April 13, 2018

Coding Quest

Your child may have come home over the last couple of week talking about creating a video game. Back in the fall, I signed our class up for a coding challenge from the Learning Partnerships.

This year our class is participating in The Learning Partnership’s Coding Quest program.  The Learning Partnership is a not-for-profit organization dedicated to supporting, promoting and advancing publicly funded education in Canada.  Since 1993, more than 6.9 million students have participated in The Learning Partnership's programs.  You can learn more about The Learning Partnership by visiting thelearningpartnership.ca. 

Coding Quest is a grade 4-6 program that is based on provincial curriculum and uses a critical inquiry process. Students learn fundamental coding skills and create a video game through this engaging, student-driven, program. Coding Quest focuses on STEM education, 21st Century skills and computational thinking, while incorporating learning skills, science & technology, mathematics, language arts, visual arts and social studies. Students will be working collaboratively in small groups of 3 to 5. The program culminates in a regional Arcade hosted by The Learning Partnership.  Through Coding Quest, The Learning Partnership will introduce coding to over 30,000 students across Canada this school year.  

We have been selected as one of the school to attend the arcade along with our games. Parents will have an opportunity to see the games during Education week as well. Take a look at them so far...

Have a great weekend!

April 2, 2018



(taken from “Big Ideas by Dr. Small”):
  1. Fractions can represent parts of regions, parts of sets, parts of measures, division, or ratios. These meanings are equivalent.
  2. A fraction is not meaningful without knowing what the whole is.
  3. Renaming fractions is often the key to comparing them or computing with them. Every fraction can be renamed in an infinite number of ways.
  4. Ratio and rates, just like fractions and decimals, are comparisons of quantities.
    • A ratio compares quantities with the same unit
    • A rate compares quantities with different units


GOAL: I can represent fractions and their equivalents.
GOAL: I can relate fractions to decimals.
GOAL: I can order fractions and mixed numbers with like denominators.
GOAL: I can identify and solve problems using ratios and rates.


  • represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, number lines, calculators) and using standard fractional notation (Sample problem: Use fraction strips to show that 1 is greater than .);
  • estimate quantities using benchmarks of 10%, 25%, 50%, 75%, and 100% (e.g., the container is about 75% full; approximately 50% of our students walk to school)
  • represent ratios found in real-life contexts, using concrete materials, drawings, and standard fractional notation (Sample problem: In a classroom of 28 students, 12 are female.What is the ratio of male students to female students?);
  • determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents
  • represent relationships using unit rates (Sample problem: If 5 batteries cost $4.75, what is the cost of 1 battery?).

March 25, 2018

Palm Sunday

Palm Sunday is the final Sunday of Lent, the beginning of Holy Week, and commemorates the triumphant arrival of Christ in Jerusalem, days before he was crucified. 

Dear God,
Thank you for sending your Son and paving the way for our lives to be set free through Jesus' death on the cross. Thank you for what this day stands for - the beginning of Holy Week, the start of the journey towards the power of the cross, the victory of the Resurrection, and the rich truth that Jesus truly is our King of Kings.
"Hosanna! Blessed is He who comes in the name of the Lord..."
We give you praise and honor for your ways are righteous and true. We give you worship for you are holy and just. We will declare that your love stands firm forever. For your loving kindness endures forever.
Thank you that your ways are far greater than our ways, your thoughts far deeper than our thoughts. Thank you that you had a plan to redeem. Thank you that you make all things new. Thank you that your face is towards the righteous, and you hear our prayers, and know our hearts. Help us to stay strong and true to you. Help us not to follow after the voice of the crowds, but to press in close to you, to hear your whispers, and seek after you alone.
We praise you, we bless you Lord! Thank you that you reign supreme and we are more than conquerors through the gift of Christ!
In the Mighty Name of Jesus,

February 25, 2018


Our focus for the next week is to focus on mass, capacity and volume.
BIG IDEAS (taken from “Big Ideas by Dr. Small”):
  • The length of an object is a one-dimensional attribute. Length can be the measurement of a single measure of an object or a combined linear measure, like perimeter.
  • The area of an object is a two-dimensional attribute. Area can be a single measure of a 2-D shape on an object or a combined measure of a 3-D shape, like surface area.
  • The volume of a 3-D object tells how much material it takes to build the object and the capacity of an object tells how much it will hold.
  • I can determine the area and perimeter of a rectangle
  • I can create a rectangle given the area and/or perimeter
  • I can determine the volume of a rectangular prism.
  • estimate and measure the perimeter and area of regular and irregular polygons, using a variety of tools (e.g., grid paper, geoboard, dynamic geometry software) and strategies
  • create, through investigation using a variety of tools (e.g., pattern blocks, geoboard, grid paper) and strategies, two-dimensional shapes with the same perimeter or the same area (e.g., rectangles and parallelograms with the same base and the same height) (Sample problem: Using dot paper, how many different rectangles can you draw with a perimeter of 12 units? with an area of 12 square units?);
  • determine, through investigation using a variety of tools (e.g., concrete materials, dynamic geometry software, grid paper) and strategies (e.g., building arrays), the relationships between the length and width of a rectangle and its area and perimeter, and generalize to develop the formulas [i.e., Area = length x width; Perimeter = (2 x length) + (2 x width)];
  • solve problems requiring the estimation and calculation of perimeters and areas of rectangles (Sample problem: You are helping to fold towels, and you want them to stack nicely. By folding across the length and/or the width, you fold each towel a total of three times. You want the shape of each folded towel to be as close to a square as possible. Does it matter how you fold the towels?);
  • determine, through investigation, the relationship between capacity (i.e., the amount a container can hold) and volume (i.e., the amount of space taken up by an object), by comparing the volume of an object with the amount of liquid it can contain or displace (e.g., a bottle has a volume, the space it takes up, and a capacity, the amount of liquid it can hold) (Sample problem: Compare the volume and capacity of a thin-walled container in the shape of a rectangular prism to determine the relationship between units for measuring capacity [e.g., millilitres] and units for measuring volume [e.g., cubic centimetres].);
  • determine, through investigation using stacked congruent rectangular layers of concrete materials, the relationship between the height, the area of the base, and the volume of a rectangular prism, and generalize to develop the formula (i.e., Volume = area of base x height) (Sample problem: Create a variety of rectangular prisms using connecting cubes. For each rectangular prism, record the area of the base, the height, and the volume on a chart. Identify relationships.);

February 18, 2018

Family Day Weekend

Happy Family Day Weekend!

I am hoping everyone had a great family day weekend and are ready to begin the school week! We had busy week last week! We began the Lenten season on Ash Wednesday with a school service in the gym. Check our twitter feed to see some things that were happening in the classroom. 

In Math, we are finishing up linear measurement this week, with a focus on surface area. As the week comes to an end, we will shift our focus to mass and capacity. 

In Language, we have begun sorting our thinking and are beginning to write biographies about influential individuals from black history. Please stay tuned to see their creations! Students will be creating 3D figures of their person. Don't forget to begin bringing in materials for your character. 

In Religion, we continue to focus on Confirmation preparation.

Interviews will be held this Tuesday, February 20, 2018. If you have not booked yet and would like an interview, please do so at the following link https://msporcari.youcanbook.me/

Have a great short week!
A. Porcari

February 6, 2018

Message from the Church- Confirmation


We would like to advise you that, as part of the preparation for the Sacrament of Confirmation, all children are expected to go to Confession before the Confirmation ceremony on May 12th. We suggest that they attend one of the evening sessions that are being held for the First Reconciliation of the Grade 2 students, at which time there will be 3 priests hearing Confession in the church.

The Grade 2's are making their First Reconciliation on Wednesday evenings at 7pm in St. Bernard Church: 
St Bernard School February 28th
St Thomas More School March 7th

St. Marguerite d'Youville School March 21st

Your Grade 6 children can go to Reconciliation on any of these nights; you do not have to go on the night that your school's Grade 2's are making their First Reconciliation.

If you have any questions don't hesitate to contact the church.