It's funny, this morning I felt like the week was going slowly, but by this afternoon I can't believe we're already done with Wednesday! I just wanted to let you know where we're at and what we're working on.
Math
- On Monday we looked at square models ("brownie pan" models) of multiplying fractions.
- On Tuesday we examined several of those models in class and I asked students to tell me any number relationships they saw in the fraction multiplication problems. Kids recognized pretty quickly that the answer was the same as multiplying the numerators and the denominators together (1/2 x 1/2 = 1/4). We practiced some with this relationship to see if we could trust it (is it reliable?).
- Today we examined what role simplifying the fractions had. I wondered aloud if it mattered if we simplified fractions after multiplying, or before multiplying. We decided that you could simplify before or after, but that if you multiply before it might make the calculations easier.
- With the RED group (mornings this week) I got a little more ambitious and asked them if we had to simplify only within a fraction or was it possible to simplify between fractions. I think I pushed the conversation a little too far there, so I backed off.
- Tonight's homework is to finish working on some fraction multiplication math practice with a Pizzazz math worksheet. The pizzazz sheets seem corny (the jokes are terrible), but they are great homework because they're self-correcting. I also asked students to get a start on a subtraction practice Pizzazz worksheet. We have been reviewing fraction and mixed number subtraction (a 5th grade topic) in our math reviews this week, and I thought it seemed like students needed some more practice with borrowing (that's what's on the Pizzazz puzzles tonight).
- 30-45 minutes tonight! All students must finish the multiplication page (unless I've given them another assignment); and I wanted students to get started on the subtraction practice one. But all together, their math homework tonight should not last longer than 30-45 minutes.
Science
- I decided to use our food webs to introduce some technology tools to the kids. So, it's taking longer to close these up than I anticipated; but we will be done this week.
- EDMODO is a school-specific social network. Students join a "class" with a code and anything they do in there can be seen by anyone else (there is no private messaging except to a teacher). We are using this resource to house the food web assignment and resources.
- WILDCATAPPS.ORG is our Google Apps for Education (GAfE) domain. Essentially, it lets students use all of the great Google Docs tools without needing a Gmail username (technically those are illegal for kids under 13 to have). So GAfE lets kids use those tools without being monitored by Google and without having Email attached to it. But teachers can monitor things and suspend user-accounts. One of the Google Docs tools is a DRAWING tool and we have been using it to make our electronic versions of the food web.
- The trick: Your child has THREE sign-ins. They have the district computer username, an Edmodo username (the same as district username for most kids), and their WildCatApps.Org username... that's a lot to keep track of, but the kids are doing it! I think they must all have the same problem with computer website services they use at home! :)
Enjoy the unexpected sun!
Sincerely,
Brian MacNevin
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