Welcome to Mr. Baker's Math and Science Home Page
This week students have started looking at division. We started this week looking at how division can be representing by breaking a certain number into equal groupings.
Meaning, 40÷4=? 1. 40 is broken into 4 groups (ten in each group) 2. 40 is broken into groups of 4 (you get ten groups of them) We also started looking at how we can represent our division with repeated subtraction. For example: 60÷6= is the same as 60-6-6-6-6-6-6-6-6-6-6=0 (it took 10 sets of 6 to reach zero) This being our first week of division, students will need continued practice with finding equal groups to build their confidence and speed with division. Using the following links will be a good start to practice: https://www.sheppardsoftware.com/mathgames/menus/division.htm https://www.multiplication.com/games/division-games In science, students were researching different paper airplane designs. They were looking for a design that would travel the farthest. Students then began to explore the power that is stored in stretched rubber bands to launch their aircrafts. At home can you create an airplane design that can be launched using a rubber band? Send a photo or video in to show the class!
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Students have been working on a large math project this week. They needed to apply their knowledge of surface area and perimeter into designing 2 different floorplans for a single-story home. They needed to follow specific dimensions in order to be successful. This was excellent practice applying their conceptual knowledge into a multi-stepped task. Check the file below to see the task they worked with:
If more practice with area and perimeter is needed, these links can be used:
https://www.mrnussbaum.com/zoo/ https://www.turtlediary.com/games/area-and-perimeter.html In science, students have continued to learn about levers, pulleys and roller systems. Students were exploring when to use specific simple machines to accomplish a variety of tasks. Your weekend task is to try and find simple machines in the world around you.
We are going to be starting some more science building projects. If you could start bringing in recycling items that would be amazing. Such items as: cardboard, plastic bottles, lids, straws etc. Nose Creek School had some technical difficulties printing report cards. They are available online through Powerschool on Friday Feb. 8th. The paper copies will be ready to go home on Monday Feb. 11th. Students have been working extremely hard to increase their learning and understanding in each of their classes. This week students braved the cold to explore new concepts in math and science. In math, students learned about surface area and how to calculate the area of different shapes. During this process, students also learned another strategy for multiplying numbers. This strategy is called the area model and it very effective as it works for many different levels of multiplication. Below are a few slides explaining the process they learned and the types of questions they solved. Check the attached PDF for more information.
Students can practice their perimeter and area work with these links:
https://www.mathplayground.com/area_perimeter.html http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/AreaShapesShoot.htm https://www.funbrain.com/games/shape-surveyor In science students built with the Kinex kits. They worked to build functional fans and block and tackle pulleys. This process gave the students confidence of how easy Kinex was to build with. The students were then presented with a Design Thinking Challenge. The scenario read: Your family has lived in this castle for hundreds of years. Your job at the castle is the inventor. You make all the newest inventions to keep your family happy, safe and comfortable. You have heard about a new invention called a lever. You think you can modify this lever to help protect your kingdom. You set to work designing and building a device that can through rocks the furthest distance possible. Students needed to design, build, test, resign and modify their Class one lever until it could throw a block as far as possible. Students learned the process of redesign and modifying their creation to further increase performance. During this process students learned the importance of fulcrum placement, load weight and amount of effort used. Can you build a catapult at home that goes further than at school? What materials did you use? Practice you knowledge of gears with: http://www.engineering.com/GamesPuzzles/ConnectIt.aspx |
AuthorHello, My name is Mr. Baker and this is my third year at NCS teaching Math and Science. Please visit my blog regularly for updates on what is being done in the class as well as for extra support with your learning. Archives
June 2019
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