Today was a bit better! \u00a0We only ended up having to practice working quietly for 4 minutes, which was much better than yesterday’s 7.<\/p>\n
This morning we watched two neat videos about the three little pigs. \u00a0We talked about how point of view can completely change the story, and if we should believe someone who was there, or someone who just wrote about it. \u00a0This extends to our discussions about history. \u00a0Who can we believe when we read letters, newspapers, and other primary sources? \u00a0Can we really trust everything as truth? \u00a0Do we have to understand that there are many ‘truths’ and we may have to sift through them to see the story?<\/p>\n
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Tonight students should compare and contrast the two stories of the three little pigs. \u00a0I expect to see at least 5 things in each box!<\/p>\n
Compare and Contrast<\/a><\/p>\n Three Little Pigs<\/a><\/p>\n The True Story of the Three Little Pigs<\/a><\/p>\n <\/p>\n Next we came up together with the steps that a red blood cell might go through and checked our work from last night. \u00a0I was very impressed with how well many students did on this. \u00a0Nowhere in the two passages did it give these steps. \u00a0The students needed to read both passages and synthesize the information themselves in order to come up with what happens to a red blood cell.<\/p>\n Tonight students should pretend that THEY are a red blood cell. \u00a0They should tell me about their day, in the first person.<\/p>\n A Day in the Life of a Red blood cell<\/a><\/p>\n RedBloodCellSteps<\/a><\/p>\n Lastly we talked about subtracting with decimal numbers. \u00a0This again is nothing too ground-breaking, and we used some play money and did some examples, showing how we break down larger numbers in order to perform subtraction.<\/p>\n Tonight students need to finish the worksheet from yesterday, doing the subtraction problems.<\/p>\n AddingSubtractingDecimals1<\/a><\/p>\n <\/p>\n We also talked briefly at the end of the day about multiplication and division and what they truly MEAN. \u00a0Multiplying is all about repeated equal groups. \u00a0Something like 4 x 6 asks how much is 4 groups of 6, or how much is 6 groups of 4.<\/p>\n We then applied this understanding to multiplying and dividing by fractions. \u00a0Something like 6 x 1\/2 asks how much is HALF of a group of 6? \u00a0Or how much is six groups of 1\/2?<\/p>\n This was something brand new to pretty much everyone, and while some students caught on, others still need some more explanation. \u00a0We’ll continue working on this throughout the 2nd quarter.<\/p>\n <\/p>\n <\/p>\n so, tl;dr<\/p>\n Compare and contrast Three Little Pigs<\/a> with the True Story of the Three Little Pigs<\/a>.<\/p>\n Compare and Contrast<\/a><\/p>\n <\/p>\n Write about your day as a blood cell<\/p>\n A Day in the Life of a Red blood cell<\/a><\/p>\n RedBloodCellSteps<\/a><\/p>\n Finish the subtraction problems from yesterday<\/p>\n AddingSubtractingDecimals1<\/a><\/p>\n <\/p>\n And read!<\/p>\n <\/p>\n Have a good one,<\/p>\n <\/p>\n -Mr. Potter<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Today was a bit better! \u00a0We only ended up having to practice working quietly for 4 minutes, which was much better than yesterday’s 7. This morning we watched two neat videos about the three little pigs. \u00a0We talked about how point of view can completely change the story, and if we should believe someone who … Continue reading Homework Nov 5 (Thurs)<\/span>