Magnets Magnets Magnets!<\/p>\n
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I can’t believe how many of our students had never used a compass before!!!<\/p>\n
It’s a new world, full of new-fangled gps, google earths, and online maps.<\/p>\n
Today in science we busted out the compasses, and talked about how they work by lining up with the Earth’s magnetic field. \u00a0We then tested out a few different objects to see if they would affect the compass at all. \u00a0We discovered that copper wire and plastic are non-magnetic, but that steel nails are magnetic. \u00a0Tomorrow we will see if we can possibly magnetize some of those items that were non-magnetic. \u00a0It should be good fun.<\/p>\n
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In math, we started our unit on multiplication. \u00a0We’re going right back to the basics, with what multiplication means, powers of ten, and the base ten system and place value. \u00a0We talked today about knowing what would happen when we multiplied certain numbers. \u00a0For instance if we multiply something by 1, we get that number again. \u00a0If we multiply by a number greater than 1, we get a number greater than our starting number, and if we multiply by something less than 1, we get a number that is less than our starting number. \u00a0We extended this to talk about place value. \u00a0In that vein, tonight’s homework is to answer the following, with examples…..<\/p>\n
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What happens when you multiply…<\/p>\n
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ones x tenths =<\/p>\n
ones x hundredths =<\/p>\n
ones x ones =<\/p>\n
tenths x tenths =<\/p>\n
hundredths x hundredths =<\/p>\n
tenths x hundredths =<\/p>\n
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I want them to answer what the answer will be in terms of, and then give me an example. \u00a0We did three of the problems together in class, so here are examples if needed:<\/p>\n
Multiplication_Homework_May6<\/a><\/p>\n <\/p>\n In Language Arts, we did some more research in the computer lab. \u00a0The students will be writing a fairly in-depth research paper on a facet of weather of their choosing. \u00a0We discussed that doing research means becoming an expert on a given topic, and their beginning questions should be “What is it?” and “How does it happen\/form, and why?”.<\/p>\n <\/p>\n We also talked about our new vocabulary words. \u00a0They are flect and flex words. \u00a0Unfortunately I don’t have any extras to post here, so I will just post the list:<\/p>\n deflect<\/p>\n reflect<\/p>\n reflection<\/p>\n retroflex<\/p>\n infection<\/p>\n flexor<\/p>\n reflex angle<\/p>\n inflexible<\/p>\n circumflex<\/p>\n flexible<\/p>\n <\/p>\n Students should write a sentence for only NINE of the words (Leaving out reflex angle, as it’s kind of a a toughie to really write a sentence as it has one and only one use).<\/p>\n <\/p>\n <\/p>\n so tldr;<\/p>\n 6 math problems that ask students what happens when you multiply two different place values, with examples<\/p>\n 9 vocab sentences<\/p>\n <\/p>\n Come tomorrow ready to play with some more magnets and electricity!<\/p>\n <\/p>\n -Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":" Magnets Magnets Magnets! I can’t believe how many of our students had never used a compass before!!! It’s a new world, full of new-fangled gps, google earths, and online maps. Today in science we busted out the compasses, and talked about how they work by lining up with the Earth’s magnetic field. \u00a0We then … Continue reading Homework May 6 (Tues)<\/span>