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This month we will be having a food drive. You can bring any non perishable food items to the main entrance of the elementary school.

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Tuesday, October 23, 2018 - Friday, January 18, 2019

For over 35 years, City Harvest and the Daily News have been joining forces to host the largest food drive in New York City to collect non-perishable food to help feed the more than 1.2 million New Yorkers facing hunger this holiday season.
Click here to learn more
Interested in donating funds? Every $1 helps City Harvest rescue four pounds of good food. Donate to the Daily News Virtual Food Drive here .

Thank you to this year's generous sponsors:

September 4 - October 5, 2018

City Harvest's High Holidays Food Drive, which ran from September 4 to October 5, collected kosher food to help feed the more than half a million Jewish New Yorkers who struggle to put kosher food on their tables. Check back in a few weeks to find out how much food we collected to help our neighbors in need.

Read more about our Kosher Food Rescue here.

City Harvest's annual Feed Our Kids food drive, which ran from Mother's Day to Father's Day, asked New Yorkers to donate non-perishable items to help provide much-needed food for our city's children over the summer, when access to school meals may become limited. Schools, organizations, companies and New York City's Fire and Police Departments came together to collect food donations for City Harvest to pick-up and distribute to our network of hundreds of soup kitchens, food pantries, and other community food programs that serve hungry children and their families across the five boroughs.

Thanks to all of our fellow New Yorkers who donated food, and this year's sponsors and community partners for making the drive a great success! We're tallying the pounds now, so check back to see how much we collected.

For information on running your own drive any time of year contact Food Sourcing at [email protected] or call 646.412.0758. Interested in running a Virtual Food Drive? Click here to learn more.

Special thanks to our 2018 sponsors and community partners:

February 26 - March 26, 2018

City Harvest's Passover Food Drive, which ran from February 26 to March 26, collected kosher food to help the more than 500,000 Jewish New Yorkers living below or only slightly above the poverty line. Thank you to our donors for helping City Harvest ensure that no kosher observant New Yorkers go hungry over Passover this year.

Read more about the struggles many of our Jewish neighbors face in this story from The Tablet.

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Tuesday, October 23, 2018 - Friday, January 18, 2019 For over 35 years, City Harvest and the Daily News have been joining forces to host the largest food drive in New York City to collect non-perishable food to help feed the more than 1.2 million New Yorkers facing hunger this holiday season.

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This is what we will be doing this week...

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Our most recent project!

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Study link

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Math.Practice.MP2

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP2: Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability todecontextualize--to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability tocontextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Download Common Core State Standards (PDF 1.2 MB)

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Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

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Math.1.NBT.C.4

Common core State Standards

Math: Math

1: Grade 1

NBT: Number & Operations in Base Ten

C: Use place value understanding and properties of operations to add and subtract

4:
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What skills do students develop through the daily math routine?

2. How does Ms. Wright encourage students to use multiple strategies?

3. What is the effect of using a situational story?

School Details

Cypress Creek Elementary School
6100 South Williamson Boulevard
Port Orange FL 32128

Data Provided By:

Teachers

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First grade teacher Jeanne Wright uses her daily math routine and a situational story to encourage her students to use multiple strategies to add within 100. During the daily math routine, students review addition and subtraction to 100, work with dot cards, and mentally solve problems. Jeanne then presents the class with a situational story about leprechaun traps.

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