Today we took advantage of the nice day and went outside to draw, and measure shadows. Students each took an object and sketched the shadow of their object on a piece of paper. Students then measured their shadows and recorded that data. In a couple of weeks, when we return from break, we will go back out and re-sketch and measure the shadows to see how the length of shadows change throughout the year.
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We continued to review today in math for the chapter 9 test that is tomorrow. Students got a packet with various pages of practice work to help them prepare for their test.
Homework: chapter 9 test tomorrow (adding/subtracting fractions and mixed numbers) We reviewed for the past couple of days on subtracting mixed numbers, with a focus on problems that included borrowing. On Thursday we worked on a worksheet called "Pet Show". Students finished this up as homework last night. Today we went over homework questions (there were none!) and students worked on IXL skills L19, L20 and L22. These can be done at home (not required) for practice.
We will review estimating and reducing on Monday before taking the Chapter 9 Test on Tuesday. The past two days in science class have been very poetic (hehe). Capitalizing on the hard work that students have been doing in language arts class on their poems, we have blended content and brought poems into the science class! Students have worked hard for the past two days to create a finalize poems on stars. Some students have really done a nice job of showcasing their science knowledge as well as their poetic prowess.
We reviewed how to subtract fractions with borrowing and continued to practice using lesson 13 from the book (pages 691-692). We encountered a couple of unique problems where there was no fraction on the top number. We practiced a couple of these (see notes below). Students are doing a great job on this challenging topic!
Homework tonight: complete page 693-694 Today we worked on subtraction problems where borrowing was needed. We connected this to borrowing when subtracting whole numbers and then did a visual model to show what it would look like. Students took notes and did some whole group and guided practice.
Homework tonight is the three problems listed below. Today we did a demonstration using two identical flashlights to highlight the idea of absolute magnitude and apparent magnitude. A student and I stood at the front of the classroom each holding a flashlight the same distance from the board. It was clear that both were equally bright. Then the student moved behind the first row of students (roughly 4 feet away). The amount of light shining on the board changed dramatically. The flashlight that was farther away appeared dimmer than the one that was closer to the board. We repeated the process with a new flashlight that was a bit brighter than the others. Again, when it was moved away, it appeared dimmer.
Students wrote in their journals answers to the prompts: "How did the distance affect the brightness of the flashlight?" "What does this imply for stars?" We had a review day on reducing and finding common denominators. Many students lost points on work from last week from not reducing. Students were shown a strategy using a multiplication chart. (Find the numerator and denominator in the same column and put your fingers on them. Then slide your fingers to the left until the reach the darkened factors on the side. Check to see if those numbers are in the same column and slide again or if not the numbers are in simplest form.)
Homework: complete review worksheet, (both sides) make sure to reduce if possible! We reviewed (and took notes on) how to convert improper fractions into mixed numbers and worked on subtracting mixed numbers. Students completed page 687-688 in class and handed it in.
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April 2020
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