Posted: April 8, 2019
1. où
2. seulement
3. dehors
4. lorsque
5. hier
-Dictée on Friday
-Étude de mots sheet due on Friday
-Students should be bringing home their dictées to be signed each week
Mr. Methot - Archived 09/19
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Posted: April 1, 2019
1. alors
2. soleil
3. haut
4. rien
5. qui
The "dictée" will be on Thursday this week.
Also, this week instead of an "étude de mots" sheet, I have given them a reading comprehension sheet. This is due on Thursday.
Posted: March 25, 2019
1. fort
2. prend
3. prends
4. toujours
5. à propos de
Just a reminder that the dictée is Friday and the étude de mots sheet is due Friday as well.
Posted: March 18, 2019
Dictées: From now on at the end of each week on Friday, there will be a spelling "test" where I will ask students to spell out five words off the top of their head that they should know. This week the "test" will be on Thursday since there is no school for students on Friday. The following Monday I will hand back the dictée with a mark out of 5. Students will then bring it home to be looked at and signed. It's important for me to mention that these "tests" do not count towards their FI grade on their report card, however it is a way for me to ensure that students are studying their 5 words each week and learning how to spell them and understand their meaning. They will be given 5 new words at the beginning of each week. We did our first dictée last Friday, so they brought home one to be signed today.
Études de Mots: To help students practice using these new words, I will be sending home a sheet with different questions/activities that incorporate the weekly words. The words will be listed at the top of the sheet, and I will also post the 5 words on my teacher page every Monday. This sheet will only need to be handed in to me at the end of the week, so as we practice the words each day at school the activities on the sheet will become easier. This week it will be due on Thursday.
I would encourage you to get your child to practice spelling these words each night to be comfortable and prepared for the "test" at the end of the week.
This week the words are St. Patrick's Day themed:
1. arc-en-ciel
2. or
3. lutin
4. vert
5. trèfle à quatre feuilles
Posted: February 25, 2019
Here are a couple of group pictures from our snowshoeing adventure last week. The second image is our attempt at a silly group photo. We had lots of fun and lots of laughs!
Posted: February 21, 2019
Here is some guidance for the French part of the science projects. I told students today that I will not be able to help everyone with everything, but I encouraged them to ask me for help with any translating or how to put something in French so that it makes sense. I will do what I can to help at school. I can certainly help with titles for the projects.
Here are the steps of the scientific method in French.
1. Question: What are you looking to find out by performing your experiment?
2. Hypothèse (hypothesis): A prediction of what you think the result of the experiment will be. It is an educated guess. Be sure to explain why you think something will happen or not happen.
3. Matériaux (materials): What you need to perform the experiment, a list.
4. Procédure (procedure): The steps of the experiment.
5. Résultats (results): The outcomes of the experiment, what was observed or discovered. This is where your data and numbers come in to play.
6. Conclusion: Explain in a couple of sentences what your results mean and represent for the experiment. Answer your initial question and be sure to state whether your hypothesis was correct or not.
Posted: January 23, 2019
In math this week we are working on ratios (les rapports). These are essentially a way of making comparisons between the amounts of something in 2 or more groups. We can come up with a ratio to compare 2 groups, or a ratio to compare one group with the total amount of all the groups.
For example, if we have 4 brown rabbits and 5 white rabbits, then we can say there is a ratio of 4:5 when comparing the number of brown rabbits to the number of white rabbits. Similarly, a ratio of 5:4 is comparing the number of white rabbits to the number of brown rabbits. A ratio of 4:9 is comparing the number of brown rabbits to all the rabbits, while a ratio of 5:9 is comparing the number of white rabbits to all the rabbits.
page 178
1. Write a ratio comparing... a) apples to pears b) hats to scarves c) roses to daisies
2. Write a ratio comparing... a) ladybugs to ants b) ants to ladybugs c) ladybugs to all the insects d) ants to all the insects
3. Write a ratio comparing... a) red marbles to green marbles b) green marbles to all the marbles c) green marbles to red marbles d) red marbles to all the marbles
4. Write a ratio comparing... a) girls to boys b) boys to girls c) boys to all the students d) girls to all the students
5. Write in words what is being compared in each ratio using the dogs and cats at the bottom of the page.
page 179
6. Represent the ratio 3:5 using drawings and explain what things are being compared in the ratio. Repeat this process with new drawings and a new explanation of what is being compared.
7. Using the tic-tac-toe grid, come up with 4 different ratios and explain what they each represent.
9. Write a ratio comparing... a) triangles to squares b) squares to rectangles c) triangles to all the shapes d) red shapes to yellow shapes e) yellow triangles to yellow rectangles f) red triangles to yellow squares
Posted: January 16, 2019
As of this week, your child should from now on be bringing home a leveled French book that they have read with me at school as part of their guided reading. The book they bring home will be appropriate for the individual student's reading level. I have told them that each night they should be reading their book at least twice for practice. I would encourage parents to read with your child and have them read their book out loud to you. Make sure they bring their book back with them each day to school to be prepared for guided readed. Thank you for your cooperation!
Posted: January 15, 2019
Questions 1 & 2: Place the fractions on the number line.
Question 3: Find the equivalent fractions for each pair of fractions using a common denominator. Then once the equivalent fractions are found, circle the fraction that is larger of the two.
ex. a) 8/3 and 6/4
Common denominator: 12
Equivalent fractions: 32/12 (multiply both the numerator and denominator by 4) and 18/12 (multiply both the numerator and denominator by 3)
32/12 = 8/3 --->> larger fraction
4. I told the students they don't need to bother doing this question for homework tonight.
Posted: January 13, 2019
Hello 6M parents, I hope you are all having a relaxing weekend.
Just a reminder to send your child in with their school hoody this week for a group picture.
In math this week we began looking at fractions, what they represent, and the different forms they can come in. The types of fractions we looked at are proper fractions/fractions propres, improper fractions/fractions impropres, and mixed numbers/nombres fractionnaires. Some key ideas we explored are that proper fractions are less than 1, where the numerator/numerateur is smaller than the denominator/denominateur. Improper fractions are more than 1, where the numerator is larger than the denominator. Mixed numbers are also more than 1, and they are made up of an integer/nombre entier and a proper fraction put together. We learned how all types of fractions can be represented using images and how improper fractions and mixed numbers can be converted back and forth from one form to another.
Homework explanations:
pg. 164 #1 - Write out either the improper fraction or mixed number that is depicted by each image.
pg. 168 #2 - Represent each fraction with an image (opposite of question above ^).
#3 - Convert each mixed number into an improper fraction.
ex. 2 1/3 --> integer (2) X denominator (3) = 6 + numerator (1) = 7 (this is now the numerator for the improper fraction)
The denominator is the same for the improper fraction (3). The improper fraction is 7/3.
#4 - Convert each improper fraction into a mixed number.
ex. 7/3 --> how many groups of 3 fit into 7? 2 groups, with a remainder of 1 (in other words, 7 divided by 3).
2 becomes the integer for the mixed number. The remainder of 1 is now the numerator. The denominator is the same (3).
The mixed number is 2 1/3.
