Did I mention we are not done yet?<\/p>\n
<\/p>\n
So we have started talking about exponents and radicals! \u00a0A constant problem with students is they forget that 3^2\u00a0is 3 * 3, and instead mistakenly believe it means 3 * 2. \u00a0So today we chanted over and over “3 squared is not 3 times two”.<\/p>\n
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Tonight for homework students have a set of exponent problems to solve.<\/p>\n
Exponent Homework<\/a><\/p>\n We are also trying to pinpoint some weaknesses we have individually in mathematics and get those sorted before we leave for middle school. \u00a0For this, some students also have some subtraction homework to do tonight. \u00a0Those that have this homework know who they are.<\/p>\n Subtraction Homework<\/a><\/p>\n In Language Arts we are quickly reviewing a lot of strategies and things we talked about during the year. \u00a0Our reasoning is getting MUCH better and today we took a quick assessment with a non-fiction text where we had to explain our answer choices. \u00a0Overall I was very happy with the student’s performance on this.<\/p>\n <\/p>\n We then spent a good amount of time talking about economy, and Wally and the Walnuts. \u00a0Many students are confusing the idea of money (a medium of exchange) with what the money represents (standard of value).<\/p>\n In our story, everyone trades in Walnuts. \u00a0That is the standard of value. \u00a0It’s something that everyone uses as a standard to determine value for barter and trade. \u00a0In the U.S. it was gold up until a little while ago. \u00a0Hence, the ‘gold standard’. \u00a0In our story we have a ‘walnut standard’.<\/p>\n Now we don’t carry bricks of gold around with us, and they got tired of carrying around buckets of walnuts in the story. \u00a0So they develop a medium of exchange to represent the buckets of walnuts. \u00a0They use little pieces of wood with ‘W’s on them. \u00a0In our country we use little pieces of paper and metal with pictures of dead presidents on them.<\/p>\n <\/p>\n Tonight students got a new chapter of Wally and the Walnuts to read, along with two questions to answer:<\/p>\n 1. \u00a0What is competition?<\/p>\n 2. \u00a0Is competition good or bad? \u00a0Give at least two reasons for your answer.<\/p>\n <\/p>\n WalnutsChap7<\/a><\/p>\n <\/p>\n so, tl;dr<\/p>\n exponents!<\/p>\n Exponent Homework<\/a><\/p>\n subtraction if you need to!<\/p>\n Subtraction Homework<\/a><\/p>\n Read W&TW next chapter:<\/p>\n WalnutsChap7<\/a><\/p>\n Answer two questions about it:<\/p>\n 1. \u00a0What is competition?<\/p>\n 2. \u00a0Is competition good or bad? \u00a0Give at least two reasons for your answer.<\/p>\n <\/p>\n And as always, read!<\/p>\n <\/p>\n -Mr. Potter<\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Did I mention we are not done yet? So we have started talking about exponents and radicals! \u00a0A constant problem with students is they forget that 3^2\u00a0is 3 * 3, and instead mistakenly believe it means 3 * 2. \u00a0So today we chanted over and over “3 squared is not 3 times two”. … Continue reading Homework June 17 (Wed)<\/span>