Today we worked on understanding the parts of a coordinate graph and how to graph data on a two-coordinate graph.
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Today we started class by reviewing how to convert between units (gallons to quarts and feet to inches) as well as writing numerical expressions (number model without the answer) to support the math. This is a long-term target for 5th grade and will be sprinkled throughout the year. Students then worked in groups to practice more with multiplication. Many students moved from working on single-digit multiplication to double-digit multiplication. We discussed the need to add the place-holder zero and why it is important. One small group of students in each homeroom (4 or fewer students) who have already mastered traditional multiplication with multi-digit multipliers worked on writing numbers in scientific notation. This is not a 5th grade target, but it extends our work in this unit with powers of 10 and exponential form of numbers. HOMEWORK TONIGHT: BY GROUP--STUDENTS MUST HAVE THE WORK FOR THEIR ASSIGNMENTS 1) SINGLE-DIGIT: PURPLE BLOSSOMS 2) TWO-DIGIT: SOCCER BALLS 3) MULTI-DIGIT: INTO THE ABYSS We continued our work with the lab reports from our pendulums. We worked together on coming up with the procedures steps. Tomorrow we will complete the conclusions and our graphs for the data.
Today we reviewed and practiced using powers of 10 to write numbers in standard form and exponential form We also broke up into groups based on our formative assessments from last week. Students either worked on one-digit by 2 or 3-digit multiplication or on 2 or 3-digit by 2 or 3-digit multiplication. After the mini-lesson, each student completed 5 problems that will be used to adjust grouping tomorrow.
Each small group has a specific assignment to complete out of the following 1-digit multiplication: P14 worksheet 2-digit multiplication: Pg 21 worksheet 3-digit multiplication: Pg 23 worksheet Today we discussed the data from our work last week and began writing up the pieces of our formal lab reports. The link to a copy of the lab report can be found on a post below. All students went on to the blog and made their own copy of this template to use for their labs. Their copy can be found in their google drive.
REMINDER- THE "DEFYING GRAVITY" SUMMARY AND NO SWEAT BUBBLE TEST ARE DUE THIS THURSDAY (10/17) Following a conversation last week after students took the unit 2 pretest, I found out that some students knew how to do the traditional method for multiplication but chose not to do it on the pretest because it was not their preferred method. As we talked about today, it makes no sense to have students sit through instruction on something that they already know how to do. To this end, students took a 4 question formative assessment that I will use to create groups starting tomorrow. A handful of students have already mastered this skill and will be working on indepent extension activities while the lessons on multiplication are happening. The remaining time for math class was used to write thank you letters to the sponsors of our GMRI field trip.
HOMEWORK TONIGHT: IXL A1, 2, 8 to 80%---only working for 20 minutes total. This is a place value and rounding review. During our field trip to GMRI (Gulf of Maine Research Institute) students were trying to answer the question about how rising ocean temperatures is affecting the marine life in the Gulf of Maine. Students looked at real data collected by fishermen and scientists about the diet of Black Sea Bass caught in the Gulf of Maine as well as where Black Sea Bass have been found over the last 10 years. Students watched videos about how to gather information about lobsters (tell gender, know if it is notched, etc) and dissect a Black Sea Bass. Kids did a great job talking about their findings and making predictions using their data. Each student will be coming home on Tuesday with a card that gives the GMRI website and a code that allows you to see the videos that your child made at GMRI. Students also each took home a water bottle. Please make sure that you put your child's name on it before it returns to school- each 5th grader at CEMS will have one by the end of the month. Today we worked on testing out the variable of length with our pendulums. Groups each had 4 different length pendulums ranging from 13 centimeters long to 170 centimeters long. We gathered our data and then shared out the class data so that we could make picture graphs that allowed us to determine if length affected the number of cycles that the pendulum could complete. Through our picture graphs were also able to see data that seemed out of place and might need to be retested. We could also make predictions about pendulum lengths that we did not test and how many cycles that we would expect them to complete. Our group will use this data to write up a formal lab report from our experiment next week. Today we finished up our data from the trials where we tested the mass of the bob to see if it affected the number of cycles that the pendulum could complete. We discovered that the class average was 13 for all of the three "masses". Students then wrote conclusions, like the one we did together as a class. Students will work to test the variable of length. With this final variable, students will also be graphing their results and writing a full lab report, with guidance.
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April 2020
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