Today we reviewed our summary work from last week and finished up the summary that we had started as a class on the article, "Hanging Tough." Students then set up their organizer with "Somebody...Wanted...But...So" for the article, "Defying Gravity". Students read this article independently and began the work of filling out their organizer. Students will use this to write their first independent summary.
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Today in science we continued our work with our Super Science summary. We reviewed the notes taken yesterday and added a few details. We then talked about how to turn notes into a summary and started the work of doing that as a class. You can see the Arbour homeroom summary below (not finished yet)
Today students used their knowledge of volume to rank three bowls in a picture. Students needed to use complete sentences, math vocabulary and clear reasons why they thought one bowl had more/less volume than another. After students turned this in, they worked on a review of finding volume using models with cubes inside.
Students then played Prism Pile-Up in partners. They had to find the volume of a prism (either using cube models or dimensions), and write a number sentence to show how to solve for the volume. They then need to check their partner's work. The student with the largest volume wins both cards. Unit 1 test will be sometime next week Today we started our first practice with summarizing in science. We will be doing monthly articles from a Super Science magazine to practice summarizing non-fiction (scientific communication target) including finding quotes to support the summary ideas. We started by taking down a "somebody wanted but so" graphic organizer into our stem notebooks. We will use this strategy to pull out the main ideas then fill in with supporting details and quotes.
The article that the read today was about some conservationists that are trying to protect sloths in South and Central America. We will finish the class summary tomorrow and students will practice on their own articles on Monday. Today we reviewed some work and discussed the importance of reading directions even when you think you know what the sheet/activity/task is asking you to do. Many students had to go back and fix work because they missed a piece of the directions. We also talked about the inclusion of a unit (ex cubic in) whenever the answer has meaning (not just what is 12 times 4). Our warm-up was the not-assigned homework from last night to practice comparing different units based on size (see home link 1-10 below)
As the main part of our class we took our understanding of solving for volume using the formula and applied it to complex shapes. Students needed to find the volume of the separate pieces and then add the pieces up for the total volume. The work we did was in the math journal today. HOMEWORK TONIGHT: HOME LINK 1-11 THE UNIT 1 TEST WILL BE SOMETIME NEXT WEEK (THINKING WEDNESDAY AT THIS POINT) We again had a double-block of math today (equivalent to one full math class). We discussed volume formulas through homework review and independent practice. Students then worked on understanding the relative size of cubic units. We started by guessing if a cubic inch was larger or smaller than a cubic centimeter. Most students guesses larger because an inch is larger than a centimeter. I then showed blocks of this size to confirm. We then discussed the cubic foot and cubic yard. We talked about how cubic feet and cubic yards are actually really big units (demonstrated using rulers/yard sticks) and students gave examples of things that could be measured with such large units. Many students were surprised to find out that there are 1,728 cubic inches in a cubic foot and 27 cubic feet in a cubic yard. The common misconception is that because there are 12 inches in a foot only 12 cubic inches can fit into a cubic foot. What students fail to realize is that you multiply the number of inches for each side or 12 * 12 * 12.
Due to our time, I did not assign new homework for tonight, but students can certainly work on IXL skills M29, EE13, 14, 15 or 16. With the Newton group we talked about the problem from Monday night's homework where students needed to insert parentheses into the equation to make it true. We used two of the examples to walk through some strategies to solving the problems. NO HOMEWORK TONIGHT! Because of NWEA testing this morning, we had shortened class periods. I ended up using both our math and science blocks for math today. We discussed the two volume formulas (length*width*height and base*height). Students took notes with examples from the board then began with some practice on identifying the correct formula and using it to solve the problem. Students then began to try and find alternate dimensions for prisms with the same volume- think 2' by 2' by 3' has a volume of 12 cubic feet, so does a prism that is 1' by 4' by 3' (see lesson 1-9 worksheet link below). Students will be using this idea on their homework to eliminate one prism from a set of three that has a different volume. HOMEWORK TONIGHT: HOME LINK 1-9
Today we reviewed our experiment from Friday and continued working on the notes from our lab. We added the materials, procedure and filled in some of the data/observations that some students had not yet finished. Tomorrow we will finish up the notes with our conclusions. Our work is below :)
Today we continued our work on volume by finding the volume using the base layer multiplied by the height. Students found the volume of various prisms by finding the number of cubes needed to make one layer then multiplying by the number of layers. Tonight for homework, students will continue practice. HOMEWORK TONIGHT: HOME LINK 1-8 Extra Practice: IXL: skill M29, EE13, 14, 15, 16 (NOT REQUIRED HOMEWORK, JUST PRACTICE)
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April 2020
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