Today we continued our work with citric acid solutions. Some groups were able to get to the saturation point, but most did not. We will finish these up next week.
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Today we looked at reviewing how to compare numbers with a focus on how to use the same strategies for decimals that were used for whole numbers. We also talked about adding zeros on the end (right side) of the decimal so that both (or all) numbers have the same number of digits to the right of the decimal.
HOMEWORK TONIGHT: HOME LINK 4-4 NOTE: STUDENTS WILL BE DOING THE MATH NWEA IN CLASS TOMORROW AND WILL NOT HAVE ANY NEW LESSONS Today we continued our look at saturation by using citric acid to saturate 50 ml of water. Students found that it was taking a lot more citric acid (no groups finished today) to saturate the 50 ml of water. We talked about our evidence that this was true and that it means that citric acid is more soluble than kosher salt. Today we worked on decomposing decimals into expanded form. We connected this to our work with whole numbers. For expanded form, students take write each digit as a separate part based on its place. There are three ways to do this. (see picture below)
HOMEWORK TONIGHT: HOME LINK 4-3 Today we started looking at the idea of saturation in solutions. We started class by talking about what they thought of with saturation. We talked about what a sponge (or a sweatshirt left outside in the rain) might look like or feel like if it was saturated. We made the analogy from a dripping sponge where no more water could be absorbed to a solution where no more solute can dissolve. We used Kosher salt to see how many "scoops" of salt it took to saturate 50ml of water. Tomorrow we will continue our investigation into saturation by looking at a different solute. Today we started by reviewing adjusting the value of digits to create a new number. We discovered that you can tell how many places a digit will move by the number of zeros in the "clue". For example, in the number 2.345 if you want the value of the 4 to be 10 times more it will move 1 place to the left because there is one zero in the number 10. We also found the pattern that when the "clue" is adjusting by a fraction that the digit will move to the right because the value is getting smaller.
The remaining time in class was used to model decimal values on a hundredths or thousandths grid. We also worked on naming our numbers in many ways including equivalent decimals, fractions and by splitting up the number into its place value (expanded form, which we will focus on tomorrow). HOMEWORK TONIGHT: Home Link 4-2 Today we started our first lesson with decimals with a focus on how to read and write decimal numbers based on their place. We talked about how to determine the worth of a digit (the number combined with the place that it is in). The Newtons were able to talk about how to change a digit's value, making it "ten times more" or "1/10 of", by moving the digit to the left or right. We will practice more with both groups tomorrow.
HOMEWORK TONIGHT: HOME LINK 4-1 Today we used class time to take our Unit 3 assessment.
Next week we start Unit 4, which has a focus on decimals and coordinate graphs. Today students worked on a challenge problem where they had to come up with a procedure to separate the 3 parts of a dry mixture into 3 separate cups. Students worked in their groups to come up with a plan, and try it out. Like good scientists, some groups were not successful on their first attempt and had to evaluate their success to come with a different plan. Today students got their pre/practice tests back. We use these to celebrate how much we have learned over the course of our unit and to focus our practice/studying for the Unit test. Students worked during class to practice the skills that they identified from their practice tests. The practice tests can be used as a study guide because they have all correct answers (I have given correct answers to any question that was wrong on the test).
UNIT 3 TEST TOMORROW IXL: K4, 5, 6, 7, 11, 14, 16 L2, 3, 4, 8, 9, *NEW, 10 |
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