Today we reviewed the material from chapter 5 in preparation for our chapter test. Some students have opted to take it tomorrow, while others will take the test on Friday. The picture below includes a list of IXL skills that students can use to prepare for the test. The green list is at grade level 5, and the blue list is more challenging (grade level 6).
Complete 20 minutes of IXL to practice for test
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Today we reviewed the addition properties and applied it to show their understanding of how each works. Students worked through several problems identifying which property was being demonstrated. Students worked on and will complete tomorrow a progress check (pages 347-348 from their books) and the sheet below (last picture) on identifying the properties.
Homework tonight: page 345-346 Decimal packet assigned last Thursday So far this week we have been working on our first investigation with our catapults and trying to answer the question "How does adding spacers affect the height that a projectile can be launched. We have been spending a lot of time going through the steps of the scientific method and writing down notes that could be used to write a formal lab report, as students will will be writing their own on one of the other two experiments with our catapults. Today we discussed and practiced three more properties of addition (Associative, Commutative, and Identity). We took notes on the meaning of each and practiced in the book. I did not have time to air drop my pictures before leaving, but those will be added tomorrow. In the meantime, below are some images that I grabbed from online to help out if needed :)
Homework tonight: IXL practice of Properties of Addition Start with Grade 5 (G): B6, if that is too easy go to 6th grade (H) and do skill Y8. If B6 is too hard go to 4th grade (F) and do skill B4. Students must complete ONE of the above skills to 85%. Today we started class with another scenario where students had to identify the manipulated, responding and controlled variables. Students are gaining confidence in understanding the different types of variables and identifying them. We also set our notebooks up for the Flippers experiments. We talked about the needed materials for testing out the "spacers" and how it will affect the height the projectile can reach. Students identified the manipulated and responding variables and used these and their prior knowledge to develop their hypotheses. We start our trials on Monday!
Today, after our number puzzle, we worked on a review packet on decimal place value and adding. Students will need to finish this by Tuesday. We will be moving into properties of addition. This is a new concept for all.
Homework: Review packet due by Tuesday Today we made cards for Jacob Thompson, a 9 year-old boy who is terminally ill and is celebrating his favorite holiday, Christmas, with his family this weekend. Many students have reported making cards for Jacob at home with families. I couldn't be happier! My husband works with Jacob's mom, so his story is near and dear to us. On Friday, I will be giving all of the cards to my husband who will deliver them to Jacob along with some small gifts from our family. I have posted pictures of our class at work as well as the story (originally aired on our local NBC station) We began gathering information about how our catapults work with different variables. We are trying to determine the best system to launch an aluminum ball the farthest or the highest. We will use this information when we make our hypotheses in our future experiments. Today we did a check-in on adding/subtracting decimals that will inform our work next week. We also all got onto our kahnacademy.org/mappers accounts (most student usernames are firstLast and passwords are CEMS and their lunch numbers) and input student NWEA scores. Students then get skills to practice that will challenge them at their individual levels. Each question that they are given to practice also has a video attached to help them. (see the screenshot example below)
Today we reviewed rounding in our math message and talked about last night's homework with a focus on what place is meant when just a unit is given (ex: to the nearest foot would be the ones place). We then moved on to talking about using rounding to estimate. On the pre-test many students simply used the whole number and ignored whether the decimal made it closer to the next whole number or not. Most kids were doing great on this by the end of class!
Tonight's homework: page 313-314: make sure to show your rounded numbers used to add/subtract and include unit labels on word problems |
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