A guide to the wonders of grade 5
Science posters are due Friday. They are to communicate the harms of air or water pollution.
They are to: -Suggest a plan of action -Be research based -Include images and visuals -Be eye catching Exemplars are in the post above. Students received a large size white piece of paper to do their posters on. They should have rough drafts/plans to help guide them.
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After introducing the standard algorithm for long division last week, I have noticed that some students have really taken to it. It is important, however, to understand the relationship between standard algorithm and a mental math based method such as the break-up.
Here is a question they can solve tonight using either method. Bring the answer with work for a reward tomorrow. If 3 digit is too easy, add another random digit or 2! 591/9 Mr. Barg had 963 unsharpened pencil crayons. 8 volunteers have come to class after school to sharpen them. If they all sharpen pencils at the same rate, how many pencil crayons does each student sharpen?
Additional Resources Website of games, activities, and other resources all about global warming http://globalwarmingkids.net/games/index.html Details impacts of climate change on various sea animals http://www.neaq.org/conservation_and_research/climate_change/effects_on_ocean_animals. php Website all about how kids can reduce energy consumption http://www.energystar.gov/kids https://ecokids.ca/take-action http://www.insideeducation.ca/learning-resources/elementary-school/ https://www.footprintnetwork.org/resources/footprint-calculator/ Today we looked at the relationship between skip counting by 7s and by 70s. We noted a pattern that is identifiable by anyone, regardless of their familiarity with math or numbers. There is simply a 0 behind every number skip counted by 70 as opposed to 7, where there is not.
But why is that 0 there and how can I use this knowledge for long division? Of course, the 0 is there in order to bump the other digits 1 place in the place value chart and therefore it means: multiplied by 10. So when we look at a question that was on the assessment last week, 586/7, we can see the use of skip counting this way. In order to approach 586, we can think to our multiplication charts to see what big chunk of 586 we can divide first. We want to divide our big value digits first, and we know that 56 is the highest number along the 7s multiplication row without going over. And since we know the relationship between place value, we know that this really means 56 tens, or 560. We can then figure out the quotient of that problem by saying that 7x(8x10)=560, so therefore 560/7=(8x10) or... 80 By dividing that big chunk, we can now focus on the remaining number. The difference between 586 and 560 is 26. We know 7 fits in 26 3 full times, leaving us with 5. So, we have 80 and 3 from our 2 first divisions, making 83 the whole number quotient for this problem. Rather than declaring the remaining 5 as a "remainder", let's break it into a fraction! Students know to practice 1 long division problem at home tonight, and that is 473 divided by 6. If helping them, feel free to introduce other methods, but see if they can show you the breakdown method. It is not so different from the standard algorithm. Here is the definition of a conclusion in the scientific method as per our discussion in class. Be ready to identify parts of a conclusion in class!!
CONCLUSION Conclusion What happened in your experiment. Was your hypothesis correct or incorrect and why? What did you learn? Explain your observations. Always written in complete sentences. Include any other important information you want to discuss and explain Humanities The week that was... This week, students told a story of their assigned region of Canada through a mind map design. We also began our introduction to stories and book clubs through a reader's theatre piece that students presented on Thursday. A look ahead... Next week, students will get their book club novels and begin to investigate story starts. On Thursday, students saw three different story starts and ranked them from their favorite to least favorite. Students were asked to think about why they liked one more than others and were told to reflect on this question over the weekend by looking at some of their own books. "What makes a good story start?" We will also continue to unpack regional identity within Canada. Science The week that was... Students learned about moisture in the air and cloud cycles. They also did an investigation in different temperature points in the room by hypothesizing where the warmest and coolest points in the room are. A look ahead... Students will look at wind cycles and how that effects our changing weather patterns. Math Here is an area maze that students can try to solve that will help them with their basic facts. For more challenging area maze puzzles, you can look up Naoki Inaba's Area mazes. Today, I asked students to go home and have a conversation with someone about air molecules' ability to hold water. Knowing what we learned today, come up with an educated guess for the following question: What retains more moisture between warm and cool air molecules? Humanities
Starting the new year with 5C, we have been looking at pillars of Canadian identity. We are first understanding what identity is by creating personal and class identity. We then looked into what makes up the identity of a city. Moving ahead, we will look at regional identities and follow that by uprooting some foundational Canadian history. By the end of the term, we will have a full picture of the complex and multifaceted nature of Canadian identity. **On Friday, we will have a Canadian geography quiz that is asking for provinces and their capitals. We have labeled and coloured a map in class which students may use to study. Spelling is important!** We will also be focused on writing and literacy. More of that to come soon! Science We are beginning this term with our study of the weather. Students are currently learning about the positioning of the sun in relation to the Earth's axis to create seasonal weather. We also are learning the difference between climate and weather. In the coming days, we will take a look at the effects of humidity on weather and climate. Using the problem we solved on the board today as an example, how would you divide 67 oranges by 5 people?
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Steve BargFeel free to connect with me by email at [email protected] ArchivesCategories |