Sunday, November 26, 2017

Unit 4

As we come back from Thanksgiving break, I'm starting a new unit. We'll review fractions of course but then it's time to move on to multiplication!
In science we're moving to the solar system!
Below are the TEKS for unit 4.

3.4D I will determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.
3.4E I will represent multiplication facts by using repeat addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.
3.4F I will recall facts to multiply up to 10 by 10 with automaticity and their division facts.
3.4G I will use strategies to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 
3.4H I will determine the number of objects in each group when a set of objects is split into equal shares or a set of objects is shared equally.
3.4I I will determine if a number is even or odd using divisibility rules;
3.4J I will determine a quotient using the relationship between multiplication and division.
3.4K I will solve one-step and two-step problems involving multiplication and division using pictures, arrays, area models, and equal groups; properties of operations; or recall of facts.

8C I can construct models that demonstrate the relationship of the Sun, Earth, and other planets.

8D I can identify the planets in Earth's solar system and their position in relation to the Sun.

3C I can represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials.

Wednesday, November 15, 2017

Gravity



Today we talked about a special force, GRAVITY!
Gravity is what pulls us toward the center of the earth.
Our first piece of evidence was that when we stand on our chairs and try to fly... we can't! We just come back down to the ground. Even with fairy dust, I couldn't fly.













Tuesday, November 7, 2017

Number line


Today we practiced placing fractions on a number line. 
It is super important that my kiddos can identify fractions as part of a circle, part of a set, part of a bar model, part of a rectangle, or on a number line. 
Today we cut out the fractions and placed them carefully on our number line. 
Tomorrow we will use these number lines to compare fractions.












Monday, November 6, 2017

Fraction candy

We learn about fractions right around Halloween. This means TONS OF CANDY. 
Why not use the candy to learn about fractions?? 



Friday, November 3, 2017

Introducing Fractions



Today we introduce fractions!!
We started with a quick write about what remember about fractions (not much) and then we watched these little song videos to remind us of the vocabulary.














WARNING! These songs can and will get stuck in your head.










Thursday, November 2, 2017

Dr. Dower and Force

Dr. Dower came today to start off our new unit!
Our claim was..... we can use tools like levers and pulleys to change the location of heavy objects.











We started with two very strong friends holding onto poles. Then one littler student tried to pull those together. She couldn't do it! Even when she had help she couldn't do it! But, when she used the tool of a PULLEY, she was able to do it!!









Wednesday, November 1, 2017

New Units!!

We have finished our first two units in math and in science so we're moving on to.....
FRACTIONS  and FORCE.




The big ideas for science are:
  •  Force can cause an object to change position or motion. 
  • The Earth’s surface is constantly changed by push and pull forces.
The big ideas for math are:
  • Fractions represent equal parts of a whole or a set of objects, and can be expressed as a/b.
  • Fractions can be represented with models, names, and symbols.
  • Fractions can be composed and decomposed into the sum of unit fractions.
  • A fraction can be represented as a point on a number line between 0 and 1.
  • Models can be used to show that fractions with different names can have the same value or represent the same part of a whole.




SCIENCE TEKS:
3C I can represent the natural world using models such as volcanoes and identify their limitations, including size, properties, and materials.
6A  I can explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life.
6B I can demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons.
6C I observe forces such as magnetism and gravity acting on objects.
5A I can measure, test, and record physical properties of matter, including magnetism.


MATH TEKS:
3.3A  I will represent fractions with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictures, strip diagrams and number lines.
3.3B I will find the fractions with denominators of 2, 3, 4, 6, and 8 on a number line.
3.3C I will explain that the unit fraction represents one part of a whole.
3.3D I will compose and decompose a fraction.
3.3E I will solve problems involving fractions with denominators of 2, 3, 4, 6, and 8.
3.3F I will represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a objects, pictures, and number lines.
3.3G I will explain that two fractions are equivalent when they are on the same point on the number line or represent the same portion of a same size whole.
3.3H I will compare two fractions having the same numerator or denominator.

Wednesday, October 25, 2017

Sound Energy

Today we learned about SOUND energy!


First we started with a quick write about what we remember about sound.
Then we shared this with our neighbors.
Then we got on the carpet and discussed it as a group.
We reviewed words like pitch, volume, vibration, and waves.


Then for the fun part!!





Our fabulous music teacher lent me the materials I need to be able to show off our claim.
Our claim was.....
Sound is caused by vibrations.
Our experiments had to support our claim.


Our first experiment was that when I hit the symbol, the kiddos got to come up and feel the symbol. They could feel the vibrations and when their hands stopped the symbol from vibrating.... the sound stopped too!!


Our next experiment was to talk with our hands on our throats. We could feel our throats vibrating when we talked loudly. When we whispered there was hardly a vibration at all.


The last experiment involved water. I hit the instrument and then placed apart of it in the water and we could see the water moving in waves from the vibrations.