I am very sorry about no update yesterday. \u00a0The FTP server for the website went down and I couldn’t actually upload anything.<\/p>\n
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So today we had this FANTASTIC discussion about government. \u00a0We talked about the different types of government, and who is ‘in charge’ in the different types.<\/p>\n
This led us to a discussion of laws, and\u00a0who really makes the laws in our country. \u00a0We also did a neat little thought experiment where we talked about whether it is ever ok to break a rule, or break a law. \u00a0We imagined we were young adults with kids of our own, and what we would do for them. \u00a0Ask your student about it!<\/p>\n
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Tonight students have a small passage to re-read, and a few questions to answer. \u00a0Yes, I expect reasoning!<\/p>\n
Types_Of_Government<\/a><\/p>\n <\/p>\n Students should also do vocabulary squares for the next 3 words on our vocabulary list. \u00a0Our list so far is:<\/p>\n accessible<\/p>\n accessory<\/p>\n concede<\/p>\n exceed<\/p>\n intercede<\/p>\n precede<\/p>\n <\/p>\n <\/p>\n In math today we took a good amount of notes, and talked again about the standard algorithm for dividing.<\/p>\n Stand_Alg_Notes<\/a><\/p>\n It is extremely important that students are thinking about what they are doing in their heads as they perform this algorithm. \u00a0Not only will this deepen their understanding of the process and \u00a0division in general, it will also help them avoid simple mistakes. \u00a0If they are saying in their head “Next I divide my 20 tenths into 4 equal groups” they aren’t going to put your answer into the hundredths place.<\/p>\n We also talked about how every division problem is just a fraction waiting to happen. \u00a0For instance…<\/p>\n 2 \u00f710 \u00a0= \u00a02\/10<\/p>\n 3\u00a0\u00f7 10 = 3\/10<\/p>\n 9\u00a0\u00f7 10 = 9\/10<\/p>\n We then proved this with some of the standard algorithm.<\/p>\n Tonight students have 4 division problems to do. \u00a0They should attempt these using the standard algorithm. \u00a0However if they feel more comfortable doing them with money, that is a fine place to start.<\/p>\n 19\u00a0\u00f7 5 =<\/p>\n 31\u00a0\u00f7 4 =<\/p>\n 3\u00a0\u00f7 4 =<\/p>\n 9\u00a0\u00f7 10 =<\/p>\n No remainders here! \u00a0We know how to work with decimals!<\/p>\n <\/p>\n so, tl;dr<\/p>\n Types of government:<\/p>\n Types_Of_Government<\/a><\/p>\n Next 3 words on vocab list<\/p>\n Four division problems using the standard algorithm<\/p>\n 19\u00a0\u00f7 5 =<\/p>\n 31\u00a0\u00f7 4 =<\/p>\n 3\u00a0\u00f7 4 =<\/p>\n 9\u00a0\u00f7 10 =<\/p>\n And read!<\/p>\n <\/p>\n Have a good one,<\/p>\n <\/p>\n -Mr. Potter<\/p>\n <\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" I am very sorry about no update yesterday. \u00a0The FTP server for the website went down and I couldn’t actually upload anything. So today we had this FANTASTIC discussion about government. \u00a0We talked about the different types of government, and who is ‘in charge’ in the different types. This led us to a discussion … Continue reading Homework Feb 23 (Tues)<\/span>