on the relative positions of the sun, moon, and earth. Students relate ocean tides to the gravitational pull and orbit of the moon. They apply their knowledge of objects in the sky through various charts, illustrations, and models.
Writing– Students continue conferring with their teacher regarding adjustment of their goals and projects. Stamina and independence continue to be emphasized as students strengthen their literacy skills. Students will use the writing process to construct compare/contrast pieces.
Reading-
*Fiction-We are continuing a genre study of Mystery novels while we also continue to strengthen our Daily 5 routine.
*Non-fiction- We will begin working on the skill of identifying the central/main idea in a non-fiction piece.
Grammar – We will be learning about quotation marks and their proper usage in dialogue.
Spelling – Please see Spelling City for the current spelling list and activities.
Participant forms were sent home with students last week!
More information from Mr. Murua:
1. Please read instructions on the back of the first page of the Participants’ form. You can sign up online or just fill in the permission slip.
2. Please cut & return Permission Slip (if participating), you keep the envelope.
3. Parent, student, and teachers’ name and date on Permission Slip.
4. Money will be due in form of a check or payable online. Please, no cash.
5. Return envelope with check payable to American Heart Association.
6. Students have until Friday, Feb 16th , 2018 to return envelope with checks or finish their donations online.
7. Visit https://heart.org/jump Once there, search for our school, Lindbergh, and if you’re a new or returning student.
8. Return your coupon to Mr. Murua or get your first donation online to earn your first monsters, Jax and Charger (if online).
9. Download the mobile app by searching for jump/hoops in your app store. This will make the monsters “come alive” when scanned.
10. If a student raises $150 online BEFORE February 7TH, they will receive JAX Plush, the Scare Squad Leader.
Our Fund Raising goal is $8,000 or more. We have managed to raise this the past 2 years with your help here at Lindbergh Elementary.
Thank you for your support of the American Heart Association!
**Social Studies Study Guide
**Unit 4: Life in Colonial America
**Test Feb. 2
You should use our Readworks articles, all the information in your binders, and the other online sites we have visited to help you study for this test. Also, I have put links to the videos we watched in class in the Social Studies section of links on the right of the blog page.
*Why was the Virginia House of Burgesses important to the development of democracy in the thirteen colonies?
*What is the Triangular Trade, who did the trading, who and what was traded?
**Compare and contrast the lives of free Africans with the lives of slave in the colonies.
**What is an indentured servant, who were they, and why did they become indentured?
**What were the economic pulls in each of the three regions of the colonies?
**What is daily life like in each of the three regions of the colonies?
**In what way did enslaved Africans draw upon their African past and adapt elements of their new culture to develop a distinct African-American culture?
Essay******************
Choose two colonial regions and compare and contrast the two regions. (New England, Middle, and Southern colonial regions.)
Come learn about the 7 Habits and how to live them at home!
We will have 3 evenings to learn, share and discuss the 7 Habits of Happy and Healthy Families.
Who: Parents of Lindbergh Students
When:
Monday, February 5
Monday, March 5
Monday, April 9
Time: 6:30-7:30 p.m.
Where: Lindbergh Elementary
Cost: $20 total for all three meetings (includes book and workbook).
**If interested please reserve your spot by filling out the form at this link, https://lindbergh.dearbornschools.org/wp-content/uploads/sites/119/2018/01/FAMILY-NIGHT-INVITE.pdf
and returning the form and payment to your child’s teacher by Monday, January 29th. **
Jan. 24 – Math Test – Unit 6
Jan. 26 – End of 2nd marking period. 1/2 day for students.
Feb. 1 – January Home Reading Logs Due
Feb. 2 – Social Studies Unit 4 District Common Assessment
Remember that on any given day your fifth grader should be able to tell you what we did in school. The planner is a good reminder for them to help with this narrative. Sharing what they have learned each day is an excellent way to help students review.
The planner should be signed by a parent or guardian every day.
Homework might not always be a worksheet!!!!!
**Students should be working on multiplication facts every night.
**They should be working on Spelling City 10-15 minutes per night Monday – Thursday.
**Students should be reading 30 minutes each night. Their comprehension can be checked using the question sheet given to parents at conferences.
**Moby Max or Khan Academy- at least 20 minutes should be done each night.
**Students can use Ducksters or History.com to review social studies and/or science topics covered in class.
**Students will have assignments which need to be completed on Readworks.
**Content binders should come home every night so students can study and review that day’s lessons.
Math, social studies and science material in the binder should be studied each night to prepare for upcoming tests.
Math- Unit SixTentative Test Date- Jan. 24
****Use everyday situations at home or while shopping to discuss fractions. Have your student help double or triple recipes to practice using fractions. Find ways to compare fractions and/or decimals and percents while shopping. Help your student see how important these math skills are to everyday life.
In unit 6, students develop an understanding of the relationship between fractions and division. They will add and subtract fractions and relate finding common denominators to the idea that every fractions has many equivalent names.
Students will be able to:
**Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
**Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions.
**Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Social Studies-
**Unit Test Feb. 2!!!
We begin our study of Unit 4:
**In this unit students examine the economic and political developments in the colonies prior to the end of the French and Indian War and assess how these developments affected life in the colonies. After reviewing the three colonial regions, students focus on the economic attributes of the colonies. They take an in-depth look at the Triangular Trade routes, including the Middle Passage, and its consequence for both continents. Students then explore the colonial labor force, noting differences between the New England and Southern colonies, and comparing the life of enslaved Africans and free Africans in the American colonies. Emphasis is placed on the effect of “one-crop economies” (plantation grown staple crops) in the south, and its influence on various groups of people and daily life in the Southern colonies. Students then shift their focus to New England and the Middle colonies, examining the diversity of economic activities and its affect on daily life in each region. Next, students investigate how colonial political experiences during the first half of the 18th Century influenced colonists’ views of their political rights and responsibilities. In doing so, they explore the shift of power from royal appointed governors to colonial representative assemblies and their influences on colonial life. Throughout the unit, students consider life in the British colonies from the perspectives of different groups of people including women, wealthy landowners, indentured servants, American Indians, free Africans, and enslaved Africans. Students explore how Africans living in North America drew upon their African past and adapted elements of new cultures to develop a distinct African-American culture. By the end of the unit, students construct generalizations about the reasons for regional differences in colonial America.
Science
Dynamics of the Solar System
This earth science unit reinforces and extends the study of the sun, moon, and earth to objects within the solar system. Students explore the seasons and their relationship to the tilt of the earth on its axis and revolution around the sun. They define a year as one revolution around the sun. Students study the solar system and describe the position, motion, and relationship of the planets and other objects in the sky to the sun. They investigate the position of the moon in its orbit and it’s phases. Students observe and explain the apparent motion of the sun, moon and constellations across the sky due to the earth’s rotation and revolution. They study lunar and solar eclipses based on the relative positions of the sun, moon, and earth. Students relate ocean tides to the gravitational pull and orbit of the moon. They apply their knowledge of objects in the sky through various charts, illustrations, and models.
Writing– Students continue conferring with their teacher regarding adjustment of their goals and projects. Stamina and independence continue to be emphasized as students strengthen their literacy skills. Students will use the writing process to construct compare/contrast pieces.
Reading-
*Fiction-We are continuing a genre study of Mystery novels while we also continue to strengthen our Daily 5 routine.
*Non-fiction- We will begin working on the skill of identifying the central/main idea in a non-fiction piece.
Grammar – We will be learning about quotation marks and their proper usage in dialogue.
Spelling – Please see Spelling City for the current spelling list and activities.
ATTENTION BATTLE OF THE BOOKS PARTICIPANTS
Exciting News! The iLearn classroom for the students to take the comprehension quizzes is up.
To access: go to https://lindbergh.dearbornschools.org and click on the Battle of the Books link at the top of the home page.
Students will login using their student ID number and passwords that they use on the Chromebooks at school.
Once they are logged in, they will need to enter the enrollment code to join the classroom: xdnt9n
Thank You,
Amy Fradkin and Nicole Bazzi
Jan. 17 – Late Start
Language NWEA
Jan. 18- Science NWEA
Jan. 24 – Math Test – Unit 6
Jan. 26 – End of 2nd marking period. 1/2 day for students.
Feb. 1 – January Home Reading Logs Due
Feb. 2 – Social Studies Unit 4 District Common Assessment
Remember that on any given day your fifth grader should be able to tell you what we did in school. The planner is a good reminder for them to help with this narrative. Sharing what they have learned each day is an excellent way to help students review.
The planner should be signed by a parent or guardian every day.
Homework might not always be a worksheet!!!!!
**Students should be working on multiplication facts every night.
**They should be working on Spelling City 10-15 minutes per night Monday – Thursday.
**Students should be reading 30 minutes each night. Their comprehension can be checked using the question sheet given to parents at conferences.
**Moby Max or Khan Academy- at least 20 minutes should be done each night.
**Students can use Ducksters or History.com to review social studies and/or science topics covered in class.
**Students will have assignments which need to be completed on Readworks.
**Content binders should come home every night so students can study and review that day’s lessons.
Math, social studies and science material in the binder should be studied each night to prepare for upcoming tests.
Math- Unit SixTentative Test Date- Jan. 24
****Use everyday situations at home or while shopping to discuss fractions. Have your student help double or triple recipes to practice using fractions. Find ways to compare fractions and/or decimals and percents while shopping. Help your student see how important these math skills are to everyday life.
In unit 6, students develop an understanding of the relationship between fractions and division. They will add and subtract fractions and relate finding common denominators to the idea that every fractions has many equivalent names.
Students will be able to:
**Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
**Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions.
**Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Social Studies-
**Unit Test Feb. 2!!!
We begin our study of Unit 4:
**In this unit students examine the economic and political developments in the colonies prior to the end of the French and Indian War and assess how these developments affected life in the colonies. After reviewing the three colonial regions, students focus on the economic attributes of the colonies. They take an in-depth look at the Triangular Trade routes, including the Middle Passage, and its consequence for both continents. Students then explore the colonial labor force, noting differences between the New England and Southern colonies, and comparing the life of enslaved Africans and free Africans in the American colonies. Emphasis is placed on the effect of “one-crop economies” (plantation grown staple crops) in the south, and its influence on various groups of people and daily life in the Southern colonies. Students then shift their focus to New England and the Middle colonies, examining the diversity of economic activities and its affect on daily life in each region. Next, students investigate how colonial political experiences during the first half of the 18th Century influenced colonists’ views of their political rights and responsibilities. In doing so, they explore the shift of power from royal appointed governors to colonial representative assemblies and their influences on colonial life. Throughout the unit, students consider life in the British colonies from the perspectives of different groups of people including women, wealthy landowners, indentured servants, American Indians, free Africans, and enslaved Africans. Students explore how Africans living in North America drew upon their African past and adapted elements of new cultures to develop a distinct African-American culture. By the end of the unit, students construct generalizations about the reasons for regional differences in colonial America.
Science
Dynamics of the Solar System
This earth science unit reinforces and extends the study of the sun, moon, and earth to objects within the solar system. Students explore the seasons and their relationship to the tilt of the earth on its axis and revolution around the sun. They define a year as one revolution around the sun. Students study the solar system and describe the position, motion, and relationship of the planets and other objects in the sky to the sun. They investigate the position of the moon in its orbit and it’s phases. Students observe and explain the apparent motion of the sun, moon and constellations across the sky due to the earth’s rotation and revolution. They study lunar and solar eclipses based on the relative positions of the sun, moon, and earth. Students relate ocean tides to the gravitational pull and orbit of the moon. They apply their knowledge of objects in the sky through various charts, illustrations, and models.
Writing– Students continue conferring with their teacher regarding adjustment of their goals and projects. Stamina and independence continue to be emphasized as students strengthen their literacy skills. Students will use the writing process to construct opinion pieces.
Reading-
*Fiction-We are continuing a genre study of Mystery novels while we also continue to strengthen our Daily 5 routine.
*Non-fiction- We will begin working on the skill of identifying the central/main idea in a non-fiction piece.
Grammar – We will be learning about quotation marks and their proper usage in dialogue.
Spelling – Please see Spelling City for the current spelling list and activities.
STEM event at UM for girls grades 4-6
https://outreach.umich.edu/programs/females-excelling-more-in-math-engineering-and-the-sciences-femmes/
The Females Excelling More in Math Engineering and Science (FEMMES) will be having a winter capstone event on Saturday, February 17th, in which 4th-6th grade girls from the area participate in hands-on activities on the U of M campus meant to spark their enthusiasm and confidence in STEM. The girls hear from an influential female keynote speaker in STEM and take part in a series of workshops put on by University of Michigan students in STEM and their female professors. All activities, including lunch, are completely free for all participants!