Today we talked about conservation of matter: what goes in must come out! Students discovered that the solutions that we made last week mysteriously had salt in it even though we never added any to our solutions. I used a lego analogy to show students how chemical changes take apart the ingredients put into a solution and rearrange them to make something new. Our notes included color to show how the elements on one side (going in) matched the other side (going out). We did not go into balancing our elemental equations because that will be done in future years.
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Today we did a double block of math where we reviewed and prepared for our Unit 3 Test which is on Tuesday (reminder: No School on Monday). Students took a practice test which we then went over to have correct answers and give students and opportunity to get extra help on the topics that they were not as sure on. Below is a list of IXL skills that can be used to practice. For extra challenge, students can find the same fraction skills in 6th or 7th grade.
UNIT 3 TEST ON TUESDAY (REMINDER: NO SCHOOL ON MONDAY) IXL SKills: K2, K3, K4, K6, K8 L1, L2, L3, L4, L5, L6, L8, L9, L10, L11, L15, L17, L18 M2 Today we worked on reviewing the results of our lab from yesterday on combining chemicals. Students discussed evidence that a chemical change had taken place. We discovered that two of the cups (containing two chemicals and water) created gas because there was fizzing and bubbles. We talked about how no one had put gas into their solution, so that must have been something that was created by combining certain chemicals. We also noticed that one of the cups was quite a bit colder than the water that was used for the solutions. We related this to the instant ice packs used by sports teams and "Hot Hands" hand warmers. This is also a chemical change because we did not change the temperature ourselves, but it was different indicating a chemical change had taken place. Lastly, we discussed that there was a precipitate at the bottom of one cup (stuff that filtered out of the solution). To try to get more information about what was created students used their ideas from previous lessons to separate the precipitate from the rest of the solution. We also poured some of the remaining solution, which was clear, into an evaporation dish to see if there was any solute "hidden" in the solution that we could not see. Today we continued talking about finding fraction of a number. We looked at numbers where the answer would not come out as a whole number and students could not rely on fact families to find the answer. We focused on using division to solve the problems but also showed how to model the problems to find the answer. When helping you can ask "what are you trying to break up" and "how many parts do you need to break it into".
HOMEWORK TONIGHT: Home Link 3-14 Today we reviewed the previous two lessons on adding and subtracting fractions with unlike denominators. We used the homeworks to go over the concept. At the end of class we discussed finding "fractions of" problems and connected the idea to finding part of as a division process. Students gave strategy suggestions for a couple of problems and the students practiced another two problems on their own. Students need to remember to show their thinking (work or models) on their homework.
HOMEWORK TONIGHT: Home Link 3-13 Today we started our work with chemical changes. Students made solutions with pairs of chemicals and recorded their observations of what happened. The Arbours were able to discuss the results but the Newtons ran out of time and will discuss tomorrow. Pictures from our lab are below. Notes will be added to this post tomorrow. Today we reviewed how to rename mixed numbers and learned a pattern to figure out how many different names a mixed number can have. (add one to the whole number because you can trade each whole for the fractional parts to make a new name- see picture for examples) We then used the idea of trading to help us with adding and subtracting mixed numbers with like (the same) denominators. I have encouraged students to draw models to help them visualize the trades but some are ready to do the adding or subtracting in standard form.
HOMEWORK TONIGHT: Home Link 3-9 We took notes today about our concentration concepts- what it means, including pictures to help understanding and ways to determine (and compare) concentrations of different solutions.
Today we continued our concentration journey by looking at salt solutions. We could not use taste, smell or color to help us determine the concentration so we brainstormed some other methods. I was proud of all of the great ideas: see if one was saturated and one wasn't, look at the water levels after adding the solute, and by the weight. We worked on weighing our solutions and then we will learn how to find the unit rate to be able to compare their concentrations. Today we worked on lesson 3-8 on renaming mixed number and fractions using the same denominator. We talked about making trades (like 4 quarters for a dollar) between wholes and fractional parts to change the name but not the value of our fractions.
Homework tonight: home link 3-8 |
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