Today we continued to work on comparing and ordering decimals. We looked at some baseball stats and found batting averages which we compared. We reviewed looking at comparing by individual place OR by adding zeros to make each number have the same number of digits following (to the right of) the decimal to allow students to compare as if the numbers were whole numbers. (Please note, students used calculators to find the decimal, not long division but I wanted to show the class how to do it and what it looked like, because it is a 5th grade target)
HOMEWORK TONIGHT: Home Link 4-4
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Today we watched part 2 of the 4 Spheres videos on hydrosphere and atmosphere. We discussed the new information and took notes (see below). Then students used a projected image of a field to identify parts of the picture that belong to each of the spheres. We will do many of these throughout this unit.
Today we started our 4 Sphere unit. We took some notes talking about how our spheres work together like a system where the parts work together for a common goal/purpose. We watched a video and took notes about the geosphere and biosphere. Tomorrow we will watch a similar video on the hydrosphere and atmosphere.
Today we reviewed last night's homework on decimal expanded form. We then talked about how to compare decimals.
We talked about two strategies. One is to add zeros to the RIGHT END of the number so that each decimal has the same number of digits after the decimal. For example, when comparing 0.550 and 0.09, you would add one zero to the right of the 9 so that the decimal became 0.090. This strategy allows students to be able to use their previous understanding of comparing whole numbers. 550 is larger than 90, so 0.550 > 0.09. The second strategy is to compare numbers by place starting from the left (the larger places). In this strategy, students compare wholes, then tenths, then hundredths and so on until they find a place with two different digits. The number with the higher digit is then larger. For example: in using the numbers above the ones place has a 0 for both numbers, so then students would move on to the tenths place. One number has a 5 and one has a 0. The number with the 5 is larger. So 0.550 > 0.09. HOMEWORK TONIGHT: IXL G10 to 80% Today we continued to work with decimal place value by breaking out decimals into their individual place. This builds upon our work from whole numbers earlier this year. Students learned three different ways to do expanded form for decimals. See pictures below.
HOMEWORK TONIGHT: Home Link 4-3 Today students took the test for Mixtures and Solutions. Tomorrow we will begin our work with our next unit on Earth's 4-Spheres and how they interact.
Today we used class time to review Mixtures and Solutions to prepare for our test tomorrow. We used Kahoot and talked through all of the questions and why answers were wrong. Below is the notes sheet that students were given on Friday to help them prepare for the test.
MIXTURES AND SOLUTIONS TEST TOMORROW Today we continued our work on decimal place value by adding in models of decimal numbers. It took some time to work out how to figure out what "boxes" to shade. We brought it back to individual digit place value (ex: 0.215 has 2 tenths to shade, 1 hundredth to shade and 5 thousandths to shade). This seemed to help students picture the parts of the grid more clearly. We will continue to focus on place value this week as we work on comparing and rounding decimals.
HOMEWORK TONIGHT: Home Link 4-2: kids must show division work Today we started our 4th unit. This unit is primarily on decimals (place value, rounding, and adding/subtracting) and graphing on a coordinate grid. Our lesson today was being able to write decimals in different forms (word and digits), and identify the value of a given place. Students used a place value chart in their journals (page 112) to help when needed.
HOMEWORK TONIGHT: Home Link 4-1 Today we continued our work with solutions and chemical changes. We conducted our experiments in ziploc style bags so that we could observe the amount of carbon dioxide gas created by the chemical change. Students found that citric acid and baking soda created far more gas than calcium chloride and baking soda because there was no precipitate at the bottom of the bag. We reiterated that "what you put in" a solution is the same as "what you get out" but that it just is in a different form. This idea goes towards our chemical change and conservation of matter targets. Tomorrow we will review evidence of chemical changes and begin preparing for our end of unit test on mixtures and solutions. The test will likely be Tuesday, 1/29. |
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