Tonight is APTT # 3!<\/p>\n
Please arrive and drop off your students in the gym around 5:20.<\/p>\n
We will begin our session at 5:30 in room 139 (our classroom)<\/p>\n
We will have our APTT session from 5:30 until 6:30<\/p>\n
Tonight students will be brought back to the classroom so you don’t have to spend 10 minutes trying to find your child under a pile of legos somewhere.<\/p>\n
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I hope I see everyone here, and we get a chance to discuss your student’s progress. \u00a0We have some interesting data to look at tonight, and some ideas about reading with your student.<\/p>\n
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Today we did a great deal of center rotations. \u00a0Given the option, I would prefer students to work at centers in small groups. \u00a0When students can be trusted to work and take responsibility for their own learning, they can learn quite a bit from each other. \u00a0With 23 students and only 4 and 1\/2 hours in the day, it’s hard to get to each student individually. \u00a0Having 23 little teachers in the room is a huge help.<\/p>\n
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We talked today about a video project we will be doing. \u00a0Students this quarter have read a total of 5+ North Carolina Children’s Book Awards books. \u00a0They should pick their favorite (as in the one they plan on voting for next week) and create a book trailer for it. \u00a0We will be creating these quite simply, with a camera and some pictures we draw ourselves. \u00a0They should be thinking tonight about the book they will vote for, and begin brainstorming ideas for a script. \u00a0We watched some examples today in class. \u00a0We will be working on our script tomorrow and Monday and do our filming Tuesday. \u00a0We will share them Wednesday before we vote, and then vote in Media class.<\/p>\n
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In math we are talking about equivalence, and how we can change the form of numbers, but not necessarily their value. \u00a0In order to do this we utilize the multiplicative identity property. \u00a0This property states that anything multiplied by one will retain it’s original value.<\/p>\n
30 x 1 = 30<\/p>\n
50000 x 1 = 5000<\/p>\n
We can use this to our advantage with fractions by multiplying (or dividing) by different forms of one in order to find equivalent fractions.<\/p>\n
1\/2 * 2\/2 \u00a0= \u00a02\/4<\/p>\n
3\/5 * 3\/3 \u00a0= \u00a09\/15<\/p>\n
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We have also been talking about other ways to describe equivalent numbers. \u00a0For example 13\/5 we could also describe as 2 and 3\/5. \u00a0In decimal notation we could also describe it as 2.6<\/p>\n
Tonight students have a small chart to fill out. \u00a0They should find equivalent forms of each improper fraction. \u00a0They should describe the number as a mixed number, and then in base 10 (decimal) notation.<\/p>\n
Math_HomeworkMarch17<\/a><\/p>\n <\/p>\n When converting to decimal notation, it is important to remember that something like 16\/5 is equivalent to 16\u00a0\u00f7 5. \u00a0Calculating this quotient shouldn’t be too difficult for students at this point.<\/p>\n <\/p>\n Tonight is a fairly light load in the hopes I see everyone at APTT!<\/p>\n <\/p>\n <\/p>\n so, tl;dr<\/p>\n Come on out to APTT!!<\/p>\n Find some equivalent numbers:<\/p>\n Math_HomeworkMarch17<\/a><\/p>\n <\/p>\n And read!<\/p>\n <\/p>\n See you tonight,<\/p>\n -Mr. Potter<\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Tonight is APTT # 3! Please arrive and drop off your students in the gym around 5:20. We will begin our session at 5:30 in room 139 (our classroom) We will have our APTT session from 5:30 until 6:30 Tonight students will be brought back to the classroom so you don’t have to spend 10 … Continue reading Homework March 17 (Thurs)<\/span>