Day 17 (Day 2 Week 4) Learning from home: We are teaching and they are learning – Let’s talk about math

Are students all over the world going to be prepared for the next level? Families and teachers are working together to meet this goal.

As you know, math is one of our “things” at Trinity School. We are good at it. We are intentional about high-quality math instruction aimed at deep numeracy and flexibility.

Below, I’m sharing one day’s worth of math from Early Learners through Sixth Grade. Each day has intentionally planned lessons that target math content as well as mathematical practices.

Early Learners 

Find your 1-5 flap book from last week. Make an additional flap book with the numbers 6, 7, 8, 9, and 10 written under the flaps and add these 6-10 subitizing cards to the cards you made last week.

You can print these cards or copy the cards’ subitizing patterns and make your own.  It’s important when making your own that the dots are big enough for your child to touch each one as they count.

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      1. Parents make the flap book
      2. Combine the subitizing cards from last week (1-5) with the new subitizing cards (6-10) (copied or drawn). Turn the cards face down. 
      3. Ask your child to flip over a card and count (or “just know” with smaller amounts) how many in all.
      4. Ask which flap would be hiding that number under it. 
        • Your child might “just know” where the number will be.
        • Your child might know that the 5 was that flap so the 6 would be in the next space.
        • Your child might count from left to right by ones before choosing the flap.
      5. Raise the flap to double-check. You could ask, “Were you right?”
      6. Pick another card and determine where the number that tells how many will be hiding.

This game supports the counting order, thinking about a number line, and that amounts of objects can look different ways.  Subitizing is “just knowing” what the quantity is without having to count it.


Choral Counting: We have a new choral count this week!  Have your child watch this Week 4 Video with a Pre-K teacher reviewing observations from last week’s choral counting and introducing the new formation to try at home this week.  

Remember: After watching the video, repeat the routine at home by counting together as you write  the same number formation we introduce in the image shown here.

Then, all you have to do is ask, “What do you notice?” and record their answers (example below). Try to incorporate some of our new vocabulary including “digits” and “columns” in your discussion this week.  In this routine, all answers are encouraged and celebrated and can range from the simplest to most intricate of observations.
Want to try from the beginning?  Try starting with our First Choral Counting video (linked here) from Week 3.

For more information about Choral Counting, watch this parent tutorial video created by Jill Gough (Director of Teaching and Learning).


Make your own Tangram set.  Watch this video of Miss Caroline teaching you how to make your own set.

Then, solve these fish tangram puzzles. I wonder if you can create your own fish!

 Last, in Seesaw, please upload a picture of one of the tangram fish puzzles you solved and tell your teachers about it using your shape vocabulary.

First Grade

Second Grade

Critical Thinking with 3 Digit Addition

        • Please solve one or both of the following equation challenges from  Open Middle.
        • You may need to try each problem multiple times and in different ways, so be ready to use your perseverance and creative thinking skills. You can use a blank piece of paper to show your work and use strategies to help you think.

Third Grade

        • Seesaw Activity for Mrs. Coote: “3rd Grade: Always, Sometimes Never- Multiply by 12”

          • **A Note from Mrs. Coote: Students, be on the lookout for a comment on your post from Mrs. Coote once it is approved in Seesaw.

          • Fluency Practice: Set a timer for 10 minutes. Click on Meteor Multiplication and practice your multiplication facts.

          • Watch the BrainPop video about Elapsed Time.

          • In the “For Extended Closure” side of your virtual learning folder, you have Topic 14 math workbook pages. Get out Lesson 14.2 and complete numbers 4-7 on page 747 and numbers 1-6 on pages 749. When you are finished, keep these completed pages in your folder.

          • (Optional) Challenge Questions: In Lesson 14.2, complete numbers 10, 11, and 13 on page 748 and numbers 9, 10, 11, and 12 on page 750.

Fourth Grade

Warm Up: Math Puzzle

Step 1: Math Lesson: Introduction to comparing decimals

Step 2: Comparing Decimals in everyday life!

Step 3: Comparing Decimals Practice

Fifth Grade

Sixth Grade

Complete SeeSaw activity – Distinguishing Between Surface Area and Volume

Complete SeeSaw activity – Wrapping a building

We are teaching and they are learning.


Embolden Your Inner Mathematician – Free PD for math teachers

Free PD for math teachers:

You are invited to EmboldenYourInnerMathematician.
Wed, April 8, 2020
7:00 PM – 8:30 PM EDT

Join me for about an hour and a half of math learning and teaching. This session will span the K-Algebra II content and tasks.

From the NCTM and NCSM conference programs:

How might we redirect the focus of teaching and learning to center on empowering each and every student as sense-makers and doers of mathematics as they develop their mathematical identities and become agents of their own learning?

We want every learner in our care to be BOTH author and illustrator of their mathematical understanding. Explore how to deepen understanding, promote productive struggle, and increase flexibility by using and connecting mathematical representations.

Providing multiple pathways to success invites diverse learners’ ideas to the conversation. We will sketch and compute to develop a visual, vertical understanding of numeracy and how to connect learning between grades and courses.

Day 16 (Day 1 Week 4) Learning from home: We are teaching and they are learning

Teachers are working harder and longer and in different ways. Their creative problem solving is unparalleled.
Their teaming has strengthened and deepened.

The Second Grade Team gave me permission to post their learning plan for this week. Please join me in thanking them for this gift.

Materials needed for the day

Synchronous Meetings for Morning Meeting

      • Mrs. Riley and Mrs. McLean’s Sched
      • Ms. Spits’ and Mrs. Jacobs
      • Miss Leonard and Miss Snyder
      • Mrs. Walker and Mrs. Rountree


Reader’s Notebook:  Memoirs of a Hamster

        • Continue reading Memoirs of a Hamster, and after Night 13 stop and jot the main idea or event that happened 
        • Finish reading Memoirs of a Hamster, and after Night 14 stop and jot the main idea or event that happened 
        • Post your stop and jots into Seesaw for your teachers to see!

Independent reading:

        • Read any good-fit book for at least 20 minutes. Remember to stop and jot the main idea after each chapter to keep track of comprehension! 

Writing and Word Work

In your Reader’s Notebook or on lined paper, write a Powergraph to answer the question below using text evidence to support your answer. 

In Memoirs of a Hamster, what problem did Seymour face and how did he deal with it?

        • Include examples from the text to support your answer
        • Use different transition words from Transition Word List
        • Post a picture of your work into your SeeSaw journal to show your teachers

Word Work: Sort Day

        • Cut out Sort 41 from your Words Their Way workbook. You can also print it out here.
        • Sort the words. Do you notice a pattern? Can you figure out the rule? (Hint, look at the sorting grid on the next page of your Words Their Way book for help!)
        • After you’ve sorted, check your work here. Watch this short video that explains when to use -tch and when to use -ch and access the rule sheet here.
        • When you’re finished, read your sort aloud and then put the words back in your sort baggie. (You can throw away your au/aw words!)


Problem Solving – 3 Act Task:
(modified from @GFletchy’s Downsizing Tomatoes)

        • Watch the videos below and follow the directions from Miss Leonard. 
        • You need to watch them one at a time and in order.
        • Use this recording sheet to show your work. 
        • After Act 1 and Act 2, you will answer the corresponding questions on the recording sheet.

Act 1:

Act 2:

        • Do not watch Act 3 until you are ready to see the answer!

Act 3:

Dreambox 10 – 20 minutes or complete this math challenge.

Parents, if you need an answer key, click here.

Additional Math Resources for the week:
If you need a review of an addition or subtraction strategy, click on the links below. There are recordings of sample problems being solved using different strategies that will help if you need a review or if you are feeling stuck.

Extra Math Choices for the Week: 


Peanut Butter in a Cup – Moose Tube | GoNoodle

World Languages


        1. Phrases of the Month for French and Spanish (listen, repeat, and read the phrases of the month) Practice at home!
        2. Canción: (Click on the link. Listen, sing along and practice the song).

        3. Go to Seesaw.  Listen and read-along  the story “Sebastian va a las montañas”.

Complete the worksheet (attached on template) based on the story. 

             Here is the worksheet, if you would like to print it. 


        1. Bonjour Vidéo from Madame (Watch and repeat the food vocabulary)
        2. Phrases of the Month for French and Spanish (listen, repeat, and read the phrases of the month) Practice at home!
        3. Sebastien Story 
          1. Listen to the story or Read the story. Then, Go to SeeSaw to complete the extension activity. 
          2. Check which clothing Sebastien put into his suitcase and draw the items he actually has in his suitcase.


Time for a virtual field trip!

We will be practicing a new form of observational drawing that is called gestural drawing. While observational drawing is used for drawing real-life objects that are still, (like our shoes) gestural drawing is used for drawing objects that are NOT still. Like animals!

Watch Miss Nina practice her gestural drawing here:

And see her “finished” drawing here:

Remember that gestural drawing is JUST for practice! There should be no beautifully polished works of art at the end of this process.

Check out the links below to find your own animal to draw:

        • April the Giraffe in New York: (Look for the videos with a red “LIVE” symbol in the corner.)
        • Georgia Aquarium Webcams: (This link starts you off with the beluga whales, but you can choose from other cameras by scrolling under the video.)
        • San Diego Zoo:  (The penguins from this option is the video Miss Nina uses in her lesson)

And that is just Monday!

If you want to see the full week’s worth of plans, activities, videos, and more, you can check it out here.

And… that is just one grade-level of the nine grade-levels in our school.


If teachers are at home, are they teaching?

Yes; yes they are!



Day 15 (Day 5 Week 3) Learning from home: We are teaching and they are learning

And… another repeat, but I want to share another team’s learning plan. This is the Week 3 plan for Trinity School Third Grade students and teachers.

If a tree falls in a forest and nobody is there to hear it,
does it make a sound?

I have been asked the following question numerous times over the past two weeks.

If teachers are at home, are they teaching?

And, my answer seems shocking to my family and friends who do not have school-age children in their homes.

Teachers are working harder and longer.

But, that is such an incomplete statement.

Teachers are working harder and longer and in different ways. Their creative problem solving is unparalleled.
Their teaming has strengthened and deepened.

The Third Grade Team gave me permission to post their learning plan for this week. Please join me in thanking them for this gift.

Today’s plan: Friday, April 3

Material needed for the day

    • If you choose to do any of the Colonial Crafts you will need:
        • Mason Jar or sealed container
        • Heavy cream
        • Straws
        • Felt tip markers or gel pens
        • Yarn, string, or rope
    • Computer/iPad for DreamBox and online articles

Social Studies/ Movement

Colonial Craft Day!

We are missing doing Craft Day with all of you at school, but we decided there is no reason that you shouldn’t be able to enjoy the fun at home! In place of today’s learning plan, enjoy some of the colonial crafts that we would have enjoyed at school. Today, you may choose to do one or more of the Colonial Crafts provided below. These crafts are completely optional.

If you decide not to do any of the crafts, see the Learning Plan below for today’s assignments.

      • Dolls:

        • Make a doll out of yarn, rope, or any other material that is similar. Follow the directions provided in the youtube video linked here.

        • No Yarn? No problem! Make a doll using a handkerchief or other materials you find using this tutorial.

      • Calligraphy:

        • If you have a straw, this link can teach you how to make your own Quill pen out of a straw & homemade ink

        • Feel free to follow along with Ms. Davida’s video to help guide you through this craft: Calligraphy with Ms. Davida

      • Butter:

        • Make Butter with Ms. Blake
          For this craft you will need a mason jar or sealed container, heavy cream, and salt. Follow the directions given in the video shown below.

    • Cat’s Cradle:

        • This craft can be done individually or with a sibling or parent. You will only need a piece of yarn, string, or rope for this fun colonial activity. Learn how to make your own and how to play cat’s cradle with Mr. Scott!

If you choose to do any of these crafts, please pick one or ALL of the crafts you created, take a picture of it and upload it on Seesaw. Record yourself sharing what you liked about the craft and what was difficult about the craft. Happy crafting, colonists!


      • Remember the chain reaction activity that you did with Mrs. Burton? Read about this professional domino artist, who set up chain reactions for a living. 
      • When you’re finished reading, write a response in your reader’s notebook to the question below.
        • How can you connect with Hevesh on your experience creating chain reactions? Would you do anything differently now that you have gotten some tips from a professional?

Writing and Word Work

You have learned about what the Pilgrims experienced when they arrived on the Mayflower. Life was challenging in the early days of Plymouth settlement! Write a letter to the Mayflower travelers for how to survive in their new home. Feel free to include some of the rules you created for your Mayflower Compact on Monday and anything that might help them build their town or have peaceful interactions with the Native Americans. See if you can write at least 8 sentences!


      • Dreambox: Set a timer for 20 minutes and complete any assignments first. Assignments are the lessons with blue notebooks attached.

World Languages

Watch the video on Seesaw: Una mascota para Maria Paz.  Read-along, listen, and answer the question  asked at the end of the presentation.

L’Animal de Compagnie de Margaux Maurice
(Margaux Maurice’s Pet)

Watch THIS VIDEO on SeeSaw. Read-along, listen, and answer the questions as they are being asked. Remember, “peut-être” means “perhaps.”

Quel animal de compagnie préfères-tu ?
(Je préfère un lapin et un chien !)

Type and record your answer with a video or a photo of yourself on SeeSaw to respond. 😀

Music: Jolly Miller solfege and Scarlatti’s Cat Fugue

Seesaw Activity: “Jolly Miller”
Go to the “Activities” tab in Seesaw and find and complete the Activity. “Jolly Miller.”

And that is just Friday!

If you want to see the full week’s worth of plans, activities, videos, and more, you can check it out here.

Here are some scenes from Friday:

And… that is just one grade-level of the nine grade-levels in our school.


If teachers are at home, are they teaching?

Yes; yes they are!



Day 14 (Day 4 Week 3) Learning from home: Summer Learning 2020 – Choices and VTR

How do we learn and grow when we are apart? Well, this is day 14, and we know we are doing it through distance learning with our students.  It is hard. It is rewarding. It is building strong teams and relationships.

Today, we launched the choices for summer professional learning: reading and watching. We make a commitment to read and learn every summer.

Ok…telling the truth: I was worried about sending this out to faculty and staff. We must look forward and plan for the beginning of the next school.  However, 2 minutes – literally – after I pressed send, we had a faculty member submitting their pick. And, in the first hour, we had a dozen picks. Whew!

Below is the 2020 Summer Learning flyer announcing the choices for this summer that I sent today to our faculty and staff.

In case you are interested, links to reviews of each book are shared below as well as the two sets of TED Talks: Voices and Perspectives as well as Health and Wellness. #SoGood

Choral Counting and Counting Collection and Reading To Make a Difference have both been used in book study groups during this school year.  We hope to harness the power of the re-read and spread these ideas.

We will continue to use the Visible Thinking Routine Sentence-Phrase-Word to notice and note important, thought-provoking ideas. This routine aims to illuminate what the reader finds important and worthwhile.

Sentence-Phrase-Word helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, 207 pag.)

However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion . It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 208 pag.)

What are you reading/watching/doing to grow as a learner? What do you want to read/watch/do to grow over the summer? Please feel invited and encouraged to watch us (or join us) learn by following #TrinityLearns and #TrinityReads in June and July.

Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print

Day 13 (Day 3 Week 3) Learning from home: High-functioning teams make this work

Remember those Grade-Level Team Leaders that I introduced you to yesterday? Well, they lead the nine grade-level teams at our school. In addition, there is our team of specialists: art, music, P. E., World Languages, Science, and Media/Technology. And, we have a team of Learning Specialists too.  

The members of the Academic Leadership Team have been meeting with all of these teams weekly and sometimes daily.  I missed capturing images of several teams because they met on Monday. I will update this post as I capture their images.

Please join me in congratulating the entire #TrinityLearns team for the grace, energy, and effort they have given to our students and colleagues.

Specials Teachers

Sixth Grade Teachers

Fifth Grade Teachers

Fourth Grade Teachers

Third Grade Teachers

Second Grade Teachers

First Grade Teachers

Photo coming soon


Photo coming soon

Pre-K Teachers

Early Learners Teachers

Learning Team Specialists

Together and apart, we are Trinity School.

Thank you, Teachers!

Day 12 (Day 2 Week 3) Learning from home: Leading learning takes high-functioning teams

High functioning teams focus on the learning of its members as well as the learning of their students. 

Meet our Grade-Level Team Leaders:

In their inaugural year as Grade-Level Team Leaders, this team was charged to

  • work collaboratively with the Academic Leadership Team to support the School’s mission and philosophy.
  • support effective teacher teamwork to meet school and grade-level goals. 
  • work directly with the Academic Leadership Team to grow effective teaming practices and deepen grade-level teamwork.

We know we are making progress because we have evidence that grade-level teams are learning together, deeply. The GLTLs co-labor with ALT to celebrate, plan, and problem-solve in this unusual time.  

It would be understandable to give in to all of the stress. But, look at the image above of this team.  The joy in their faces is mirrored in the faces students that they serve. 

Synchronously and asynchronously, our teachers are working with students, working in teams, and collaborating with other teams.

Leadership calls for finding joy in and out of stressful times.



Seeking brightspots and dollups of feedback about learning and growth.

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