Today we looked at how to make models to show addition and subtraction problems with decimals. We also connected this to the algorithm (how to) for solving these problems. we reviewed how when adding/subtracting whole numbers you have to line up the places (ex tens place with tens place) so that you are using the same size pieces. We noted that you must line up the decimal points to help you do that and cannot rely on simply stacking them to the right using the last digit.
HOMEWORK TONIGHT: HOME LINK 4-11 (FOR PROBLEM 2, USE THE CROSS OUT METHOD)
0 Comments
Today in science we discussed our activity where students used their ideas from prior lab activities. We took notes about saturation and solubility, then finished up their write up about what they thought the mystery chemical was and why.
Today we worked on creating ordered pairs based on data and using those points to create graphs that can be used in order answer questions. We found that when looking at the data, you can find where one piece of data connects to another by finding where it intersects with the data line (see image below).
HOMEWORK TONIGHT: HOME LINK 4-9 Today students applied what they worked on last week with saturating solutions to determine what "mystery chemical" was given to them. Most groups were able to finish the saturation, but need time tomorrow to write up their ideas. We will take notes on saturation tomorrow and have a writing prompt to answer on Wednesday about saturation and saturated solutions. On Thursday we will be using Borax soap to make super saturated solutions. For this, I would love to get some donations of Borax (can be found in the laundry/cleaning aisle of grocery/convenience stores). We will need 4 boxes for our team. Each student also needs to bring in a glass jar (think quart Mason jars, spaghetti sauce or salsa jars). They do not need to have a lid and will go home with students after break. Today we continued to work with coordinate graphs. Today we focused on the idea of scaling by changing the coordinates in a specific way. Students were asked to double on or both of the coordinates of a set of points. For each change they were to predict how the change would impact the overall picture. We found that when both coordinates were changed in the same way the picture would get bigger (or smaller) but would look the same overall. If only one coordinate was changed (example just the x or the y--see sailboats 2 and 3) it would stretch the image vertically (if y is changed) or horizontally (if x was changed).
HOMEWORK TONIGHT: HOME LINK 4-8 Today we looked at using a coordinate plane as a map and being able to find the distance between two points. Students discovered that no matter what "route" was taken, as long as it was direct, the distance needed was the same number of "blocks". For example, using the map below, we found that it takes 11 "blocks" to travel from the school to the grocery store and 22 "blocks" to get from the library to the ice cream shop. Students then partnered up and played a game called "Hidden Treasure" which is like a modified version of Battleship. I have posted the directions and a copy of the score sheet below. This is a fun way to practice all of the graphing skills that we have learned so far.
HOMEWORK TONIGHT: PRACTICE IXL SKILL U4 TO 80% Other relevant skills to this topic: U1, U2, U3 Today we finished up with our citric acid solutions by filtering off the undissolved solute and weighing the solution. We learned that we need to remove the weight of the solvent (water) in the solution so that we can figure out exactly how much solute (citric acid) was needed to saturate our solution. We will use the data collected today to talk about ways to determine if there is matter even if it cannot be seen (our composition of matter target). On Thursday students will be using what we have learned over the last couple of weeks to complete a mystery lab assessment. Today we switched gears a bit and looked at coordinate graphs. We learned that the coordinates of the ordered pairs are always in the (x,y) format so that when plotting you always go over (horizontal) before going up (vertical). We practiced naming and plotting points, even when the coordinate is not a whole number. We will continue with graphs this week looking at scaling and using them to find locations based on a given point.
HOMEWORK TONIGHT: HOME LINK 4-6 (REMEMBER THAT YOU MIGHT WANT TO CONNECT THE POINTS AS YOU GO INSTEAD OF WAITING UNTIL THE END). Today we reviewed rounding whole numbers (learned at Pond Cove and practiced here) so that we could connect the skill to decimal numbers. We took notes and practiced in our STEM notebooks and looked at three different strategies- traditional, using models and using number lines. As we talk about often, students may find that one way works best for them, but all are viable strategies.
Our focus was on building on the "5 rule" where you look at the place behind where you are rounding to determine if the digit is a 5 or more which tells you to round up or round down. The primary way that decimals differ is that all digits after the rounded place do to become zeros, they are removed. I showed this by putting a "wall" up between the rounded place and the remaining digits. HOMEWORK TONIGHT: HOME LINK 4-5 (REMEMBER THAT ROUNDING TO THE NEAREST SQUARE MILE IS TO THE ONES PLACE) |
Archives
April 2020
|