Hello Grade 3 Fans,
We have been busy investigating into How We Organize Ourselves, as we prepare for our entrepreneurial projects. Grade 11 Economics students returned to Grade 3 with their final presentations on marketplaces, supply and demand, and the balance between pricing and initial costs. It was a great way to focus us on our businesses!
We originally planned on two different business models: baked goods, and BIS merchandise. To run a bakery, we need to know what to bake! So we researched different recipe ideas that aligned with our community survey data, and included ingredients we could find in Bandung. We recorded our favorites on a Padlet, and commented on which ones we preferred to use.
When we made our decisions, we then needed to know how much the ingredients cost to make a budget. We visited two local supermarkets to collect the data, and then used that information to calculate a list of expenditures.
After these calculations, the students realized their business loan will be about 1,000,000 Rupiah – before planning for BIS merchandise. This concerned the students, so they made the decision on their own to abandon the idea of making BIS T-shirts and hats. This week, we will propose our business to Mr. Toomer and hopefully get our business loan. Then, it’s business time!
We hope to use profits to buy more ingredients and keep our business running as long as we can. When we close our bakery, whatever profits we have left we will donate to a charity of the students’ choosing. As of now, we have narrowed it down to two: Save the Children, and BARC – the Bali Dog Adoption Center.
Writing to Persuade: Advertisements
If Mr. Toomer approves our business loan, we will then create advertisements to get the community interested in becoming customers. We have explored different advertising techniques and the role they play in our decisions as consumers. Many of us were surprised to learn how powerful advertisements can be, and that the strategies many companies use are not examples of principled behavior!
The Grade 7 English class was also learning about advertising, and came to our class to share ideas with us. They looked over ads we created for classroom objects, and provided thoughtful feedback to help us improve. It was another wonderful opportunity to collaborate with older students!
Stand-Alone Math: Fractions and Decimals
We are also going deeper into our stand-alone inquiry into how fractions and decimals represent whole-part relationships. Students are beginning to apply their understanding of multiplication and division to discover equivalent fractions. For example, the fractions on the cards below can be written as smaller, equivalent fractions. When looking at 5/25, students can divide 25 into groups of 5. Then they recognize that 5/25 is equivalent to 1/5.
Extending the concept of equivalent fractions, we have been finding connections between improper fractions and mixed numbers. Students are successfully converting one to another through a series of engaging activities, including dominoes (seen below) and a competitive race in teams. It is amazing to see such progress in such a short amount of time!
We are also starting to connect fractions to decimals. If 0.3 is the same as 3/10, then 0.7 + 0.3 is another way of showing how ten tenths can make 1 whole. This has been a tricky concept for us, but the students are showing great resilience and are working through more complex problems.
We will continue to build our foundational understanding of fractions and decimals over the next few weeks. When we’re ready, we will then incorporate our Shape and Space (geometry) outcomes, and deepen our sense of fractions while learning about triangles and quadrilaterals.
We would like to thank all families for participating in our Student-Led Conferences. They are such a vital component of the learning process, as they offer the students the chance to share and celebrate their learning through their perspective. Who better to tell you where your child is in their understanding, than your child?
After the conferences, the Grade 3’s reflected on the process using Two Stars and a Wish – a strategy for students to recognize two strengths and one area of growth. Here are some of their reflections:
“I was brave to talk and explain my learning to my Dad. But next time, I need to talk louder.” – Andrew
“I was proud of showing my artwork and I am proud that I finished the SLC. I wish I did more activities in math.” – Joshua
“I did a good job explaining all of my work that I did in school. I saw my mom feeling that I am a good explainer. I can do better to try and not be shy and explain more to my mom.” – Seo Yeon
“I showed how I was improving and I was confident even if I felt shy sometimes. Next time, I will stay focused more.” – Keanu
“I am proud of explaining and showing my/Joshua’s Solar System piece. And I’m proud of playing the recorder to my parents. I wish I did more activities in math.” – Ethan
If you have not yet done so, please help us complete the parent reflection survey from last week’s BIS Buzz and today’s email. Your feedback will help us consider the structure and communication of the SLC’s for future years. Thank you in advance for your input!