Tonight is Math Night!

Please come out for some fun baseball related math games, maybe grab a burger or a hot-dog, and meet Muddy the Mudkip.

Two years ago the school where I worked actually had Muddy come out and read a story to the school.  He’s pretty hilarious.

 

Today we started talking about division.  We talked about relating what we have done in the classroom to the standard algorithm, and some other strategies for dividing numbers.  Tonight there are two division problems the students should do.  They can use either a picture model, they can work from an area model, or they can try the standard algorithm.  Whatever they choose is fine, however they should check their answer with a multiplication problem, utilizing an area model.

91.8 ÷ 6

36.2 ÷ 4

 

I was very happy with the students’ responses to last night’s question about SQ in the Mysterious Benedict Society.  many of them came up with ideas that I had never thought of myself.

Tonight they should read pages 149-150 in their motivation reading books, and then answer the questions on page 153-154.  The answers should as always be accompanied by reasoning.  We debated our answers to our last reading selection in small groups, and many of our students were able to sway others to their answer based on their reasoning.  This is a really great skill to develop, and we will continue to require reasoning for our answers throughout the year.

Unfortunately today we did not have time for science as we had to quickly get to the computer lab to take our end of quarter STAR test.  This test measures the lexille levels of the students, and let’s me know if they have been making progress in their general comprehension and vocabulary areas.

 

So, tl;dr

a lite night tonight, as I’m hoping some can come out to Math Night!

two division problems:

91.8 ÷ 6

36.2 ÷ 4

Read pages 149-150 in Motivation Reading , and answer the questions (with reasoning!) on pages 153-154

 

Have a good one!

 

-Mr. Potter

Uh-oh….Track-out-itis is beginning to show in some of our students already!  We still have over a week left, however, and we won’t be slowing down until 2:55pm next Friday.

 

Math seems to be coming along well for many.  We’ll be wrapping up multiplication soon and moving on to division with decimals.  The students have already been doing division with manipulatives (money) in the boss/banker center, but we’ll be talking about doing it on an abstract level soon.

Tonight we will follow our normal routine and do 3 multiplication problems, all to be done with area models.  After some prodding, I agreed to do one together as an example, so it is here too:

33.3 x 25

.14 x .63

0.003 x 0.41

 

example 0.003 x 0.41:

DecimalMultExampleSep16

In Language Arts we talked some about the Mysterious Benedict Society, and the author’s choice of characters.  In particular we talked about SQ, who is a character on Mr. Curtain’s (the bad guy’s) side.  SQ is very silly, absent-minded, and generally likable.  He also has been very good to the children so far, and treats them well.  Why do we think the author included such a character in his book?  Tonight the students should write a minimum half-page response to why they believe the author included this character in the book.

 

In Science we are trying to think more critically about ecosystems and the effects changes have on them.  We looked at our pond ecosystem from our discussion yesterday, and thought about what might happen if we were to remove things from it.  Would it have an effect on the other organisms in the ecosystem?  Would it affect more than one organism?  Would the ecosystem be able to survive?  We started some of these questions but did not get time to finish them, so they will be homework tomorrow, instead of today.

 

In their place, we have a very simple ecosystem reading sheet, and some comprehension questions to go along with it.

EcosystemsSep16

so, tl;dr

3 math problems

33.3 x 25

.14 x .63

0.003 x 0.41

DecimalMultExampleSep16

A minimum half-page response to the question:  Why did the author of the Mysterious Benedict Society choose to include a character like SQ in his book?

Review Ecosystem sheet

EcosystemsSep16

Have a good day!

 

-Mr. Potter

Today the students were literally writing down their homework as they were walking out the door, so please make sure it’s correct!

 

Many of our students are making a lot of progress lately in math.  Now that we have established some goals, and what we need to work on, many of our kids are working with new purpose.

Tonight we again have 3 math decimal problems to do:

15.25 x 1.4

7.4 x 2.2

.04 x .2

Students should do these as area models.  It is vitally important that students understand that when they multiply 4 tenths by 5 hundredths, the answer is 20 thousandths.  It is important that they understand that multiplying 2 tenths by 4 tenths gives them 8 hundredths.  Please do *not* try to teach them shortcuts, or tricks to solve these.  These are very important conceptual understandings that they need to possess.

 

In Language Arts we got so wrapped up in what is going on with the children and Mr. B that we read two chapters.  We’ll be finishing up this book near the end of the quarter, and it will give students an opportunity to take one last AR test for a good chunk of points.

We really got into working with our biome brochures today in the computer lab, and the students are learning quite a few things about  navigating the Microsoft Office environment.  Ctrl + z is our friend!

In Science we talked a lot about biomes, and how all of the living and non-living things in an ecosystem are connected.  We are making some good connections to our gardens.  We had a good discussion about how without decomposers and something to decompose, eventually our soil in our buckets will run out of nutrients to feed our plants.  I wonder what we’ll do then?!

 

so, tl;dr

3 math problems:

15.25 x 1.4

7.4 x 2.2

.04 x .2

Students should also do page 152 in their motivation reading books.  It is the next three questions about the selection they read yesterday.  This should, as always, be accompanied by reasoning for each answer.

And always, always, always, read for 35 minutes and get reading log signed!

 

have a good one,

 

-Mr. Potter

Can you believe we’re only two weeks from track-out?  Where in the world did the time go?

This means that we have Case 21 coming up!  As 5th graders, the students will be taking a Language Arts Case 21 assessment, a Math Case 21 assessment, AND a Science Case 21 assessment.

Language Arts: Tuesday, Sep 23

Math: Wednesday Sep 24

Science: Thursday, Sep 25

 

So this week will be us finishing up multiplying and dividing decimals, and then we’ll be doing some review.  Today the students made a list of the skills they are mastering in mathematics and whether or not they believe they have mastered them.

In math, students have three problems to work on:

48.12 x 98

75.5 x 25

1.3 x 2.5

Students should do these as area models!

In Language Arts, we are done with our sneakers stories.  We will print these tomorrow, so if it’s not completed as of this moment, I would be worried, and get that done asap.

Tonight for homework, students have a short story to read in their motivation reading books on pages 147 and 148.

They then should answer the first three questions about this selection on page 151 of their motivation reading book.  These should come with reasoning!

In Science, we spent a bit more time researching our biomes, and students tonight should finish their brochure rough draft pages 4, 5,  and 6.

If you’ve forgotten what goes on those pages, here it is again:

Pamphlet Handout

We saw some blossoms on a few of our cucumber plants today!  mmmmmm….cucumbers!

 

so, tl;dr

read pages 147-148 in motivation reading, do problems 1-3 on page 151 WITH REASONING

three math problems (area models!)

48.12 x 98

75.50 x 25

1.3 x 2.5

finally, page 4,5, and 6 of their biome brochure rough draft!

Sneaker stories due tomorrow!

 

Have a good one,

 

-Mr. Potter

All of the things!

Today we began as always with our math centers, and  we focused more on multiplying with decimals.  For homework tonight students have three decimal multiplication problems to do.  They are:

37.25 x 34

295.15 x 27

125.01 x 100.05

These should be done with area models.  I know that some parents are unsure about area models, and have taught their students the standard algorithm.  I have nothing against the standard algorithm as long as it is backed up by understanding.  This is the reason that we do things with area models to begin.  Explaining how the standard algorithm works and using that comes next.  Too often students simply learn a procedure, instead of a concept.  Learning procedures instead of developing conceptual understandings will only lead to problems later on, and has already produced some problems with some of our students.

We spent most of our day working on our sneaker stories and our biome brochures.  I am thinking that the due date for the sneaker story will be next Tuesday at this point, and the biome brochure will be soon after that.  We *should* have plenty of time to get these done in class, as long as students use their time wisely.

Tonight, students have a short reading passage about sharks, and some comprehension questions to answer.  Each question should be accompanied by reasoning!

Students also have a rough draft of their biome brochure that they have started.  I expect to see the first 3 pages roughly planned out by tomorrow.

We also measured our plants today, and decided which ones look like they are getting too big, and need some extra support.  We will be adding some garden supports to them tomorrow first thing.

 

Starting next week, we will be making some little aquariums/terrariums in the classroom.  For this, we need some empty (preferably cleaned out) 2-liter bottles.  If you have any at home that you can spare, we would love to have them!

 

so, tl;dr

3 decimal multiplication problems (done with area models)

37.25 x 34

295.15 x 27

125.01 x 100.05

1 reading comprehension passage (with reasoning!)

sharks5th

page 1,2,3 of the biome brochure rough draft done

Here is the note-taking sheet in case you forgot what each page should have:

Pamphlet Handout

 

Have a good one!

 

-Mr. Potter

We got a LOT of stuff done today.  It was fantastic.

 

In math, we talked a lot more about multiplying fractions.  It’s very important for the students to understand that if we are multiplying something like 3 x 0.4, we are doing…

3 times 4 tenths

Therefore our answer is 12 tenths.

if we multiply 2 by 8 thousandths, our answer is 16 thousandths, and so on.

For math homework the students have three more multiplication problems to do tonight, with area models.

45.62 x 25

127.25 x 17

75.31 x 124

 

Odds are we will check and grade these as a class tomorrow.  Do your best on them!

 

In Language Arts we left our Mysterious Benedict friends on a cliffhanger, and then talked quite a bit about our sneaker stories.  Tonight for homework the students should have their sneaker story rough drafts printed out, and should have written down these 5 questions on the back:

1.  What is the setting?

2.  Who are the characters?

3.  What is the conflict? (problem)

4.  What is the resolution? (solution)

5.  Is there a theme?

Tonight for homework they should answer these questions, as well as look at their rough draft with a critical eye.  Could a reader answer the above questions just as they did?  Did they really describe the setting?  Is the conflict and resolution apparent?  Did they describe action and dialogue, or just give a list of ‘this happened, then this, then this, the end’?

In science we measured our plants and began in earnest our biome research.  Students received a print-out that will aid them in taking notes on their chosen biome for their brochure project.

We also had a very serious talk about plagiarism, and how it will get you an automatic 1 on this assignment, and likely a 1 for the quarter in language arts.  This was something that was brand new to many of our students, and if you have a moment to discuss with them this very serious issue, I would appreciate it.

 

Tonight in science the students have a chart to fill out.  They should fill in the height of their plants on September 4th, and then again on September 9th, and record the difference between them.  They should not yet calculate the average growth over this time period, as we will be learning about that and doing that tomorrow in class.

 

so, tl;dr

3 math problems

45.62 x 25

127.25 x 17

75.31 x 124

answer 5 questions about Sneaker story rough draft, and look over it with a critical/editing eye

fill out growth chart for sep 4 and sep 9 and difference, do not do the avg growth yet

 

Tomorrow is another busy day!

 

-Mr. Potter

Long time, no see!

 

I’m very sorry for my long absence both from the classroom and from updating this site.  I just had a brand new addition to the family, and had to take care of some things!

Maybe I’ll be able to sleep again someday…..

 

So we fell back into our routine fairly well, although we still have some things to work on with calling out and talking.

 

Today we introduced the idea of multiplying decimals.  We are going about this in the way we have done our multiplication in the past: area models!  For homework tonight, the students have just 3 multiplication problems to do, however I expect to see good area models with these, and for them to be double checked.

Here is an example of how I would expect the problem to be done:

ExampleDecimalMultiplicationSep9

And the three problems to be done are:

19.01 x 22

40.15 x 8

32.50 x 15

 

In Language Arts we read another chapter of the Mysterious Benedict Society, and it’s really starting to get good.  We have a few in the classroom who have checked out the book and read ahead, and some who have even moved on to the second book in the series.  Very good stuff.

 

We then printed our sneaker stories so we can take a good last look at them and do some final editing.

Students have a story elements sheet that should have been completed yesterday in class, but if they have any left, should be done tonight.  As they complete this they should be thinking about whether they have truly incorporated these elements into their story.  They also received a word ladder to do tonight.

StoryElementsSep9

Coming up, we will be creating a brochure for the biome of our choice.  To prepare for this, students spent some time doing  preliminary research on biomes on the computers.

Speaking of biomes, students have a very simple biome identification sheet to do for homework tonight.

BiomesSep9

 

We got to finally go out and measure our plants today, and BOY are they getting huge.  They had a very wet weekend, and it has really boosted our growth.  We have some corn stalks that are up to 70 cm!   Since we didn’t get to measure them since last Thursday, tomorrow we’ll be talking about how to average our data.  With that plus our biome pamphlet, we’ll have math, science, and Language Arts all rolled into one! Hooray!

 

 

so, tl;dr

3 decimal multiplication problems, done with area models

19.01 x 22

40.15 x 8

32.50 x 15

One word ladder

story elements sheet

StoryElementsSep9

biome worksheet

BiomesSep9

 

Tomorrow we have a VERY full day.  Be ready to learn!

 

-Mr. Potter

Hope you enjoyed your long weekend because we are back and already busy.

 

Today we spent a good amount of time looking at our past quizzes.  We looked at why we missed things:

Did we not try?

Did we not understand?

Did we make simple mistakes?

Do we need more practice?

We did this because today we got our INTERIMS.  We also talked about how if we are not happy with what we have earned so far on our interims, that we are still perfectly capable of changing it.

Are most of our problems not trying?  That’s an easy fix.

Do we not understand?  In that case we need to be spending our center time focused on those things we haven’t mastered yet.

Are we making simple mistakes?  Then we need to double check our work.

Do we need more practice?  Again we need to stay focused during center times.

 

We also talked for a bit today about rounding decimals, but we will have to revisit that as our brains were a bit mushy after all that quiz review.

Our gardens did REALLY well over the 3-day weekend, and we had tons of new growth, and quite a bit of height gain on many of our plants.  We also had Ms. Frazier come and visit us while we were working on our gardens and the students told her about their plants and their charted growth.

We also spent some time in the computer lab, trying out a chat program and doing some science study jams.

By the end of the day we were very tired, very hot, and our brains were very out to lunch.

For homework tonight, students might have a lot, or they might have almost none.

On Thursday and Friday, the students had the following classwork:

P233 in Motivation reading

P 231 in Motivation reading (WITH reasoning)

Word Ladder

WordLadderSep2

Writing prompt #3: (to be done in writing journal)

Who do you believe is the hero of the Mysterious Benedict Society?  Why?  Convince me.

Alternately: Who is your favorite character from the Mysterious Benedict Society?  Why?  Convince me that he/she should be MY favorite character too.

 

That’s four assignments.  The students’ homework tonight is to finish any of those assignments that are not yet done.  They will all be turned in tomorrow morning.

 

Also, I will be out of the classroom for the rest of the week.  My wife is having a baby on Thursday, so I’ll be a bit indisposed.  I will do my best to answer e-mails, but I can’t make any promises there.  We have Mrs. Alford coming in for the rest of the week, who was a 5th grade teacher at Lockhart for some time.  The students will be in good hands.  I will do my best to update the website, but I can’t make any promises there either.  Sorry!

 

so, tl;dr

P 231 in motivation reading WITH reasoning

P 233 in motivation reading

word ladder

WordLadderSep2

Writing prompt #3: (to be done in writing journal)

Who do you believe is the hero of the Mysterious Benedict Society?  Why?  Convince me.

Alternately: Who is your favorite character from the Mysterious Benedict Society?  Why?  Convince me that he/she should be MY favorite character too.

also bring back interim signed!

read, and just get something signed saying you did so.  Students will receive a new reading log tomorrow.

 

Have a good one!

 

-Mr. Potter

Quick and smooth days, just how I like ’em.

 

The day absolutely flew by.  We spent our morning on math centers, and talked again about ways to split up wholes using decimals.  I’m very happy with the progress our students are making here.

In Language Arts we read some more Mysterious Benedict Society and discovered quite a few new things about Mr. Curtain’s diabolical plot.

In Science we made quick work of measuring our plants, and they looked VERY nice today after a good drink from yesterday’s storms.  Our data is showing that many of our plants are growing at 1cm per day, which is good progress.  I was very happy with how well the students handled being outside with our gardens today.  We had no problems like yesterday, and the measuring and checking went very smoothly.

As it is Friday, our day was also peppered with quizzes on all sorts of things: multiplication, decimals, word problems, reading comprehension, drawing conclusions, plants, ecosystems, food webs, the whole shebang.

While I try to keep these quizzes as short and to the point as possible, I’m sure the students are tired at this point.  They worked hard today, and it was a good day.  Please let them know you are as proud of them as I am.

 

Read over the weekend and get your reading log signed! (Just fill in the date)

 

Also remember there is no school on Monday, so enjoy your looooong weekend.  I know I will!

 

-Mr. Potter

 

What a very topsy turvy day

 

So we had a fantastic morning.  I gave the students quite a difficult problem to solve this morning, and while only two students eventually arrived at the correct answer (great job Isabella and Thalia!), every student definitely worked relentlessly on it until they were finally asked to stop.  Give it a go and see how you do:

McDonald’s needs 1450 cups each day of the week.  On Monday morning, they receive a shipment of 6 boxes of cups.  Each box has 3 bags of cups.  Each bag has 300 cups in it.  On Friday morning, they receive another shipment of 6 boxes of cups.  How many total cups did they receive on Monday and Friday?  Are they going to have enough cups for the whole week, or will they run out?

 

In math we talked more about decimals, number lines, and all of that fun stuff.  We only managed to get two center rotations in today, so we’ll have to pick that up tomorrow.  In small groups during center time we’re talking about different ways to break up wholes into decimal parts, oftentimes using the concept of dollars and cents as examples.

For homework tonight, students should do page 40 in their motivation math books (if they were absent and didn’t bring their motivation math book with them, that’s ok I’ll accept it on Monday).

In Language Arts we did quite a variety of things.  We talked about quotation marks and some of the rules for their usage.  In our sneaker stories, many of us are using dialogue, but aren’t using quotation marks in a consistent manner.  Hopefully our discussion today cleared up some of those issues.

We also re-read our selection on the diamond-back rattlesnakes, and started up a word-ladder.  The students also did some typing on the computer, and they should be a good ways into typing up their sneaker story at this point.

In science we talked again about producers and consumers, and how we classify these.  We took some quick notes, and then it was outside to water/replant/measure our little gardens.

This is where things took an unfortunate turn for us.  We have been having some problems lately with following directions and listening, and we definitely struggled with staying on task today as we tended to our gardens.  We had a few students on-task and taking measurements and doing as they were instructed to do.  However we also had some students who unfortunately decided they would not record their data, or play with the spray bottles, squirting each other and things other than the plants.  This had some unfortunate consequences, and we had to cut our outside time short.  Hopefully the students will get this under control and we will not have another incident like this.

For homework students have a very simple worksheet on producers and consumers and food webs.  They should be experts on this stuff by now!

Food_WebAug28

 

so, tl;dr (That means “too long; didn’t read”)

Page 40 in motivation math

Food Web worksheet in science

Food_WebAug28

Tomorrow is a new day!

 

-Mr. Potter