Today we had a very short class due to NWEA testing (will be repeated tomorrow too). Students were given informational handouts. We glued them into science notebooks and then started to highlight/underline information that was important to remember. We will finish tomorrow with adding notes then will fill out a food chain pyramid to help us look at the flow of energy. On Thursday, students will take a quick assessment on types of organisms (producers, consumers and decomposers). This information comes from our class discussions through Brainpop and today's reading.
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Today we started working on food webs/chains by watching a Brain Pop video. Students took guided notes then used the information to classify organisms as producers, consumers or decomposers, put organisms into a food chain to show the flow of energy and explain what would happen if part of the food chain was interrupted.
Today we worked on extending the dividend with zeros to allow us to find more precise answers when dividing with decimals. As discussed in class today, if there is a remainder when dividing, I expect students to divide until they have a digit in the thousandths place so that they can have an answer rounded to the hundredths place.
HOMEWORK TONIGHT: Zeros in the Quotient- P40---EVEN NUMBERED PROBLEMS ONLY BACK SIDE (P41) CAN BE DONE FOR EXTRA PRACTICE, BUT IS NOT REQUIRED UNIT 6 TEST WILL BE ON WEDNESDAY, 5/29 Today we watched a Bill Nye video on plants. This was a great review of photosynthesis and how plants use carbon dioxide, water and sunlight to create oxygen and glucose for their growth. Students answered questions about the video, which we discussed and then they were given a study guide about the information that will be on the quiz. Note the date change for the quiz.
PHOTOSYNTHESIS QUIZ CHANGED TO FRIDAY- 5/17 Today we reviewed multiplying decimals with a focus on the two strategies that we learned yesterday about where to put the decimal in the answer. Students then transitioned to dividing a decimal by a whole number. We used the estimation strategy to put the decimal point into the answer where it made sense based on their estimates. Tonight's homework is really to have students work on using traditional division to divide numbers and practice putting the decimal point into the answer where it makes sense (we also talked about how it goes straight up into the answer, but that this only works if numbers are written neatly).
HOMEWORK TONIGHT: DIVIDING A DECIMAL BY A WHOLE NUMBER R39 We reviewed rounding and estimating products with decimal factors. When then used what we had learned and reviewed and applied it to multiplying decimals. The two strategies that we talked about today are different than "traditionally" taught. The first strategy tells kids to make an estimate then multiply as if the numbers are just whole numbers. Students then use their estimates to place the decimals where it makes sense based on their estimates (see example problems and notes). The other strategy pulls from the decimal shift using the powers of ten that we practiced last week. This is a bit more confusing for most, but I have asked that each student try at least one of the homework problems using this strategy. We did discuss the "traditional" count the decimal places strategy and some students already knew this strategy.
HOMEWORK TONIGHT: HOME LINK 6-9 Today we watched a Brainpop video on photosynthesis. Students took notes on some new information from the video and last week's gizmo. We then watched the video a second time and took the quiz that went along with the video.
End of Unit Quiz on Photosynthesis on Wednesday. Today students read a two page review sheet with diagrams of the inside of a leaf and the process for photosynthesis. They then completed a crossword puzzle on the material that they read.
Today we reviewed volume concepts and talked about making accurate estimates when looking at non-traditional shapes. Students discussed alternative methods to solve for volume.
HOMEWORK TONIGHT: HOME LINK 6-6 We reviewed converting between metric units and writing the conversion rules as a power of ten. Then we reviewed making line plots and using the data to answer simple questions. We spent most of our time talking about how to choose the interval that makes the most sense.
Today's lesson was about using line plot data to find the average (even out the data). Both groups chose the Red Kangaroo from page 208 in their math journals to practice with. We talked about some strategies to avoid common calculation errors (finding a total for numbers that had many x's instead of adding them individually). HOMEWORK TONIGHT: HOME LINK 6-5 |
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