BEGINNING OF SECOND QUARTER
By Anissa and Benjamin
2nd Quarter, Issue # 1
In second quarter, we have been learning We were very happy that Max’s mom
about Poetry—Haiku, Cinquain and Diamonte. came to talk about the election with
Haiku Poems! us. We did a miniature vote for who to
win. If we were all of the USA McCain
Haiku poems are when you pick a topic like
would have won.
Dates to Remember deforestation but you have to make 3 lines. On
the first line you have to make a sentence that
Field Trip Dec. 4 has 5 syllables. On the second line you have to
write a sentence that is 7 syllables. On the
Hari Rya Haji Dec. 8 third Line you do the same thing as the first
Alternate Dress Dec. 10 SCIENCE!!!!!!!!!!
Gr. 4 Assembly Dec.18 This type of poem is called cinquain poem. First In science we have been dissecting a
you have to put a one word subject and then 2 flower. The flowers had a lot of ants
Holiday Party Dec. 19 adjectives and then 3 verbs and then you make and my partner squashed them all!!
a short statement about it and finally end it
Winter Holiday Start Dec. 29 with a phrase full of imagination.
3rd Qrt Starts Jan. 14th
Diamonte poetry shows change. The beginning
line and the last line are opposites or contrast-
ing words. The poem shows a gradual change
from the first line to the last line. It is writ-
ten in the shape of a diamond.
F1. The rafflesia grows up to
1m(3ft)! It is the biggest flower
in the world!
F2. The pitcher plant eats Welcome to another edition of ‘The Grade 4 Times’. I hope that every-
insects! It’s leaves are shaped one has a relaxing and enjoyable Thanksgiving break.
like a tube! It smells sweet so
the will want to go to the plant! Over the past few weeks we have been looking at a variety of po-
F3. Cold-blooded reptiles eat etry in class. The students have written a number of poems themselves.
more than warm blooded ani- The students have recorded themselves so you can go to our web site
and hear them recite some of the poems they wrote. The students have
F4. Spectacled bears are very
rare and they live only in South really enjoyed writing and listening to poetry in class and I would like to
America. encourage you to share some of your favorite poems with your children.
F5. A mouse’s heart beats 500 It might be a poet or some poetry that you remember from when you
-600 beats per minute! were at school. Maybe there is some poetry that you wrote hidden away
F6. Did you know that coke was somewhere at home. It is great motivation for the students to have their
originally green??!! parents share some of their own writing with them.,
DOOR The nice shepherd boy
Passage entrance Turned into a great poet
Squeaking, slamming, scratching He was a great man
NZ (NEW ZEALAND) Play ping-pong, hang-out and argue
Walking up a hill Swim, fish, ice hockey
Thousands sights to see from here Shout, naughty, scream, mature
Cold breeze in my face Lipstick and rouge
Soft, lumpy Fireworks are bright
Fluffy, Drifting, Floating They are lightning up the night
White Hamster It is beautiful
Making Math Meaningful and Fun
This artcle will show you how to help your child explore relationships, and see math in a positive light so you and your
child might see that math is not just work we do at school but, rather, a part of life. It is important for-home and school to
join hands. By fostering a positive attitude about math at home, we can help our children learn math at school.
It's Everywhere! It's Everywhere!
Math is everywhere and yet, we may not recognize it because it doesn't look like the math we did in school. Math in the
world around us sometimes seems invisible. But math is present in our world all the time--in the workplace, in our
homes, and in life in general. You may be asking yourself, "How is math everywhere in my life? I'm not an engineer or
an accountant or a computer expert!" Math is in your life from the time you wake until the time you go to sleep. You are
using math each time you set your alarm, buy groceries, mix a baby's formula, keep score or time at an athletic event,
wallpaper a room, decide what type of tennis shoe to buy, or wrap a present. Have you ever asked yourself, "Did I get
the correct change?" or "Do I have enough gasoline to drive 20 kilometers?" or "Do I have enough juice to fill all my chil-
dren's thermoses for lunch?" or "Do I have enough bread for the week?" Math is all this and much, much more.
How Do You Feel About Math?
How do you feel about math? Your feelings will have an impact on how your children think about math and themselves
as mathematicians. Take a few minutes to answer these questions:
Did you like math in school?
Do you think anyone can learn math?
Do you think of math as useful in everyday life?
Do you believe that most jobs today require math skills?
If you answer "yes" to most of these questions, then you are probably encouraging your child to think mathematically.
This article contains some ideas that will help reinforce these positive attitudes about math.
You Can Do It!
If you feel uncomfortable about math, here are some ideas to think about.
Math is a very important skill, one which we will all need for the future in our technological world. It is impor-
tant for you to encourage your children to think of themselves as mathematicians who can reason and solve problems.
People in the fine arts also need math. They need math not only to survive in the world, but each of their areas of spe-
cialty requires an in-depth understanding of some math, from something as obvious as the size of a canvas, to the beats
in music, to the number of seats in an audience, to computer-generated artwork.
Calculators and computers require us to be equally strong in math. Calculators demand that people have
strong mental math skills so that they can do math in their heads. A calculator is only as accurate as the person putting in
the numbers. It can compute; it cannot think! Therefore, we must be the thinkers. We must know what answers are rea-
sonable and what answers are outrageously large or small.
The workplace is rapidly changing. No longer do people need only the computational skills they once needed
in the 1940s. Now workers need to be able to estimate, to communicate mathematically, and to reason within a mathe-
matical context. Because our world is so technologically oriented, employees need to have quick reasoning and prob-
lem-solving skills and the capability to solve problems together.
Source: U.S. Education Department
2nd Quarter, Issue # 1 Page 3