DAY 161 – Mon., May 25/2015 – Writing/Point of View, Volume of a Prism (Rectangular Prism – Grade5; Triangular Prism – Grade 6)

  

Grade 6 – Writing

This is our second day of working on our alternate epilogue for the book “Stargirl”. The original epilogue is written โ€“– just like the rest of the book โ€“– from the point of view of Leo. Our assignment is to write a new epilogue, from the point of view of Stargirl herself!     

Grade 5 Math – 3D Geometry & Measurement  

Grade 5 students creating rectangular prism’s and making strategies for calculating how many centimeter cubes are used in each prism. We also created a regular shapes and calculated how many centimeter cubes were in each of those periods for both, the final number of cubes is the volume in cubic centimeters       

We worked on practice questions from the textbook (#1, #2, #5) 

   We will share strategies and solutions for questions number two and five tomorrow ๐Ÿ™‚

Grade 6 โ€“ Volume of a Triangular Prism, Algebra 

We threw on our knowledge from terminal one, where we learned that the area of a triangle is half the area of a rectangle with the same base and height. 

Isabel’s solution: 

Algebra:

Matthew suggested we multiply what we could in the equation, i.e. 4 x 2 = 8

After that, we could use guess and  test to find out what number multiplied by 8 will give us 24. Answer is 3! ๐Ÿ™‚  

Algebra, cont’d

We can also use a more advanced algebra strategy: use the inverse operation by  turning a  multiplication statement to a division statement.

24 = 8 x w

Becomes

24รท8 = w……because 24 is the product and 8 and w are the factors.

 

DPA!!

What we learned about Cystic Fibrosis

We attended an assembly last Friday where we learned about cystic fibrosis. All Rousseau families are encouraged to consider donating to classrooms at Rousseau for Cystic Fibrosis research so a cure can be found.

We learned that it’s really hard to breath. We did this experiment where we had to run and then pinch on our nose and try to breathe only through a straw & our mouth. – Caleb

  • It felt scary,  as if I was drowning โ€“ Carson
  • It was difficult to breathe, like when it’s really cold out and it’s hard to draw in a breath โ€“ Noah
  • I found it was very difficult, and afterwards people said that my face looked really red โ€“ Ava

The problem is that their mucus is not very liquidy. People with cystic fibrosis have mucus that is really thick โ€“ Greg

  • The mucus doesn’t really leave the lungs, so when they get a cold the germs really stay in there and they get very sick โ€“ Brady
  • People with cystic fibrosis produce more salt in their mucous โ€“ Jude
  • They have therapy each day that vibrates the lungs to help loosen the mucus โ€“ Noah

People with CF have a difficult time maintaining a healthy body weight. The digestive system has a hard time getting vitamins and nutrients out of their food โ€“ Dea

  • They have to take medication to help all this: to deal with all that mucus, to get nutrients in your body and be able to do things without being so tired. โ€“ Brady

 

 


May 8, 2014 – Summary writing (Science/Literacy)

[this blog post is a work in progress – please check back later too!] 20140508-102417.jpg 20140508-102510.jpg 20140508-102528.jpg 20140508-102546.jpgm Reviewing for tomorrow’s 3D geometry test 20140508-102629.jpg 20140508-102729.jpg 20140508-114549.jpg Spring shows us an alternate net for a cube 20140508-114619.jpg Stephanie shows how the sides of each square meet up in pairs to form edges 20140508-114834.jpg Kai N created yet another net for a cube 20140508-124250.jpg We reviewed by comparing prisms and pyramids with a Venn diagram 20140508-124427.jpg 20140508-124600.jpg Today students are bringing home a formative assessment where they practiced making their thinking visible. We previously created Success Criteria for proving a shape is in fact a true net and students had the criteria in their deals while proving nets. Each formative assessment has a Success Criteria checklist staples to it with an evaluation (how they did). Here are two Exemplars for level 3+!answers for each if the two questions. 20140508-140709.jpg 20140508-140721.jpg

 

We DON’T need to know all the nets for a cube, but it is interesting to see how many there are!

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We worked in partners to create a Venn diagram comparing and contrasting the attributes of prisms and pyramids. We created a whole class example.

May 6 & 8 2014   Nets - GEOMETRY_1

May 5, 2014 – 3D Geometry (nets)

We began our day working with a partner around a device, exploring 3D nets using links on our class blog.

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We can visualize and use arrows

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We can infer the measurements of unlabeled sides by looking at measurements that are provided.

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SUCCESS CRITERIA for proving a Net

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Formatively assessing our understanding if what makes a net – using the Success Criteria we made.

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Labeling all the measurements

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Using arrows to indicate which sides made edges in a 3D object

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May 2, 2014 – Science, 3D Geometry

This morning we finished presenting our current science structures (K’Nex).

Here is our vocabulary (2 lists in PDF format)

Structures vocab 1

Structures 2

Here is an interesting concept:
A load higher up on a structure is less stable

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….than a load positioned lower down on the base

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Students finished their 3D “placemat”, making 3D skeletons & nets on isometric dot paper. Some students focused on showing their skills in reading comprehension and reading aloud.

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Then we had fun & relaxed building time with our grade 2 “Buddies”…..followed by gym & Prodigy (math) in the lab with Mrs. Crocker.

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