What a great day. \u00a0We got tons of stuff done, and we were focused for most of the day. \u00a0I love this class.<\/p>\n
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We started off talking about fractions and our equations from last night. \u00a0Having to work backwards to an equation from an answer was somewhat of a challenge for many students. \u00a0This really shows how strong of a handle they have on the math involved. \u00a0We corrected quite a few mistakes and misunderstandings. \u00a0Some of our students figured out that if the answer is 5\/9, that 5 divided by 9 would give us an answer of 5\/9. \u00a0That is a fantastic connection to make.<\/p>\n
Tonight students should take ANOTHER step back in regards to these answers. \u00a0They should look at the equation they came up with, and write a word problem that describes that equation. \u00a0We did one or two as an example, and I am hopeful that they can do this successfully.<\/p>\n
Here are the problems again in case you need them:<\/p>\n
OneMoreStep<\/a><\/p>\n In Language Arts we looked at a LOT of poems. \u00a0We focused today on point of view, and how the author’s point of view greatly influences a poem. \u00a0It can alter everything from subject matter to tone. \u00a0Tonight students have a poem to write, and a poem to analyze.<\/p>\n First, students should write a poem from the point of view of a normal everyday object. \u00a0It can be anything really, and these oftentimes end up like little riddles. \u00a0Here is mine:<\/p>\n open, shut put your hand out before I close Secondly, students should read “I still have everything you gave me”, and answer these questions:<\/p>\n Who wrote this?<\/p>\n Why do you think they wrote this?<\/p>\n Who are they talking to?<\/p>\n Make a connection to this poem<\/p>\n POV poems<\/a><\/p>\n <\/p>\n We also received a new vocab list containing ‘graph’ words. \u00a0Students should write a sentence for each of the first four tonight. \u00a0They are all nouns. \u00a0I expect them to be used correctly!<\/p>\n Finally, we talked about forces, acceleration, speed, mass, and all that good stuff. \u00a0Here is a question for you, that nobody in our class got the first time:<\/p>\n If I apply a constant, unbalanced force to an object, what will happen to the speed of the object?<\/p>\n Will it increase, then\u00a0plateau? (speed up, and then keep moving at a constant speed?)<\/p>\n Will it increase without stopping? (continue to move faster and faster?)<\/p>\n Will it\u00a0increase and then decrease? (speeds up, then slows down?)<\/p>\n We played with this neat tool to figure out the answer:<\/p>\n Forces Simulation<\/a><\/p>\n <\/p>\n See if you know the answer. If not, try to figure it out with the simulation!<\/p>\n <\/p>\n so, tl;dr<\/p>\n Write 6 word problems to go with the equations you wrote yesterday<\/p>\n OneMoreStep<\/a><\/p>\n Write a poem from the p.o.v. of an everyday object<\/p>\n Answer these questions about “I still have everything you gave me”: (and yes I know the last one isn’t a question)<\/p>\n Who wrote this?<\/p>\n Why do you think they wrote this?<\/p>\n Who are they talking to?<\/p>\n Make a connection to this poem<\/p>\n <\/p>\n We also got a new list of vocab words! Come in with a sentence for the first four tomorrow.<\/p>\n <\/p>\n As always, read and get your reading log signed.<\/p>\n Have a good one,<\/p>\n <\/p>\n -Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":" What a great day. \u00a0We got tons of stuff done, and we were focused for most of the day. \u00a0I love this class. We started off talking about fractions and our equations from last night. \u00a0Having to work backwards to an equation from an answer was somewhat of a challenge for many students. \u00a0This … Continue reading Homework May 12 (Tues)<\/span>
\nopen, shut
\nI’m tired of this
\nI’m in a rut<\/p>\n
\noops too late
\nI bonked your nose!<\/p>\n