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 –– just like the rest of the book –– 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 🙂

Grade 6 – 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! 🙂  

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

24÷8 = 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 – Carson
  • It was difficult to breathe, like when it’s really cold out and it’s hard to draw in a breath – Noah
  • I found it was very difficult, and afterwards people said that my face looked really red – Ava

The problem is that their mucus is not very liquidy. People with cystic fibrosis have mucus that is really thick – 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 – Brady
  • People with cystic fibrosis produce more salt in their mucous – Jude
  • They have therapy each day that vibrates the lungs to help loosen the mucus – 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 – 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. – Brady

 

 


May 28, 2014 – Structures (bridges), Track & Field practiceg

SCIENCE
We started with a review of our culminating task. It is important to know how to build the proper shapes. Popsicle sticks (or real wooden beams) are not very strong when they are flat. When they are on edge they are much stronger.

Our bridge deck may have flat popsicle sticks, but the supports under the deck must have the popsicle sticks on their edge (MUCH STRONGER)

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GYM
We’re preparing for Track & Field Day on Friday — running & standing long jump, triple jump, baseball throw, and various running events! Students should be sure to wear sunscreen, bring a water bottle, wear appropriate shoes and may bring a blanket or beach umbrella for shade.

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MATH – Measurement (Volume) and Algebra (variables/missing numbers)

We reviewed how to calculate the Volume of a Rectangular Prism for tomorrow’s test. students can search “volume” on our blog to review all the examples and lessons.

We were reminded that inside the formula for Volume of a Rectangular Prism (V = L x w x d) is the formula for the area of a rectangle (A = L x w)….

….that is because when we calculate the Volume of a prism, we are first finding the area if the front face. The front face is called the BASE OF THE PRISM (even though the base is facing us — it is laying on its side so we can view the bottom (BASE)

We previewed our next Math topic, which is a fun puzzle activity: Pre-Algebra (“What’s the missing number?”).

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….them we practiced with a couple more examples:

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Next, we tried a question where we know the Volume (V) and the depth (d) of the prism, but not the length (L) or width (w)

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We practiced with two more examples!

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May 27, 2014 – dance, Literacy, Art, Measurement (volume)

DPA
We started our day again with some running in preparation for Friday’s Rousseau Track & Field event, and then a fun & active game of Capture the Flag

DANCE/LITERACY/MEDIA
I have never seen a group of pre-teens so riveted by a documentary before! We are nearly finished learning the true stories of these youth sacrificing so much to earn a ballet scholarship. Lots of connections being made with our lives as active, goal-oriented people!20140527-103449.jpg

 

Elise brought her sister’s “on point” ballet shoes. We made a connection between rosin being put on the tip of the ballet shoes for grip on the floor and putting rosin on a violin bow for grip on the strings.

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SELF-ASSESSMENT (Learning Skills)
Students continued taking their turns to complete the online Google Form to reflect on their learning skills this term.

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ART
We continue to work on our class art project for the Art Auction at Fun Fair, next Thursday, June 5th  4-8pm.  Have you preorder your tickets for your family? Pre-order forms were sent home yesterday, along with a request for Fun Fair volunteers 🙂   The art auction offering from 5F will be SPECTACULAR!!

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MATH     (Measurement)
Some students worked on counting money & making change; some students worked on showing multiple ways to determine the Volume of rectangular prisms and irregular 3D shapes.

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Colour coding to help our organization — NICE!!!!

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Here is a second way to divide the shape into individual prisms — another “additional strategy”. WAY TO GO!!!!

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May 27, 2014 – dance, Literacy, Art, Measurement (volume)

DPA
We started our day again with some running in preparation for Friday’s Rousseau Track & Field event, and then a fun & active game of Capture the Flag

DANCE/LITERACY/MEDIA
I have never seen a group of pre-teens so riveted by a documentary before! We are nearly finished learning the true stories of these youth sacrificing so much to earn a ballet scholarship. Lots of connections being made with our lives as active, goal-oriented people!20140527-103449.jpg

 

Elise brought her sister’s “on point” ballet shoes. We made a connection between rosin being put on the tip of the ballet shoes for grip on the floor and putting rosin on a violin bow for grip on the strings.

20140527-143417.jpg

20140527-143434.jpg

 

SELF-ASSESSMENT (Learning Skills)
Students continued taking their turns to complete the online Google Form to reflect on their learning skills this term.

20140527-103509.jpg

20140527-103523.jpg

20140527-103618.jpg

ART
We continue to work on our class art project for the Art Auction at Fun Fair, next Thursday, June 5th  4-8pm.  Have you preorder your tickets for your family? Pre-order forms were sent home yesterday, along with a request for Fun Fair volunteers 🙂   The art auction offering from 5F will be SPECTACULAR!!

20140527-103553.jpg

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MATH     (Measurement)
Some students worked on counting money & making change; some students worked on showing multiple ways to determine the Volume of rectangular prisms and irregular 3D shapes.

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20140527-160432.jpg20140527-124826.jpg

20140527-124936.jpg

20140527-124952.jpg

 

Colour coding to help our organization — NICE!!!!

20140527-125146.jpg

Here is a second way to divide the shape into individual prisms — another “additional strategy”. WAY TO GO!!!!

20140527-131210.jpg

 

20140527-124643.jpg

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May 13, 2014 – (re-post) Math (volume)

MATH  (Measurement/Volume continued….)

We can divide an irregular collection of cubes into separate rectangular prisms. Them we can use the formula for volume of a rectangular prism to find the volume of each rectangular prism. Them we can add up the separate volumes to find the total overall volume

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We pushed the envelope to share a different solution that some students tried:
– imagine how the irregular arrangement of cubes arrangement of cubes could become a rectangular prism if more cubes were added
– calculate the volume of this imaginary prism
– count the number of cubes that are missing
– subtract the number of missing cubes from the volume of the imaginary rectangular prism and voila! You know the volume if the cubes that ARE there (tricky and unnecessary but a definite level 4 solution)

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GYM, FRENCH, DRAMA

We also played volleyball in gym with Mr. G, had French, and worked on our drama skits connected to one of the chosen Harris Burdick Mystery posters. Some groups presented – and were assessed on their ability to stay in character and tell the story before and or after the “picture” was taken.
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