Week 10

Global Math Week

From the 15th to 19th of October the CAC elementary school will be celebrating Global Math Week, the world’s biggest community mathematics event. The aim of the event is to unite one million students around the globe in a shared experience of joyful uplifting mathematics. During this week at CAC there will be a number of different mathematical activities going on for students and families to enjoy. These include:

• During their math class that week, students will participate in the Global Math Week focus activity - Exploding Dots!
• A Math Trail will be set up around the elementary school grounds. Students and families can complete the tasks during recess or after school and submit their responses each day. At the end of the week, a display will showcase the most creative solutions.
• A Problem of the Day will be posed to challenge our most dedicated mathematicians. Parents are allowed (and encouraged) to help!
• A Parent Workshop will provide an opportunity for parents to share in the joy and fun of Exploding Dots alongside their children and will share some tips for keeping the math fun going home.

The ultimate goal of Global Math Week is to change the way the world sees math. We want to help our students appreciate math as joyful, relevant, meaningful and creative. Join us in celebrating the wonder of math!

Global Math Week Parent Workshop
Tuesday 17th October, 8:30 - 9:30am

Challenge Series (CCS) - Grade 2 - 5 Students

This year, the ES is offering a new lunchtime sports program called the Cairo Challenge Series. The CCS is a series of 5 events throughout the year for Grade 2-5 students. The five events are: 40m sprint (October), Cross Country race (December), Badminton (grade 3-5 in January), Long Jump (March) and 25m swim (May). All events are designed to recognize participation as well as excellence.

The first event is the 40m sprint, occurring the week of October 8. The first and second rounds will be done by grade with top finishers in each heat progressing to subsequent rounds.

• October 17 - Semi-finals for Grade 2-5

We hope that we have 100% participation! No sign up is necessary, students should just come to the track and we will be marking who is there at this time. On the day of your child’s races, please pack a lunch for them as there will be limited time to get hot lunch on these days. There will be an area for students to eat when they are not racing.

We are very excited to get this program started. If you have any questions, there is additional information on our website or you can email Matt Lautenbach at mlautenbach@caceygpt.org.

Core Value Books

We will be sending home the core value book of the month. This month is RESPONSIBILITY. Students will start taking turns bringing the RESPONSIBILiTY book home this week. Keep in mind we will continue circulating the RESPECT book until all students have shared it with his/her parents. When your child brings home the book please take a day or two to read it and talk about it. Then, return it to school for the next student to take home.

Room Parents:

The leadership team has chosen the room parents for all three classrooms in Grade 2. Feel free to email them if you have any question:

2K - Linda Cederblad (Astrid’s mom)

2R - Ahmed El Kilany (Zaiden’s dad)

2S - Nina El Shabrawy (Sophie’s mom)

ASA

• If your child can't attend ASA please notify Ereeny: egergess@cacegypt.org

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What’s Going on This Week in Grade 2

Readers’ Workshop

This week in Characters Face Bigger Challenges, readers practice the skill of inferring. Students will track and compare trait and how feelings change throughout the story. One thing readers expect is that characters might be different at the end of the story than they were at the beginning. Readers will learn that when we read, we want to catch the changes and think, ‘Hmm, what’s different now? What is changing and why?’ Students are encouraged to mark these parts on a Post-it. We want our readers to often jot a quick note about why a character is changing or why this is important to the story. Then readers can look at Post-its from the beginning, middle, and end of their book and compare them.

Essential Question:

• When reading fiction stories, what can I do to be sure I understand the main characters' problems?

Some suggested discussions to do at home:

• Ask your child to retell the story
• Talk about the problem(s) and solution(s) the character has

Writers’ Workshop

In Bend 2 of Gripping Fictional Stories with Meaning and Significance, students will start Bend Three where they will learn about writing as Repeating the Process and Accumulating Lessons along the Way. They will learn that writers always use everything they know about good writing so they can create a plan to make their stories even better! If we are starting a new piece we can stop and think, ‘What did I do in my last story that made it so good that I want to do it again? What else might I try?’ If we are continuing a piece we’ve already started, we can reread and ask, ‘What did I begin doing in my story that I could try in more places? What else might I work on today to make this my strongest piece of writing yet?’ Students are in the full swing of word study! They also have all upgraded to the use of the magic pen! This helps students to see their mistakes and learn from them. It also helps to reduce time wasted by erasing.

Essential Question:

• How can I write detailed, focused, gripping fictional narratives, drawing on all I've learned about this kind of writing?
• Where do authors get their ideas?
• How do good writers HOOK the reader?

Some suggested activities you can do at home:

• Generate ideas to write about by talking about a small moment and talk about what the people did, said, or felt.

Math- Module 3: Place Value Counting- Numbers to 1000

The mid-module assessment will be coming home this week for your child to share his or her learning with you. Please sign it and return it the next day. We want to remind you that we do not put grades on assessments. Rather we want our mathematicians to reflect and recognize what they do well on and what they need more practice with. Part of this practice is allowing students to take ownership of their learning.

Please continue practicing counting around benchmark numbers. For example, 88, 89____ or 138, 139, ____, or 98, 99, _____. This can be a fun game to play in the car or in the elevator or anytime you have to practice. You can also practice counting by units of ones, tens, and hundreds. Change it up! Find two ways to count….

For example, count from 300 - 450. Talk about which unit is changing...

300, 400, 410, 420, 430, 440, 450,  OR

300, 310, 320, 330, 340, 350, 450

Essential Questions

• How can a number be represented in different ways?
• How does the position of the digits in a number affect its value?

Key understandings of Module 3:

1. I can explain the value of each digit in a three digit number.
2. I can explain how ten tens can be put together to form a hundred.
3. I can explain the value of each digit in a three digit number.
4. I can explain how all the hundreds are related to one another because they have no ones or tens.
5. I can skip count by 5's, 10's, or 100's up to 1000 and starting at any number.
6. I can read and write any number from 1 to 1000 in "regular" form, words, or expanded form.
7. I can correctly compare 3-digit numbers using >, =, and < by observing the value of their digits.

*Don’t forget to check out Eureka Math at https://greatminds.org/

* Module 3 Parent Tips Letter

Science

We will discuss animal covering and how they stay warm in Animals on Safari! Students will learn about animals coverings through a variety of activities such as reading, sorts, discussions, and watching videos. Groups. We will talk about ideas such as:
What kind of covering do you have?
What is the job of your covering?
How does your covering help you?
What other questions do you have that might help better understand why do animals look different?

Essential Questions:

• Why do animals look different?

Some suggested discussions you can have at home:

• Describe animals using unit vocabulary

structure, classification, classify, features, mammals, birds, amphibians, reptiles, fish, insects, camouflage, survive, defend, eat

• Talk about: How does this physical structure or characteristic help the animal to eat, stay warm and defend itself?

Circles

Focus: Responsible behavior especially when working with others, in the classroom, at school, at home, and in the community