Oh nooooooooo!!!<\/p>\n
Our plants have met with a most unfortunate frost incident \ud83d\ude41<\/p>\n
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We went out today to find many of our plants had died. \u00a0We knew this was coming, but it was still a bit of a shock for some. \u00a0We picked most of what was left on the plants, and we will set the tomatoes aside for a day or two and see if they ripen.<\/p>\n
As for the bunch of tiny cucumbers, we’ll see if we can make some pickles!<\/p>\n
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Math was again focused on the standard algorithm for division. \u00a0We had a good talk about how it is important to understand what is going on with the algorithm, as opposed to simply memorizing the algorithm. \u00a0Memorization without understanding is essentially pointless. \u00a0Many students still don’t believe me yet, but they will!<\/p>\n
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Tonight students again have some division problems to do. \u00a0We had 3 problems and also an example that we did together.<\/p>\n
256.8 \u00a0\u00f7<\/b> 4<\/p>\n
743.6 \u00f7<\/b>\u00a05<\/p>\n
94.2 \u00f7<\/b>\u00a03<\/p>\n
654.2 \u00f7<\/b>\u00a04 \u00a0 (our example) \u00a0 \u00a0\u00a0Nov4Example<\/a><\/p>\n It is very important that students be thinking\/saying what is going on as they step through each problem. \u00a0For instance, in our example I would expect students to say something like:<\/p>\n Alright I have 6 hundreds to split 4 ways. \u00a0I can put 1 in each of four groups. \u00a0I’ve given out\/put 4 hundreds in each group, now I have 2 left over. \u00a0I’m going to turn my 2 leftover hundreds into tens. \u00a0I’ll get 20 tens, and I had 5 before so now I have 25 tens to split 4 ways……<\/p>\n <\/p>\n In Language Arts we talked about main idea and supporting details. \u00a0We had taken a short assessment on this, and the results were slightly less than stellar. \u00a0The main idea and details beatings will continue until morale (or test scores) improve!<\/p>\n Tonight students have 2 short passages where they are required to identify main idea and supporting details. \u00a0The first we did together as an example. \u00a0For the second, they should follow the same outline as the first: they should identify the main idea and at least 3 supporting details below the passage. \u00a0Then the second passage has a few comprehension questions to answer about (surprise!) main idea!<\/p>\n First passage (example)<\/p>\n Nov4PlanetsMainIdea<\/a><\/p>\n Second passage (to be done as the first, and then answer questions)<\/p>\n Marathon Kids Passage<\/a><\/p>\n Marathon Kids Question Sheet<\/a><\/p>\n <\/p>\n In Science we talked about the respiratory system. \u00a0I am very sad that my wife (who is a science teacher) \u00a0gave away her set of plastic pig lungs the last time I moved. \u00a0I will have to find a new set of life-like lungs to help the kids really visualize what is going on in our bodies.<\/p>\n I think this Thursday we’ll see if we can make a little model of the lungs and diaphragm to help us with this.<\/p>\n <\/p>\n so, tl;dr<\/p>\n 4 math problems:<\/p>\n 256.8 \u00a0\u00f7<\/b> 4<\/p>\n 743.6 \u00f7<\/b>\u00a05<\/p>\n 94.2 \u00f7<\/b>\u00a03<\/p>\n 654.2 \u00f7<\/b>\u00a04 \u00a0 (our example) \u00a0\u00a0Nov4Example<\/a><\/p>\n two main idea passages:<\/p>\n Nov4PlanetsMainIdea<\/a><\/p>\n Marathon Kids Passage<\/a><\/p>\n Marathon Kids Question Sheet<\/a><\/p>\n <\/p>\n <\/p>\n Also, please remember Thursday is our Fall Carnival! Come out and play some games and have a good time from 6-7:30 pm!<\/p>\n <\/p>\n Friday is also early release! \u00a0we’re done at 12:30!<\/p>\n <\/p>\n Have a good one,<\/p>\n <\/p>\n -Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":" Oh nooooooooo!!! Our plants have met with a most unfortunate frost incident \ud83d\ude41 We went out today to find many of our plants had died. \u00a0We knew this was coming, but it was still a bit of a shock for some. \u00a0We picked most of what was left on the plants, and we will … Continue reading Homework Nov 4 (Tues)<\/span>