- Writing: 3 lines X - Sherry - Xavier ", a line on the specifications of each class.
- Reading Delile: full page 58 "y = i" "page 59" y = ii "
Charline: - Fredi, Suzette. .. No. 33 pages 82 and 83 + game play No. 33
Arthur: My friend Pierrot pages 69 to 71 + ex. No. 4 page 71
- Analysis: Today we examine two sentences, apparently have the same structure.
"Quipic worm devours enormous."
"Quipic a hedgehog is malicious."
In the first sentence, the action verb (eats) has a subject (Quipic) and a direct object (a worm).
The subject (Quipic) and the direct object (a worm) are two totally different things. They are joined by the verb because one is the action (Quipic) and the other is acted (Worm). The worm is not a hedgehog and Quipic is not a worm.
The subject (Quipic) and the direct object (a worm) are two totally different things. They are joined by the verb because one is the action (Quipic) and the other is acted (Worm). The worm is not a hedgehog and Quipic is not a worm.
In the second sentence, the verb is "is" has a subject (Quipic) that connects to a "hedgehog". It is clear that "Quipic" (the subject) and a "hedgehog" are one and the same animal.
to remember: A verb condition (to be seem, appear, become, ...) has never been further. Therefore we should not ask the question "who / what?"
A hedgehog: common name of animal, masculine singular attribute of the subject "Quipic. (Without stress). 
- dictated : " Baby's face is brown because it goes to the beach every day and it is superb. "
+ frieze
- calculus posed : 20 3-digit subtraction, with or without deduction, on sheet
The calculations are performed one by one (the first was made collectively and 1 transaction per pupil) in the table using the abacus
Example:
has
981 - 773 ____
has 208
The student begins by reading the operation "nine hundred eighty-one LEAST seven hundred seventy-three" children who are still struggling with the terminology can read "9 cents, 8 ten 1 LEAST 7 cents per unit July 10 and 3 units.
UNITS
of 3 to go to a unit, I can not. From 3 to go to 11, remains 8; I put an 8 and I remember. DOZENS
7 and 1 is 8.
From 8 to go to 8, it remains 0; I ask
0
HUNDREDS of 7 to go to 9 and you have 2, I put 2.
Student completes by reading the complete operation
- vocabulary: revision Greek prefixes (hexa = 6; octo = 8; deca = 10, hl = 100 kg = 1000)
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WORK FAMILY (30 minutes max each evening) For Monday, June 4, 2009 (with AA)
- Reading Delile: page 58 "y = i (full) page 59 and" y = ii "(1 / 2)
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