Today students did a mixture/solution sort by cutting out pictures of mixture examples and deciding if they were just mixtures or if they were also solutions. This was handed in during class today for most. Students then read another article from our current Super Science magazine on "World's Wildest Plants". There were some pretty cool plants that your student can tell you about. Students needed to complete a "No Sweat Bubble Test" worksheet on this article and many handed it in already.
Homework: all three sides of Super Science due by the end of the day on Thursday -Explaining the Evience -Think it Through -No Sweat Bubble Test (REMINDER-Full Band is during WIN on Thursday)
0 Comments
Today we did another whole group lesson on equivalent and reducing/simplifying fractions. We took notes and practiced with various examples with a hard focus on making sure to use the same number to multiply or divide BOTH the numerator and denominator because then it is like multiplying by the whole number 1 and does not change the value.
Homework tonight: Practice 3-3 ONLY numbers 1-32, on numbers 1-12 students need to write TWO equivalent fractions and the numerators/denominators CAN'T be higher than 100. The bottom of the page (on GCF) will be our morning review tomorrow. Fractions have begun! From tomorrow on, students will be working in small groups on fractions skills that they need. This means that I will list ALL of the homework assigned, but you will need to check with your individual child about which assignment he/she is expected to complete.
Today we worked on reviewing prime/composite and how to do prime factorization with the purpose of being able to use these skills to find the GCF (greatest common factor) of two or more numbers. We practiced two strategies to find the GCF. Students may use the strategy that they are most comfortable with. Homework tonight (everyone) P61 even numbered problems through 20 AND number 21. Students must provide their work when they turn in the assignment. Today we worked on dividing decimals by decimals--and everyone was GREAT! We started by looking at the impact of "powers of 10" to change the decimal place and how that would impact the answer in division. We practiced using a calculator at first and then worked on some problems together. Most students felt really comfortable with the added step of adjusting the decimal place after only a few problems. We practiced several problems from R45 worksheet together then students worked independently on the remaining problems until the end of our class.
Homework tonight: Complete P45 side of worksheet (only). Students must do work on a separate piece of paper and NUMBER their work. Rulers need to be used to connect the stars for accurate work. Today we spent a little more time jamming with Mr. Edmonds and his solution song to review important terms (solute, solvent, homogeneous, solution). Students then finished up a worksheet on "Thinking About Mixtures" and passed this work in. To end class, students got started on a study guide. They will have the opportunity to review this tomorrow at the end of class in preparation for our quiz on Friday.
Today was a big day in division. We discussed and practiced what to do when you have a remainder when dividing a decimal and also how to place a decimal when dividing a number smaller than the divisor (ex 15 divided by 20).
Homework tonight: IXL Grade 5, skill J3 to 85% We continued talking about mixtures and solutions today- reviewing the difference and how you can tell. We watched a video from Brain Stew that reinforced these concepts and a "music video" of a parody song about solutions. After reviewing with some whole number division, we began talking about what to do when you have a remainder when completing a word problem (you can't just make the remainder a fraction). We did some practice using pages 227-230 in our text books.
Homework tonight: page 231-232 (please see notes for answer expectations) Today we reviewed our work on creating and separating mixtures, focusing on our new vocabulary. (see notes below) Students also recorded drawings of their salt crystals (post-evaporation). We discussed some big ideas about why only certain materials could be screened or filtered using a paper filter and why we had to use evaporation on the salt-water solution.
Let them divide decimals! (ok, not as good as let them eat cake, but it was still fun). We moved into dividing decimals and the class did great! See notes below.
Homework: complete R39 side of worksheet only; show work |
Archives
April 2020
|