We have no time! NO TIME!!<\/p>\n
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IMPORTANT DATES:<\/strong><\/p>\n Thurs, Dec 10th: Language Arts Case 21<\/p>\n Thurs, Dec 10th: APTT meeting # 2 5:30 \u2013 6:30 PM<\/p>\n Fri, Dec 11th: Math Case 21<\/p>\n <\/p>\n Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences<\/p>\n Wed, Dec 16th: Science Case 21<\/p>\n Friday, Dec 18th: Last day of 2nd quarter<\/p>\n We then have a LONG track-out, and don\u2019t come back in until January 25th!<\/p>\n <\/p>\n <\/p>\n So today students turned in their final persuasive essays. \u00a0Overall this was very well done. \u00a0We only had 3 students who didn’t get this turned in.<\/p>\n <\/p>\n We talked a good deal this morning about human body systems, and we started a chart describing the systems. \u00a0We 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.<\/p>\n We had a few\u00a0students get a tad frustrated with this. \u00a0Ask them about it. \u00a0Did they see it as a challenge to figure out? \u00a0Or did they sit there and hope someone else would just give them an answer? \u00a0We 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.<\/p>\n <\/p>\n Tonight students should finish these charts, by filling in the function of each system as well as its major organs. \u00a0They have notes and passages they have read to reference.<\/p>\n HumanSystemChart<\/a><\/p>\n <\/p>\n Students also have a set of questions that goes with yesterday’s passage on the brain. \u00a0As always, please include reasoning!<\/p>\n BrainPassageQuestions<\/a><\/p>\n <\/p>\n In math today we talked a good deal more about multiplying fractions. \u00a0We specifically discussed how if we are multiplying by fractions that are less than one, \u00a0we are describing FRACTIONS OF FRACTIONS. \u00a0It 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).<\/p>\n Tonight students are working backwards. \u00a0I 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).<\/p>\n MultiplyingFractions_WorkingBackwards<\/a><\/p>\n <\/p>\n <\/p>\n So, tl;dr<\/p>\n Human body systems chart<\/p>\n HumanSystemChart<\/a><\/p>\n questions on the brain<\/p>\n BrainPassageQuestions<\/a><\/p>\n Tell me what these models are describing<\/p>\n MultiplyingFractions_WorkingBackwards<\/a><\/p>\n <\/p>\n And as always, read!<\/p>\n (students got a NCCBA book from me today if they didn’t already have one, and they should definitely be reading this!)<\/p>\n <\/p>\n Have a good one,<\/p>\n <\/p>\n -Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":" We have no time! NO TIME!! IMPORTANT DATES: Thurs, Dec 10th: Language Arts Case 21 Thurs, Dec 10th: APTT meeting # 2 5:30 \u2013 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: … Continue reading Homework Dec 2 (Wed)<\/span>