Today we rewatched the video on mixtures and answered questions on a worksheet about the video. After we reviewed the answers, students took an assessment that asked them to sort 16 mixtures into the categories of "just a mixture" or also a "solution".
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Today we observed our Kosher Salt crystals and drew them into our STEM notebooks. We discovered that Kosher Salt crystals are small flat squares that have an x in the middle. We will use this information later in the unit as we continue to document properties of different substances.
Next we watched a video about mixtures and solutions. We learned that solutions are "homogeneous" which means that you cannot see the individual parts and that it is a mixture that is the same throughout. We took down 4 new vocabulary words (see picture below). We started class today by reviewing how to assess if an answer (sum or difference). We talked about how you need to show that you understand the relative size (which is an estimation skill) in order to defend why something doesn't make sense. The remaining part of class was used playing the game "Fraction Capture" where students had to construct a target fraction using different fractions pieces. The game board, scoresheet and directions are below. Today we watched a video on mixtures and solutions so that we can continue learning the distinction between the two. We will be watching another short video tomorrow, and answering some questions about it. On Friday students will be doing a sorting activity to demonstrate their understanding of the difference between a mixture and a solution. This activity will be scored.
Students worked on a 4 question "check-in" about the skills that we have been learning about in Unit 3. This will be used by me tomorrow to focus instruction on areas that students need more support. We then went over last night's homework. There were several questions regarding making estimates for division. We reviewed finding compatible numbers (numbers in the same fact family, like 6 * 5 = 30) and rounding to those numbers when estimating.
HOMEWORK TONIGHT: FINISH UP THE ASSIGNMENT ON ADDING FRACTIONS FROM LAST WEEK (THURSDAY), STUDENTS WILL BE DOING THE EVEN NUMBERED PROBLEMS UNIT 3 TEST NEXT WEEK Today we talked more about how to separate mixtures. Students talked in table groups to try and think of a way to separate our salt and water mixture. We decided that we could evaporate the water out of the mixture. Each class made a new salt-water mixture and I poured them into evaporation dishes. We will monitor the progress to see if it works. We also started answering some questions in our STEM notebooks about mixtures and solutions.
We began class by reviewing how to estimate sums and differences of fractions to the nearest half. We worked on determining if the fraction was closest to zero, half or one.
The main lesson was on finding "fractions of"a number. We used counters to break up into fractional groups. For example, students had 12 counters and had to show what 1/6 of 12 is by breaking the 12 counters up into 6 groups (determined by the denominator) and then counting how many were in each group. We connected the hands-on method to division to show a more efficient way of solving the problems. Some students struggled with division and so used models (tally marks in circles) t show the same process. HOMEWORK TONIGHT: HOME LINK 3-13 UNIT 3 TEST NEXT WEEK Most of today's class was used learning about focusing our minds. This was the second week's Mindfulness lesson. Students practiced focusing on the sounds around them while having eyes closed or focused on the ground (not looking around). We talked about the sounds that we could hear and some students reported that they were able to hear more sounds when they closed their eyes because they found it less distracting. Erica Marcus (our Mindfulness leader) talked about how students have the ability to create stronger brain connections (neural pathways through "myelination") by practicing something over and over. Ms. M also let students know that because of their age, it is even easier for them to make those stronger connections and faster responses (like a message going down a slip and slide to the other neuron) and to "prune" bad habits so that it isn't so easy for the brain to send those messages (or behaviors).
The remaining 10 minutes of class was spent debriefing about our mixture work last week and taking notes on the "Big Ideas" so far: -Mixtures can be separated in many ways -by hand -using a paper filter -using a screen We spent some time today continuing our work on last week's page. We then took most of class time talking about the Unit 3 Test (which will be NEXT week). Students were given a list of IXL skills (see below) that they can use to practice for the test. We also looked through the EDM math journal and flagged some pages that students can work on when they have free time (finished early in class/support days in WIN when they have no required work). The rest of the class was used reviewing ways to solve number stories that have fractional answers. We practiced on page 101 of the math journal, talking about different methods and writing clear, thoughtful answers. NO HOMEWORK TONIGHT |
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