We have no time! NO TIME!!
IMPORTANT DATES:
Thurs, Dec 10th: Language Arts Case 21
Thurs, Dec 10th: APTT meeting # 2 5:30 – 6:30 PM
Fri, Dec 11th: Math Case 21
Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences
Wed, Dec 16th: Science Case 21
Friday, Dec 18th: Last day of 2nd quarter
We then have a LONG track-out, and don’t come back in until January 25th!
So today students turned in their final persuasive essays. Overall this was very well done. We only had 3 students who didn’t get this turned in.
We talked a good deal this morning about human body systems, and we started a chart describing the systems. We mixed in some math and measurement, and the students were tasked with using a ruler to break their paper up into even rows and columns to fill in the information.
We had a few students get a tad frustrated with this. Ask them about it. Did they see it as a challenge to figure out? Or did they sit there and hope someone else would just give them an answer? We talked about which of these types of students would be successful, and how it’s important to see challenges as opportunities for us to learn, and not something to be avoided.
Tonight students should finish these charts, by filling in the function of each system as well as its major organs. They have notes and passages they have read to reference.
Students also have a set of questions that goes with yesterday’s passage on the brain. As always, please include reasoning!
In math today we talked a good deal more about multiplying fractions. We specifically discussed how if we are multiplying by fractions that are less than one, we are describing FRACTIONS OF FRACTIONS. It can be tough for students to wrap their heads around the idea that we are taking pieces of pieces. Something like 2/3 x 1/4 means not 2/3 of a whole, but 2/3 of 1/4 (of a whole).
Tonight students are working backwards. I have provided them with models of multiplication problems being performed (with the rectangular fraction models). They must tell me what each model is describing, and also what the mathematical problem is (as well as its answer).
MultiplyingFractions_WorkingBackwards
So, tl;dr
Human body systems chart
questions on the brain
Tell me what these models are describing
MultiplyingFractions_WorkingBackwards
And as always, read!
(students got a NCCBA book from me today if they didn’t already have one, and they should definitely be reading this!)
Have a good one,
-Mr. Potter