Where Faith Meets Learning
During this time, all work and assignments will be posted on this class page daily to complete at home. English Language Arts and Social Studies work for students in 5 - 1 is found on Mrs. Schweers class page and Mathematics and Science work for students in 5 - 2 is found here, on my page. Assignments will be checked when we return back to school. Work will also be posted on the Specials pages and the AIS page under Academic Support. I am available by email and through the Remind App if there are any questions or concerns on the work posted. I have posted the instructions below to join the Remind App to provide the opportunity to those parents who have not yet done so. You can also use the link https://www.remind.com/join/51mi to join the page from a computer. I will be begin posting Science Opportunities and Daily Math Challenges like I would in class. These are opportunities for further learning and practice for students to take advantage of if they want an extra challenge. Please stay healthy and stay in touch! :)
If you have not completed an assigned test or quiz, please send me an email and I will send you the document. If you missed an assignment due to transitioning to this new way of learning, I have posted the list of all the assignments posted so far in the form of a checklist.
I will be hosting two virtual check in/extra help sessions Wednesday, June 10th, using Zoom. I will have one for the students of 5-1 at 1pm and one for the students of 5-2 at 2pm. I have sent out the links to these meetings through email. Please look out for them if you would like to join, ask questions on work, or just say hi! Thank you!:)
Virtual Reality
How do virtual reality googles work? Hope many prototypes have there been? When was the first one made?
Thank you Hector Urbano for bringing up this great idea for a Science Opportunity during our last Zoom meeting!:)
Answer will be posted Tuesday morning!
This afternoon Elise went outside, rode her bike 2/3 of a mile, and then walked 2/4 of a mile to get home. How much farther did Elise ride than walk?
Rainbow Jar
What you will need:
There will be no formal assignments this week! Please send any missing assignments!
Zoom sessions today, June 15th, will be at 4pm (5-1) and 5pm (5-2).
Countdown to Summer Vacation: 4 Days!
Friday, June 12th, 2020
Mulitply Mixed Numbers
Essential Question: How do you multiply mixed numbers?
Lesson Objective/Goal: Multiply mixed numbers
Helpful Hint: Use what you have learned about mixed numbers and multiplying fractions. You can multiply mixed numbers by converting them into improper fractions and multiplying across. You can use an area model and break up the mixed number, seperating the whole number from the fraction, like we did on zoom. We will go over this again today.
This lesson is on pages 325 - 328 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.9 (p161 & p162).
Thursday, June 11th, 2020
Please make a list of problems to go over during Zoom today and tomorrow.
Wednesday, June 10th, 2020
Compare Mixed Number Factors and Products
Essential Question: How does the size of the product compare to the size of one factor when multiplying fractions greater then one?
Lesson Objective/Goal: Relate the size of the product to the factors when multiplying fractions greater than one.
Helpful Hint: Understand the size of a product without multiplying. Knowing the size of the product relative to the factors will give you a basis for determining the reasonableness of your answers. You can replace the multiplication sign with "of". Reading the problem as "3/4 of" another number makes it easier to see that the product will be less than the other factor. So the following generalization can be made: - If the first factor is less than 1, the product will be less than the second factor. - If the first factor is greater than 1, then the product will be greater than the second factor.
This lesson is on pages 321 - 324 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.8 (p159 & p160).
Tuesday, June 9th, 2020
Investigate - Area and Mixed Numbers
Essential Question: How can you use a unit tile to find the area of a rectangle?
Lesson Objective/Goal: Use a model to multiply two mixed numbers and find the area of a rectangle.
Helpful Hint: Using area models and unit tiles helps break down the numbers into manageable parts, and give a concrete example on which to base thinking when solving future problems. Mixed numbers still represent only one actual quantity, but that quantity simply does not end at a whole-number value. That is why tiles with side lengths that are unit fractions are being used instead of whole-number tiles.
Make the numbers easier to work with. When working with the area model, break the length and width into tiles. The length can be seperated with the whole number in one section and the fraction as another. You can do the same with the width. This breaks up the rectangle into four tiles. Find the area of all four tiles using the area formula (length x width) for each. You will most likely be multiplying a whole number by a whole number, then a whole number by a fraction, then a whole number by a fraction, and finally a fraction by a fraction. Adding the products of each will give you the area of the rectangle as a whole. (see page 318).
Another way to solve is to convert the mixed numbers into improper fractions and multiply the fractions like you would any other. Multiply across the numerators, then across the denominators. Change the product from an improper to a mixed number and you will have your answer.
This lesson is on pages 317 - 320 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.7 (p157 & p158).
Monday, June 8th, 2020
Mid-Chapter Checkpoint
Lesson Objective: Review and practice skills learned in lessons 7.1 - 7.6
Helpful Hint: Try the questions on your own first. If you are having some trouble. look back at the lessons so far in the chapter to refresh your memory of steps used in each strategy.
This assessment/review is on pages 315 & 316
Friday, June 5th, 2020
Fraction Multiplication
Essential Question: How do you multiply fractions?
Lesson Objective/Goal: Multiply Fractions.
Helpful Hint: In this lesson, use rectangles to represent fraction multiplication. When multiplying fractions, think of a multiplication problem as such a 2/3 x 4/5 as 2 thirds of 4 fifths. To represent a product such as 2/3 x 4/5 with a rectangle, first shade 4 fifths. Then divide each of the 4 fifths into 3 equal parts and double-shade 2 thirds of the 4 fifths. The rectangle shows that when fifths are divided into thirds, the result is fifteenths. Then count the fifteenths that are double-shaded. Eight of the 15 parts, or 8/15 of the rectangle, are double-shaded. So, 2/3 x 4/5 = 8/15. This lesson also goes over the multiplying across the problem to find the answer trick we learned over zoom on Wednesday. You can use this method and check your work with the rectangular models.
This lesson is on pages 311 - 314 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.6 (p155 & p156).
Thursday, June 4th, 2020
Compare Fraction Factors and Products
Essential Question: How does the size of the product compare to the size of one factor when multiplying fractions.
Lesson Objective/Goal: Relate the size of the product compared to the size of one factor when mutiplying.
Helpful Hint: In this lesson, use models to compare the size of the product to the size of a factor when multiplying fractions. The product of any fraction multiplied by 1 will be equal to the fraction because of the Identity Property of Multiplication. You will be determining that when you find a part of a part, the product will be less then either part. When a fraction is multiplied by a number greater than 1, the product will always be greater than the original fraction. This lesson will help build reasoning about the size of the product. You will be able to determine if your solutions are reasonable and it will help you make reasonable estimates.
This lesson is on pages 307 - 310 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.5 (p153 & p154).
Wednesday, June 3rd, 2020
Investigate - Multiply Fractions
Essential Question: How can you use an area model to show the product of two fractions?
Lesson Objective/Goal: Multiply fractions using models.
Helpful Hint: In this lesson, use an area model to show the product of two fractions. The model is helpful for understanding that when multiplying two fractions, the product is a fraction of a fraction, or a part of a part. When modeling the second factor, see that you are finding a fraction of the shaded part, not the whole. Then, relate that amount to the whole when giving the answer. For the problem 2/3 x 3/5, the answer would be six parts of 15, or 6/15, not 6 parts of 9, or 6/9. Look for connections between using the are model to multiply fractions and the area formula of a rectangle. We will be going over this model on zoom today.
This lesson is on pages 303 - 306 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.4 (p151 & p152).
Tuesday, June 2nd, 2020
Fraction and Whole Number Multiplication
Essential Question: How can you find the product of a fraction and a whole number without using a model?
Lesson Objective/Goal: Multiply fractions and whole numbers
Helpful Hint: In this lesson, move from modeling fraction and whole-number multiplication to the algorithm. There is a connection between the model and how it relates to the algorithm. The numerator and the whole number get multiplied to find the number of shaded parts and the product is written over the denominator, or the number of equal-sized parts. The size of the parts, the denominator, does not change. 4 x 2/3 has the same product of 2/3 x 4. The Communitive Property of Multiplication states that factors can be multiplied in any order without changing the product. Write products in simplest form when the numerator and the denominator have no factors in common, other than 1.
This lesson is on pages 299 - 302 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.3 (p149 & p150).
Monday, June 1st, 2020
Multiply Fractions and Whole Numbers
Essential Question: How can you use a model to show the product of a fraction and a whole number?
Lesson Objective/Goal: Model the product of a fraction and a whole number.
Helpful Hint: In this lesson, you use models to show the product of a fraction and a whole number. First, use fraction strips to find the fraction of a group, such as 3/4 x 2. Use 1-whole strips to represent the whole, 2. Then place 1/2-fraction strips under each whole strip to represent the denominator, the number of equal-sized parts. Finally, students find 3/4 of 2. You will need to distinguish between four 1/4 pieces that the strips are divided into and the 3/4 of the whole to find 3/4 of 2 = 3/2, or 1 1/2. Next during the lesson, you will use fraction circles to find groups of a fractional part, such as 3 x 3/8. They represent the whole number with three 1-whole fraction circles and divide each circle into the number represented by the denominator of the fraction, eighths. Shade 3/8 of each whole and then count the total number of eighths shaded. So, 3 x 3/8 = 9/8, or 1 1/8.
This lesson is on pages 295 - 298 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.2 (p147 & p148).
Friday, May 29th, 2020
Find Part of a Group
Essential Question: How can you find a fractional part of a group?
Lesson Objective/Goal: Model to find the fractional part of a group.
Helpful Hint: Use your prior knowledge about multiplication to find a fractional part of a group. When multiplying a whole number by a fraction, you are finding part of a group. You can use models to find 4/5 of a group of 20. Seperate a group of 20 objects into 5 equal groups, each of which has 4 objects. To find 4/5 of 20, count the number of objects that are in 4 of the 5 equal groups. If each group has 4 objects, 4 of those groups have 16 objects. So, 4/5 of 20 is 16. Focus on the "part of a group" language and transitions from the use of the word of to the multiplication sign. The statment 4/5 of 20 = 16 means the same as 4/5 x 20 = 16. The denominator of the fraction factor represents the number of equal groups in the whole, and the numerator represents the number of those groups you are interested in. The product will be the number of items in the groups of interest.
This lesson is on pages 291 - 294 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.1 (p145 & p146).
Thursday, May 28th, 2020
Chapter 7: Introduce the Chapter - Multiply Fractions
Lesson Objective/Goal: Assessing Prior Knowledge. Show What You Know
Helpful Hint: Review models, equivalent fractions, factors, multiples, addition, and fractions to build on throughout the chapter.
Vocabulary Builder: Review terms from past lessons and relate them to Multiplying Fractions
This lesson is on pages 289 - 290 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.")
Wednesday, May 27th, 2020
Chapter 6 Take Home Test
Assessment Adding and Subtracting Fractions with Unlike Denominators
Please take the Chapter 6 Take Home Math Test that is saved as a pdf document in the last tab. Show your work on a piece of separate paper (such as loose leaf paper). If you cannot print the test, then please label and answer the questions on the seperate piece of paper and circle your answers. Send me a picture of your answers to be checked through email. A good resource to do this is the free app "Genius Scan" from the app store where you take a picture of a document and can email it straight to me from the app. You can also take a picture with a phone, tablet, or computer. Good luck, show your work, and do your best! :)
Tuesday, May 26th, 2020
Today's work is to do a final review of Chapter 6: Add and Subtract Fractions with Unlike Denominators and to check over your review pages from Thursday. The test will be posted tomorrow. This is to provide time for extra instruction and students to ask final questions about the strategies from the chapter during our Zoom meeting tomorrow.
Friday, May 22nd, 2020
There are no new assignments to work on today. Please take advantage of this day as a catch up day to complete any missing work and to review for Tuesday's math test. I am posting a check list of all work so far below in the Links tab.
Thursday, May 21st, 2020
Chapter 6 Review
Chapter Essential Question: How can you add and subtract fractions with unlike denominator?
Lesson Objective/Goal: Review what you have learned in Chapter 6
Helpful Hint: Try the problems on your own first, then take advantage of past lessons done in your textbook if you get stuck. Use the different strategies you learned in the chapter to help you solve the addition and subtraction problems.
This chapter review is located on pages 285 to 288. Please send me you work to prepare for tomorrow's test!:)
Wednesday, May 20th, 2020
Algebra - Use Properties of Addition
Essential Question: How can properties help you add fractions with unlike denominators?
Lesson Objective/Goal: Add fractions and mixed numbers with unilke denominators using the properties.
Helpful Hint: The Commutative and Associative Properties of Addition can be used to change the order or grouping of addends in an expression. Changing the order or grouping facilitates using mental math to find the sum. For example: Given: 3/8 + (1/8 + 5/8) Apply the Commutative Property: 3/8 + (5/8 + 1/8) Apply the Associative Property: (3/8 + 5/8) + 1/8. The order in which the properties are applied can be important. In the example above, if the Associative Property was applied first, it would need to be applied a second time. Applying the Commutative Property first results in each property being used only once. Use these properties to group fractions with like denominators together.
This lesson is on pages 281 - 284 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.10 (p139 & p140).
Tuesday, May 19th, 2020
Problem-Solving - Practice Addition and Subtraction
Essential Question: How can the strategy work backward help you solve a problem with fractions that involves addition and subtraction?
Lesson Objective/Goal: Solve problems using the strategy work backward.
Helpful Hint: Review adding and subtracting fractions and mixed numbers with unlike denominators. Break up the word problem. List and label the information given to you, then list and label what information you are trying to find/solve for. Use this information and the addition and subtraction strategies we have been work with in the chapter to solve for your answer.
This lesson is on pages 277 - 280 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.9 (p137 & p138).
Monday, May 18th, 2020
Algebra - Patterns with Fractions
Essential Question: How can you use addition or subtraction to describe a pattern or create a sequence with fractions?
Lesson Objective/Goal: Identify, describe, and create numeric patterns with fractions.
Helpful Hint: Review adding and subtracting fractions and mixed numbers with unlike denominators. Patterns following a sequence are increasing or decreasing by the same amount. Once you find the difference between two adjacent (next to each other) terms (numbers in the sequence), you will find the rule to the pattern. Follow this pattern to discover any missing terms.
This lesson is on pages 273 - 276 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.8 (p135 & p136).
Friday, May 15th, 2020
Subtraction with Renaming
Essential Question: How can you use renaming to find the difference of two mixed numbers?
Lesson Objective/Goal: Rename to find the difference of two mixed numbers.
Helpful Hint: This lesson is a review of the previous lesson with the focus on finding common denominators, creating equivalent fractions, and changing (renaming) mixed fractions to find the differences between fractions. In this lesson, the problems discussed involve what we began working on in the last lesson where you take away from the whole number to give to make the fraction in the minued an improper fraction to take the subtrahend away from, making it easier to find the difference. Example: 5 1/3 - 2 4/5 = 5 5/15 - 2 12/15 = (4 + 1 + 5/15) - 2 12/15 = (4 + 15/15 + 5/15) - 2 12/15 = 4 20/15 - 2 12/15 = 2 8/15
This lesson is on pages 269 - 272 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.7 (p133 & p134).
Thursday, May 14th, 2020
Add and Subtract Mixed Numbers
Essential Question: How can you add and subtract mixed numbers with unlike denominators?
Lesson Objective/Goal: Add and subtract mixed numbers with unlike denominators.
Helpful Hint: Focus on the fractions first. Use the same steps you have been using to find a common denominator and create equivalent fractions to work with. Add or subtract from right to left like you would when adding and subtracting whole numbers. This means start with the fractions. You may need to add or take away from the whole number in order to solve your problem. An example for addition would be adding to the whole number: 2 2/3 + 1 5/6 = 2 4/6 + 1 5/6 = 3 9/6 = 4 3/6 (or 4 1/2 in simplest form). 9/6 = 1 3/6, so you would add this to the sum of the whole numbers already present. An example for subtraction would be taking away from the whole number: 2 2/3 - 1 5/6 = 2 4/6 - 1 5/6 = 1 10/6 - 1 5/6 = 5/6. Since you cannot subtract 5/6 from 4/6, you break up a whole and add it to the 4/6 to create an improper fraction. You can subtract 5/6 from 10/6 with a difference that is not improper.
This lesson is on pages 265 - 268 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.6 (p131 & p132).
Wednesday, May 13th, 2020
Mid-Chapter Checkpoint
Lesson Objective: Review and practice skills learned in lessons 6.1 - 6.5
Helpful Hint: Try the questions on your own first. If you are having some trouble. look back at the lessons so far in the chapter to refresh your memory of steps used in each strategy.
This assessment/review is on pages 263 & 264
Tuesday, May 12th, 2020
Add and Subtract Fractions
Essential Question: How can you use a common denominator to add and subtract fractions with unlike denominators?
Lesson Objective/Goal: Use equivalent fractions to add and subtract fractions.
Helpful Hint: This lesson combines what you have learned in the first 4 lessons of chapter 6. Use what you learned in lesson 4 about common denominators and equivalent fractions to write your problem in simplest form for adding and subtracting fractions. Remember: Once you have found the least common denominator, you must do whatever you did to the bottom to the top by multiplying the numerator by the same number you multiplied the denominator by to make it equivalent. Once you have the problem in simplest form, you add or subtract across the numerators and keep the denominator the same. Use your models to help you check your equivalent fractions.
This lesson is on pages 259 - 262 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.5 (p129 & p130).
Monday, May 11th, 2020
Common Denominators and Equivalent Fractions
Essential Question: How can you rewrite a pair of fractions so that they have a common denominator?
Lesson Objective/Goal: Find a common denominator or a least common denominator to write equivalent fractions.
Helpful Hint: This lesson centers around multiples. When attempting to find the least common denominator in order to write equivalent fractions, list the multiples of the two denominators and find the smallest multiple they both have in common (Least Common Multiple.) An example of this would be if you had the fractions 1/3 and 1/4. You would list the multiples for 3 and 4. 3: 3, 6, 9, 12, 15, 18, 21. 4: 4, 8, 12, 16, 20, 24, 28. The Least Common Multiple (LCM) would be 12, so the common denominator would be 12. To find the equivalent fractions, you must multiply the top number (numerator) by what ever number you would multiply the bottom number (denominator) by. In this example 1/3 = 4/12 and 1/4 = 3/12.
This lesson is on pages 255 - 258 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.4 (p127 & p128).
Friday, May 8th, 2020
Estimate Fraction Sums and Differences
Essential Question: How can you make reasonable estimates of fraction sums and differences?
Lesson Objective/Goal: Make reasonable estimates of fraction sums and differences.
Helpful Hint: Use benchmark numbers on a number line to round fractions. When benchmarks and rounding are used to estimate fraction sums and differences, there is no fixed rule that identifies the benchmarks that should be used. For mixed numbers and fractions, for examples, benchmarks may be consecutive whole numbers (such as 0, 1, and 2) or consecutive halves (such as 0, 1/2, 1, and 1 1/2). Benchmarks are used to make an estimate of a sum or difference. In other words, they are used to gain a sense of what to expect for an exact answer. Generally speaking, greater banchmarks (such as wholes when working with fractions) will produce estimates that range farther from an exact sum or difference than lesserbenchmarks (such as halves).
This lesson is on pages 251 - 254 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.3 (p125 & p126).
Thursday, May 7th, 2020
Investigate - Subtraction with Unlike Denominators
Essential Question: How can you use models to subtract fractions that have different denominators?
Lesson Objective/Goal: Use models to subtract fractions that have different denominators.
Helpful Hint: Follow the same steps when creating fraction strip models. Break the whole strip into the same amount of equal sized pieces, finding the common denominator, without changing the size of the section shaded. The difference between the number of pieces shaded in each fraction strip is your answer. Find the common denominator then subtract the numerators across the top of the fractions. Don't forget: Whatever you do to one part of the fraction, you must do to the other part in order to find equivalent fractions.
This lesson is on pages 247 - 250 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.2 (p123 & p124).
Wednesday, May 6th, 2020
Investigate - Addition with Unlike Denominators
Essential Question: How can you use models to add fractions that have different denominators?
Lesson Objective/Goal: Use models to add fractions that have different denominators.
Helpful Hint: Fraction strips are manipulatives that are used to model fractions and mixed numbers. The length of a fraction strip is based on its relationship to 1 whole. Example: 3 thirds and 6 sixths are equivalent to 1 whole. A sixth fraction strip is shorter than a third fraction strip because 1/6 is smaller than 1/3. You can use fraction strips to compare fractions, to find equivalent fractions, and to add and subtract fractions.
This lesson is on pages 243 - 246 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.1 (p121 & p122).
Tuesday, May 5th, 2020
Chapter 6: Introduce the Chapter - Add and Subtract Fractions with Unlike Denominators
Lesson Objective/Goal: Assessing Prior Knowledge. Show What You Know
Helpful Hint: Review addition, subtraction, factors, multiples, and fractions to build on throughout the chapter.
Vocabulary Builder: Review terms from past lessons and relate them to Adding and Subtracting Fractions
This lesson is on pages 241 - 242 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.")
Monday, May 4th, 2020
Chapter 5 Take Home Test
Assessment Dividing Decimals
Please take the Chapter 5 Take Home Math Test that is saved as a pdf document in the last tab. Show your work on a piece of separate paper (such as loose leaf paper). If you cannot print the test, then please label and answer the questions on the seperate piece of paper and circle your answers. Send me a picture of your answers to be checked through email. A good resource to do this is the free app "Genius Scan" from the app store where you take a picture of a document and can email it straight to me from the app. You can also take a picture with a phone, tablet, or computer. Good luck, show your work, and do your best! :)
Friday, May 1st, 2020
Chapter 5 Review
Chapter Essential Question: How can you solve decimal division problems?
Lesson Objective/Goal: Review what you have learned in Chapter 5
Helpful Hint: Try the problems on your own first, then take advantage of past lessons done in your textbook if you get stuck. Use the different strategies you learned in the chapter to help you solve the decimal division problems.
This chapter review is located on pages 235 to 238.
Thursday, April 30th, 2020
Problem Solving - Decimal Operations
Essential Question: How do you use the strategy work backward to solve multistep decimal problems?
Lesson Objective/Goal: Solve multistep decimal problems using the strategy work backward.
Helpful Hint: Use your problem solving skills we have learned in past lessons. Break up all the information given to you in the word problems. Use this information to create a flow chart and solve for the unknown information through the use of basic operations (addition, subtraction, multiplication, division.)
This lesson is on pages 231 - 234 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.8 (p115 & p116).
Wednesday, April 29th, 2020
Write Zeros in the Dividend
Essential Question: When do you write a zero in the dividend to find a quotient?
Lesson Objective/Goal: Write a zero in the dividend to find a quotient.
Helpful Hint: Remember there will be no remainders when dividing decimals. Follow the steps you have learned so far for dividing decimals. If you get to a point where there are no more given digits in the dividend to bring down for long division and it looks like there would be a remainder, put a zero in the quotient after the last digit to bring down and continue the long division process. Continue adding zeros until you get an answer with no "remainder". You can only put zeros to the right of a decimal. If there is no decimal in place already, you must put one after the digit in the ones place value.
This lesson is on pages 227 - 230 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.7 (p113 & p114).
Tuesday, April 28th, 2020
Divide Decimals
Essential Question: How can you place the decimal point in the quotient?
Lesson Objective/Goal: Place the decimal point in decimal division
Helpful Hint: This lesson is emphasizing that place value is important when dividing decimals. Remember to line the decimal point in the quotient with the decimal point in the dividend. You can multiply both the dividend and the divisor by multiples of ten to make the numbers easier to divide if the divisor is a decimal, but whatever you do to the divisor you MUST do to the dividend.
This lesson is on pages 223 - 226 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.6 (p111 & p112).
Monday, April 27th, 2020
Investigate - Decimal Division
Essential Question: How can you use a model to divide by a decimal?
Lesson Objective/Goal: Model division by decimals
Helpful Hint: When there is a decimal in the divisor, the quotient will be the number of groups of the divisor you can make when breaking apart the dividend evenly. Create a model of the dividend and cross out what you use as you make your groups of the divisor. You can check this using the long division method you learned in the last lesson.
This lesson is on pages 219 - 222 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.5 (p109 & p110).
Friday, June 12th, 2020
Mulitply Mixed Numbers
Essential Question: How do you multiply mixed numbers?
Lesson Objective/Goal: Multiply mixed numbers
Helpful Hint: Use what you have learned about mixed numbers and multiplying fractions. You can multiply mixed numbers by converting them into improper fractions and multiplying across. You can use an area model and break up the mixed number, seperating the whole number from the fraction, like we did on zoom. We will go over this again today.
This lesson is on pages 325 - 328 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.9 (p161 & p162).
Thursday, June 11th, 2020
Please make a list of problems to go over during Zoom today and tomorrow.
Wednesday, June 10th, 2020
Compare Mixed Number Factors and Products
Essential Question: How does the size of the product compare to the size of one factor when multiplying fractions greater then one?
Lesson Objective/Goal: Relate the size of the product to the factors when multiplying fractions greater than one.
Helpful Hint: Understand the size of a product without multiplying. Knowing the size of the product relative to the factors will give you a basis for determining the reasonableness of your answers. You can replace the multiplication sign with "of". Reading the problem as "3/4 of" another number makes it easier to see that the product will be less than the other factor. So the following generalization can be made: - If the first factor is less than 1, the product will be less than the second factor. - If the first factor is greater than 1, then the product will be greater than the second factor.
This lesson is on pages 321 - 324 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.8 (p159 & p160).Tuesday, June 9th, 2020
Investigate - Area and Mixed Numbers
Essential Question: How can you use a unit tile to find the area of a rectangle?
Lesson Objective/Goal: Use a model to multiply two mixed numbers and find the area of a rectangle.
Helpful Hint: Using area models and unit tiles helps break down the numbers into manageable parts, and give a concrete example on which to base thinking when solving future problems. Mixed numbers still represent only one actual quantity, but that quantity simply does not end at a whole-number value. That is why tiles with side lengths that are unit fractions are being used instead of whole-number tiles.
Make the numbers easier to work with. When working with the area model, break the length and width into tiles. The length can be seperated with the whole number in one section and the fraction as another. You can do the same with the width. This breaks up the rectangle into four tiles. Find the area of all four tiles using the area formula (length x width) for each. You will most likely be multiplying a whole number by a whole number, then a whole number by a fraction, then a whole number by a fraction, and finally a fraction by a fraction. Adding the products of each will give you the area of the rectangle as a whole. (see page 318).
Another way to solve is to convert the mixed numbers into improper fractions and multiply the fractions like you would any other. Multiply across the numerators, then across the denominators. Change the product from an improper to a mixed number and you will have your answer.
This lesson is on pages 317 - 320 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.7 (p157 & p158).
Monday, June 8th, 2020
Mid-Chapter Checkpoint
Lesson Objective: Review and practice skills learned in lessons 7.1 - 7.6
Helpful Hint: Try the questions on your own first. If you are having some trouble. look back at the lessons so far in the chapter to refresh your memory of steps used in each strategy.
This assessment/review is on pages 315 & 316
Friday, June 5th, 2020
Fraction Multiplication
Essential Question: How do you multiply fractions?
Lesson Objective/Goal: Multiply Fractions.
Helpful Hint: In this lesson, use rectangles to represent fraction multiplication. When multiplying fractions, think of a multiplication problem as such a 2/3 x 4/5 as 2 thirds of 4 fifths. To represent a product such as 2/3 x 4/5 with a rectangle, first shade 4 fifths. Then divide each of the 4 fifths into 3 equal parts and double-shade 2 thirds of the 4 fifths. The rectangle shows that when fifths are divided into thirds, the result is fifteenths. Then count the fifteenths that are double-shaded. Eight of the 15 parts, or 8/15 of the rectangle, are double-shaded. So, 2/3 x 4/5 = 8/15. This lesson also goes over the multiplying across the problem to find the answer trick we learned over zoom on Wednesday. You can use this method and check your work with the rectangular models.
This lesson is on pages 311 - 314 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.6 (p155 & p156).
Thursday, June 4th, 2020
Compare Fraction Factors and Products
Essential Question: How does the size of the product compare to the size of one factor when multiplying fractions.
Lesson Objective/Goal: Relate the size of the product compared to the size of one factor when mutiplying.
Helpful Hint: In this lesson, use models to compare the size of the product to the size of a factor when multiplying fractions. The product of any fraction multiplied by 1 will be equal to the fraction because of the Identity Property of Multiplication. You will be determining that when you find a part of a part, the product will be less then either part. When a fraction is multiplied by a number greater than 1, the product will always be greater than the original fraction. This lesson will help build reasoning about the size of the product. You will be able to determine if your solutions are reasonable and it will help you make reasonable estimates.
This lesson is on pages 307 - 310 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.5 (p153 & p154).
Wedneesday, June 3rd, 2020
Investigate - Multiply Fractions
Essential Question: How can you use an area model to show the product of two fractions?
Lesson Objective/Goal: Multiply fractions using models.
Helpful Hint: In this lesson, use an area model to show the product of two fractions. The model is helpful for understanding that when multiplying two fractions, the product is a fraction of a fraction, or a part of a part. When modeling the second factor, see that you are finding a fraction of the shaded part, not the whole. Then, relate that amount to the whole when giving the answer. For the problem 2/3 x 3/5, the answer would be six parts of 15, or 6/15, not 6 parts of 9, or 6/9. Look for connections between using the are model to multiply fractions and the area formula of a rectangle. We will be going over this model on zoom today.
This lesson is on pages 303 - 306 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.4 (p151 & p152).
Tuesday, June 2nd, 2020
Fraction and Whole Number Multiplication
Essential Question: How can you find the product of a fraction and a whole number without using a model?
Lesson Objective/Goal: Multiply fractions and whole numbers
Helpful Hint: In this lesson, move from modeling fraction and whole-number multiplication to the algorithm. There is a connection between the model and how it relates to the algorithm. The numerator and the whole number get multiplied to find the number of shaded parts and the product is written over the denominator, or the number of equal-sized parts. The size of the parts, the denominator, does not change. 4 x 2/3 has the same product of 2/3 x 4. The Communitive Property of Multiplication states that factors can be multiplied in any order without changing the product. Write products in simplest form when the numerator and the denominator have no factors in common, other than 1.
This lesson is on pages 299 - 302 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.3 (p149 & p150).
Monday, June 1st, 2020
Multiply Fractions and Whole Numbers
Essential Question: How can you use a model to show the product of a fraction and a whole number?
Lesson Objective/Goal: Model the product of a fraction and a whole number.
Helpful Hint: In this lesson, you use models to show the product of a fraction and a whole number. First, use fraction strips to find the fraction of a group, such as 3/4 x 2. Use 1-whole strips to represent the whole, 2. Then place 1/2-fraction strips under each whole strip to represent the denominator, the number of equal-sized parts. Finally, students find 3/4 of 2. You will need to distinguish between four 1/4 pieces that the strips are divided into and the 3/4 of the whole to find 3/4 of 2 = 3/2, or 1 1/2. Next during the lesson, you will use fraction circles to find groups of a fractional part, such as 3 x 3/8. They represent the whole number with three 1-whole fraction circles and divide each circle into the number represented by the denominator of the fraction, eighths. Shade 3/8 of each whole and then count the total number of eighths shaded. So, 3 x 3/8 = 9/8, or 1 1/8.
This lesson is on pages 295 - 298 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.2 (p147 & p148).
Friday, May 29th, 2020
Find Part of a Group
Essential Question: How can you find a fractional part of a group?
Lesson Objective/Goal: Model to find the fractional part of a group.
Helpful Hint: Use your prior knowledge about multiplication to find a fractional part of a group. When multiplying a whole number by a fraction, you are finding part of a group. You can use models to find 4/5 of a group of 20. Seperate a group of 20 objects into 5 equal groups, each of which has 4 objects. To find 4/5 of 20, count the number of objects that are in 4 of the 5 equal groups. If each group has 4 objects, 4 of those groups have 16 objects. So, 4/5 of 20 is 16. Focus on the "part of a group" language and transitions from the use of the word of to the multiplication sign. The statment 4/5 of 20 = 16 means the same as 4/5 x 20 = 16. The denominator of the fraction factor represents the number of equal groups in the whole, and the numerator represents the number of those groups you are interested in. The product will be the number of items in the groups of interest.
This lesson is on pages 291 - 294 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 7.1 (p145 & p146).
Thursday, May 28th, 2020
Chapter 7: Introduce the Chapter - Multiply Fractions
Lesson Objective/Goal: Assessing Prior Knowledge. Show What You Know
Helpful Hint: Review models, equivalent fractions, factors, multiples, addition, and fractions to build on throughout the chapter.
Vocabulary Builder: Review terms from past lessons and relate them to Multiplying Fractions
This lesson is on pages 289 - 290 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.")
Wednesday, May 27th, 2020
Chapter 6 Take Home Test
Assessment Adding and Subtracting Fractions with Unlike Denominators
Please take the Chapter 6 Take Home Math Test that is saved as a pdf document in the last tab. Show your work on a piece of separate paper (such as loose leaf paper). If you cannot print the test, then please label and answer the questions on the seperate piece of paper and circle your answers. Send me a picture of your answers to be checked through email. A good resource to do this is the free app "Genius Scan" from the app store where you take a picture of a document and can email it straight to me from the app. You can also take a picture with a phone, tablet, or computer. Good luck, show your work, and do your best! :)
Tuesday, May 26th, 2020
Today's work is to do a final review of Chapter 6: Add and Subtract Fractions with Unlike Denominators and to check over your review pages from Thursday. The test will be posted tomorrow. This is to provide time for extra instruction and students to ask final questions about the strategies from the chapter during our Zoom meeting tomorrow.
Friday, May 22nd, 2020
There are no new assignments to work on today. Please take advantage of this day as a catch up day to complete any missing work and to review for Tuesday's math test. I am posting a check list of all work so far below in the Links tab.
Thursday, May 21st, 2020
Chapter 6 Review
Chapter Essential Question: How can you add and subtract fractions with unlike denominator?
Lesson Objective/Goal: Review what you have learned in Chapter 6
Helpful Hint: Try the problems on your own first, then take advantage of past lessons done in your textbook if you get stuck. Use the different strategies you learned in the chapter to help you solve the addition and subtraction problems.
This chapter review is located on pages 285 to 288. Please send me you work to prepare for tomorrow's test!:)
Wednesday, May 20th, 2020
Algebra - Use Properties of Addition
Essential Question: How can properties help you add fractions with unlike denominators?
Lesson Objective/Goal: Add fractions and mixed numbers with unilke denominators using the properties.
Helpful Hint: The Commutative and Associative Properties of Addition can be used to change the order or grouping of addends in an expression. Changing the order or grouping facilitates using mental math to find the sum. For example: Given: 3/8 + (1/8 + 5/8) Apply the Commutative Property: 3/8 + (5/8 + 1/8) Apply the Associative Property: (3/8 + 5/8) + 1/8. The order in which the properties are applied can be important. In the example above, if the Associative Property was applied first, it would need to be applied a second time. Applying the Commutative Property first results in each property being used only once. Use these properties to group fractions with like denominators together.
This lesson is on pages 281 - 284 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.10 (p139 & p140).
Tuesday, May 19th, 2020
Problem - Practice Addition and Subtraction
Essential Question: How can the strategy work backward help you solve a problem with fractions that involves addition and subtraction?
Lesson Objective/Goal: Solve problems using the strategy work backward.
Helpful Hint: Review adding and subtracting fractions and mixed numbers with unlike denominators. Break up the word problem. List and label the information given to you, then list and label what information you are trying to find/solve for. Use this information and the addition and subtraction strategies we have been work with in the chapter to solve for your answer.
This lesson is on pages 277 - 280 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.9 (p137 & p138).
Monday, May 18th, 2020
Algebra - Patterns with Fractions
Essential Question: How can you use addition or subtraction to describe a pattern or create a sequence with fractions?
Lesson Objective/Goal: Identify, describe, and create numeric patterns with fractions.
Helpful Hint: Review adding and subtracting fractions and mixed numbers with unlike denominators. Patterns following a sequence are increasing or decreasing by the same amount. Once you find the difference between two adjacent (next to each other) terms (numbers in the sequence), you will find the rule to the pattern. Follow this pattern to discover any missing terms.
This lesson is on pages 273 - 276 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.8 (p135 & p136).
Friday, May 15th, 2020
Subtraction with Renaming
Essential Question: How can you use renaming to find the difference of two mixed numbers?
Lesson Objective/Goal: Rename to find the difference of two mixed numbers.
Helpful Hint: This lesson is a review of the previous lesson with the focus on finding common denominators, creating equivalent fractions, and changing (renaming) mixed fractions to find the differences between fractions. In this lesson, the problems discussed involve what we began working on in the last lesson where you take away from the whole number to give to make the fraction in the minued an improper fraction to take the subtrahend away from, making it easier to find the difference. Example: 5 1/3 - 2 4/5 = 5 5/15 - 2 12/15 = (4 + 1 + 5/15) - 2 12/15 = (4 + 15/15 + 5/15) - 2 12/15 = 4 20/15 - 2 12/15 = 2 8/15
This lesson is on pages 269 - 272 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.7 (p133 & p134).
Thursday, May 14th, 2020
Add and Subtract Mixed Numbers
Essential Question: How can you add and subtract mixed numbers with unlike denominators?
Lesson Objective/Goal: Add and subtract mixed numbers with unlike denominators.
Helpful Hint: Focus on the fractions first. Use the same steps you have been using to find a common denominator and create equivalent fractions to work with. Add or subtract from right to left like you would when adding and subtracting whole numbers. This means start with the fractions. You may need to add or take away from the whole number in order to solve your problem. An example for addition would be adding to the whole number: 2 2/3 + 1 5/6 = 2 4/6 + 1 5/6 = 3 9/6 = 4 3/6 (or 4 1/2 in simplest form). 9/6 = 1 3/6, so you would add this to the sum of the whole numbers already present. An example for subtraction would be taking away from the whole number: 2 2/3 - 1 5/6 = 2 4/6 - 1 5/6 = 1 10/6 - 1 5/6 = 5/6. Since you cannot subtract 5/6 from 4/6, you break up a whole and add it to the 4/6 to create an improper fraction. You can subtract 5/6 from 10/6 with a difference that is not improper.
This lesson is on pages 265 - 268 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.6 (p131 & p132).
Wednesday, May 13th, 2020
Mid-Chapter Checkpoint
Lesson Objective: Review and practice skills learned in lessons 6.1 - 6.5
Helpful Hint: Try the questions on your own first. If you are having some trouble. look back at the lessons so far in the chapter to refresh your memory of steps used in each strategy.
This assessment/review is on pages 263 & 264
Tuesday, May 12th, 2020
Add and Subtract Fractions
Essential Question: How can you use a common denominator to add and subtract fractions with unlike denominators?
Lesson Objective/Goal: Use equivalent fractions to add and subtract fractions.
Helpful Hint: This lesson combines what you have learned in the first 4 lessons of chapter 6. Use what you learned in lesson 4 about common denominators and equivalent fractions to write your problem in simplest form for adding and subtracting fractions. Remember: Once you have found the least common denominator, you must do whatever you did to the bottom to the top by multiplying the numerator by the same number you multiplied the denominator by to make it equivalent. Once you have the problem in simplest form, you add or subtract across the numerators and keep the denominator the same. Use your models to help you check your equivalent fractions.
This lesson is on pages 259 - 262 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.5 (p129 & p130).
Monday, May 11th, 2020
Common Denominators and Equivalent Fractions
Essential Question: How can you rewrite a pair of fractions so that they have a common denominator?
Lesson Objective/Goal: Find a common denominator or a least common denominator to write equivalent fractions.
Helpful Hint: This lesson centers around multiples. When attempting to find the least common denominator in order to write equivalent fractions, list the multiples of the two denominators and find the smallest multiple they both have in common (Least Common Multiple.) An example of this would be if you had the fractions 1/3 and 1/4. You would list the multiples for 3 and 4. 3: 3, 6, 9, 12, 15, 18, 21. 4: 4, 8, 12, 16, 20, 24, 28. The Least Common Multiple (LCM) would be 12, so the common denominator would be 12. To find the equivalent fractions, you must multiply the top number (numerator) by what ever number you would multiply the bottom number (denominator) by. In this example 1/3 = 4/12 and 1/4 = 3/12.
This lesson is on pages 255 - 258 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.4 (p127 & p128).
Friday, May 8th, 2020
Estimate Fraction Sums and Differences
Essential Question: How can you make reasonable estimates of fraction sums and differences?
Lesson Objective/Goal: Make reasonable estimates of fraction sums and differences.
Helpful Hint: Use benchmark numbers on a number line to round fractions. When benchmarks and rounding are used to estimate fraction sums and differences, there is no fixed rule that identifies the benchmarks that should be used. For mixed numbers and fractions, for examples, benchmarks may be consecutive whole numbers (such as 0, 1, and 2) or consecutive halves (such as 0, 1/2, 1, and 1 1/2). Benchmarks are used to make an estimate of a sum or difference. In other words, they are used to gain a sense of what to expect for an exact answer. Generally speaking, greater banchmarks (such as wholes when working with fractions) will produce estimates that range farther from an exact sum or difference than lesserbenchmarks (such as halves).
This lesson is on pages 251 - 254 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.3 (p125 & p126).
Thursday, May 7th, 2020
Investigate - Subtraction with Unlike Denominators
Essential Question: How can you use models to subtract fractions that have different denominators?
Lesson Objective/Goal: Use models to subtract fractions that have different denominators.
Helpful Hint: Follow the same steps when creating fraction strip models. Break the whole strip into the same amount of equal sized pieces, finding the common denominator, without changing the size of the section shaded. The difference between the number of pieces shaded in each fraction strip is your answer. Find the common denominator then subtract the numerators across the top of the fractions. Don't forget: Whatever you do to one part of the fraction, you must do to the other part in order to find equivalent fractions.
This lesson is on pages 247 - 250 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.2 (p123 & p124).
Wednesday, May 6th, 2020
Investigate - Addition with Unlike Denominators
Essential Question: How can you use models to add fractions that have different denominators?
Lesson Objective/Goal: Use models to add fractions that have different denominators.
Helpful Hint: Fraction strips are manipulatives that are used to model fractions and mixed numbers. The length of a fraction strip is based on its relationship to 1 whole. Example: 3 thirds and 6 sixths are equivalent to 1 whole. A sixth fraction strip is shorter than a third fraction strip because 1/6 is smaller than 1/3. You can use fraction strips to compare fractions, to find equivalent fractions, and to add and subtract fractions.
This lesson is on pages 243 - 246 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 6.1 (p121 & p122).
Tuesday, May 5th, 2020
Chapter 6: Introduce the Chapter - Add and Subtract Fractions with Unlike Denominators
Lesson Objective/Goal: Assessing Prior Knowledge. Show What You Know
Helpful Hint: Review addition, subtraction, factors, multiples, and fractions to build on throughout the chapter.
Vocabulary Builder: Review terms from past lessons and relate them to Adding and Subtracting Fractions
This lesson is on pages 241 - 242 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.")
Monday, May 4th, 2020
Chapter 5 Take Home Test
Assessment Dividing Decimals
Please take the Chapter 5 Take Home Math Test that is saved as a pdf document in the last tab. Show your work on a piece of separate paper (such as loose leaf paper). If you cannot print the test, then please label and answer the questions on the seperate piece of paper and circle your answers. Send me a picture of your answers to be checked through email. A good resource to do this is the free app "Genius Scan" from the app store where you take a picture of a document and can email it straight to me from the app. You can also take a picture with a phone, tablet, or computer. Good luck, show your work, and do your best! :)
Friday, May 1st, 2020
Chapter 5 Review
Chapter Essential Question: How can you solve decimal division problems?
Lesson Objective/Goal: Review what you have learned in Chapter 5
Helpful Hint: Try the problems on your own first, then take advantage of past lessons done in your textbook if you get stuck. Use the different strategies you learned in the chapter to help you solve the decimal division problems.
This chapter review is located on pages 235 to 238.
Thursday, April 30th, 2020
Problem Solving - Decimal Operations
Essential Question: How do you use the strategy work backward to solve multistep decimal problems?
Lesson Objective/Goal: Solve multistep decimal problems using the strategy work backward.
Helpful Hint: Use your problem solving skills we have learned in past lessons. Break up all the information given to you in the word problems. Use this information to create a flow chart and solve for the unknown information through the use of basic operations (addition, subtraction, multiplication, division.)
This lesson is on pages 231 - 234 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.8 (p115 & p116).
Wednesday, April 29th, 2020
Write Zeros in the Dividend
Essential Question: When do you write a zero in the dividend to find a quotient?
Lesson Objective/Goal: Write a zero in the dividend to find a quotient.
Helpful Hint: Remember there will be no remainders when dividing decimals. Follow the steps you have learned so far for dividing decimals. If you get to a point where there are no more given digits in the dividend to bring down for long division and it looks like there would be a remainder, put a zero in the quotient after the last digit to bring down and continue the long division process. Continue adding zeros until you get an answer with no "remainder". You can only put zeros to the right of a decimal. If there is no decimal in place already, you must put one after the digit in the ones place value.
This lesson is on pages 227 - 230 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.7 (p113 & p114).
Tuesday, April 28th, 2020
Divide Decimals
Essential Question: How can you place the decimal point in the quotient?
Lesson Objective/Goal: Place the decimal point in decimal division
Helpful Hint: This lesson is emphasizing that place value is important when dividing decimals. Remember to line the decimal point in the quotient with the decimal point in the dividend. You can multiply both the dividend and the divisor by multiples of ten to make the numbers easier to divide, but whatever you do to the divisor you MUST do to the dividend.
This lesson is on pages 223 - 226 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.6 (p111 & p112).
Monday, April 27th, 2020
Investigate - Decimal Division
Essential Question: How can you use a model to divide by a decimal?
Lesson Objective/Goal: Model division by decimals
Helpful Hint: When there is a decimal in the divisor, the quotient will be the number of groups of the divisor you can make when breaking apart the dividend evenly. Create a model of the dividend and cross out what you use as you make your groups of the divisor. You can check this using the long division method you learned in the last lesson.
This lesson is on pages 219 - 222 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 5.4 (p109 & p110).
Friday, June 12th, 2020
Unit 4 Lesson 1:
Lesson Check/ Round Up
Learning Objective: Students review what they have learned about energy and matter in ecosystems.
Please work on pages 241 - 243 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions. (Quiz will be posted on Monday.)
Thursday, June 11th, 2020
Send a Science Opportunity idea you would like to learn more about.
Wednesday, June 10th, 2020
Take It Further: Discover More
Interview a Scientist
Please read and complete pages 239 and 240 in you workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
For question 22, research one other career where scientists research how organisms interact in food webs. Create an interview script. What questions would you ask the scientist? Research and find the answers to your questions. Use the interview on page 239 as a template to base your research on.
Tuesday, June 9th, 2020
At the Top
Learning Objective: Calculate how energy is transferred between various components of a food chain. Understand that food chains are a foundational concept that supports later development of models of ecosystem interactions, such as food webs and energy pyramids.
Cycle of Matter and ENergy Transfer in Ecosystems By doing the calculations on page 235 using the 2,000 energy units assignd to wildflowers and tracing it down to wolves, students will come to understand that not all available energy is transferred in a food chain.
Energy and Matter Not all of the energy in plants is passed on to herbivores that eat them. The plants (producers) use 9/10 of the energy they make for other life processes. They store the other 1/10 of their 2,000 units of energy in their leaves, stems, roots, fruits, and seeds.
Developing and Using Models The tundra food chain can be set up as a pyramid. The progrssion of this pyramid from top to bottom would be from producers to first-level consumers to second-level consumers to third-level consumers, and so on.
Cycle of Matter and Energy Transfer in Ecosystems Most food chains usually have three or four levels. If food chains had more than three or four levels, the ecosystem would need more producers for the consumers to survive on.
Please complete pages 235 - 238. These pages are also available on HMHCO.com (link in "Links" tab.)
Dont forget the evidence notebook on page 238! :)
Monday, June 8th, 2020
Modeling Matter Moving within an Ecosystem
Learning Objective: Develop a research-based model of a specific ecosystem and use it to explore ecosystem interactions.
Energy and Matter All living things need energy to survive, As you carry out your research, think about where the energy is coming fro mand where the energy is going.
Interdependent Relationships in Ecosystems As you begin your research, understand the roles of producers, consumers, scavengers, and decomposers. Think about examples of each that we have learned about so far in the lesson.
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena How does looking for similarities among the food webs help you better understand the general idea of ecosystems? Similarities show what properties are the same for most ecosystems, so that helps you understand what an ecosystem is.
Please complete pages 232 - 234. You can choose any ecosystem you would like to research: Aquatic; Dessert; Rain Forrest; Swamp; Jungle; etc. These pages are also available on HMHCO.com (link in "Links" tab.)
Please send me your completed webs. These can be made on the computer as a document, drawn on paper, as a collage, whatever works best with the resources you have at home. Have a parent or guardian help you!:)
Friday, June 5th, 2020
Following Energy and Matter
Learning Objective: Develop or use models of how energy and matter flow in an ecosystem through food chains.
Interdependent Relationships in Ecosystems A food chain shows the feeding relationships in an ecosystem. For instance, in the tundra, the caribou eat the reindeer moss, and the wolves eat the caribou. In this way, energy and matter are transferred. An ecosystem is different from a food chain because an ecosystem is made up of many organisms and their environments, while a food chain describes the feeding relationships of organisms.
Systems and System Models An ecosystem is made up of a variety of organisms with different roles. The roles organisms have in an ecosyste, may be producers, consumers, scavengers, and/or decomposers.
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Food chains have various components that interact to form a system - an ecosystem. Components of an ecosystem interact. Producers, such as reindeer moss, use energy from the sun to make food. Herbivorous consumers, such as caribou, eat the producers, and omnivorous consumers, such as wolves, eat the herbivorous consumers. Scavengers, such as gulls, typically feed on dead organisms, and decomposers, such as fungi and bacteria, decompose the remains of the tundra organisms and return nutrients to the soil. These organisms all coexist in a system where their particular needs for survival are met.
Interdependent Relationships in Ecosystems Organisms in an ecosystem often eat more than one kind of food. Some organisms in the tundra eat more than one kind of food. Caribou eat reindeer moss, grasses, or Arctic wildflowers. Wolves eat caribou, Arctic hare, and lemmings.
Systems and System Models A food web shows the relationships among the various food chains. A food chain shows how energy moves from producers to first- and higher-level consumers. A higher-level consumer is a wolf that eats a caribou that eats the moss.
Developing and Using Models The food web on page 230 has three different levels. Producers are on the bottom while consumers are on the second level and the third level.
Interdependent Relationships in Ecosystems The various organisms in a food web relate to one another. Lemmings eat all the producers, but not any animals, such as Arctic hares. The grasses, lemmings, and wolves form a food chain. The grasses produce food. The lemmings eat the grasses, and the wolves eat the lemmings.
Systems and System Models There are limiting factors. Wolves eat consumers such as caribou. If the wolf population were reduced or removed from this web, the caribou would become more plentiful. There is balance in an ecosystem and removal of one level affects the other levels. If there was a larger population of caribou in this ecosystem, the impact would be they would eat more plants (producers).
Please complete pages 228 - 231. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook on page 231!:)
Thursday, June 4th, 2020
Moving Energy and Matter
Learning Objective: Develop an understanding of how energy and matter are transferred through a food chain to consumers and decomposers. Students use information about energy and matter in an ecosystem. They use this to develop models of food chains.
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena The figure on page 224 summarizes the flow of matter and energy among three organisms. If you wanted to trace energy flow through different organisms, you would need to know where they get energy (what eats what).
Energy and Matter Focus on the unifying concepts of matter and energy. The tundra is an ecosystem. Living things within it need energy to survive. Plants get energy from the sun. Other living things take in food matter to get energy. An example of energy flow in the tundra is the sun to reindeer moss, reindeer moss to grazing caribou, caribou to wolves. An example of a matter flow in the tundra is any feeding relationship. Matter and energy flow together here as food.
Cycle of Matter and Energy Transfer in Ecosystems Fungi and bacteria are decomposers (assist in the decomposition process of animals and such). The decomposition of the remains of tundra organisms eventually restores some materials back to the soil. Scavengers contribute to the decomposing process through feeding on the remains of other animals, leaving less for the decomposers to break down.
Please complete pages 224 - 227. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook on page 224!:)
Wednesday, June 3rd, 2020
Energy, Matter, and Ecosystems
Please copy the vocabulary for this Unit into your Science Notebooks from page 221.
Lesson 1 How Do Energy and Matter Move through Ecosystem
Learning Objective: Understand that some matter that is not food is changed by plants into matter that is food and is used by other organisms in the ecosystem. Describe how the flow of energy derived from the sun is transferred as matter through a food chain and food web to consumers and decomposers. Develop and use models of ecosystems to explore specific ways in which organsims are linked in their interactions. Understand and explain that only a portion of energy at any level of a food web is available to the next higher step and how it affects population sizes.
Please complete pages 222 and 223. These pages are also available on HMHCO.com (link in "Links" tab.)
Tuesday, May 2nd, 2020
Unit 3
Take Home Test
Learning Objective: Assess what you have learned about energy and matter in organisms in Unit 3.
Please work on the unit test in the last "Links" tab. This is due by Friday, June 5th, 2020.
Monday, June 1st, 2020
Unit 3 Lesson 3: How Do Organisms Interact?
Take Home Quiz
Learning Objective: Assess what you have learned about how organisms react in ecosystems in lesson 3.
Please work on the lesson quiz posted in the last tab.
Friday, May 29th, 2020
Unit 3 Lesson 3:
Lesson Check/ Round Up
Learning Objective: Students review what they have learned about how organisms interact and their ecosystems.
Please work on pages 211 - 213 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions. (Quiz will be posted on tomorrow.)
Thursday, May 28th, 2020
Take It Further: Discover More
It's All Fun and Games
Systems and System Models Dr. Weishampel's research explores how interaction of abiotic and biotic process affect the behavior of plants and animals in an ecosystem. He uses models interfaced with remote rensing from satellites and airborne instruments to study land and marine ecosystems to better understand the composition, structure, and biodiversity. For example, he researched sea turtle nesting patterns vis-a-vis satellite-derived measures of artificial lighting. As part of Dr. Berger-Wolf's research, she gets to fly in a superlight airplane over nature preserves, taking hyper-stereo video of zebra populations. She is also a board director for IBEIS (Image-Based Ecological Information System), a conservation software nonprofit organization that answers questions about population sizes, species interactions, and movement patterns.
Interdependent Relationships in Ecosystems Scientists develop and make models to study problems in the natural world and look for solutions to those problems. The evidence on this page tells how two different scientists develop and use models to explore ecosystems. Both Dr. Weishampel and Dr. Berger-Wolf use computer models to explore interactions in ecosystems. This helps the researchers work in a lab without having to go to the ecosystem in question.
Developing and Using Models Use what you have learned and do some of your own research to obtain information about computer simulation for page 210 and find a simulation game online. Have an adult assist you. Use this information to create the directions for your instructional manual on how to carry out the simulation game of an ecosystem on the computer. The functional text, such as directions, are written to tell a reader how to do something. Directions should be short, to the point, and precise (in words that clearly explain what to do). It helps to list directions step by step in sequence. A bulleted or numbered list makes it easy for a reader to follow the steps and complete the task. Share this directions with me through email!:)
(simulation = imitation of a situation or process/your online model of the interactions in the ecosystem)
Please read and complete pages 209 and 210 in you workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Wednesday, May 27th, 2020
Unit 3 Lesson 3
Relationships in the Ecosystem
Learning Objective: Develop a research-based model of a community of animals, according to the amount of resources available, so that all animals have their needs met.
Interdependent Relationships in Ecosystems The text and images on page 205 are about populations and communities. Focus on the vocabulary and images on the page. The elephant herd is interacting with other populations in the community by sharing water resources.
Energy and Matter Think about the transport of matter between the organisms and their environment. The kinds of matter that are transported within a community such as the one shown include water, air, heat, food, and waste.
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Think back to what you learned in Lesson 2 about what animals need for growth and repair, other than space, and the difference between producers and consumers. For example: Zebras and antelopes are consumers. The producers that are available as food to them are grass and other plants that make their own food.
Connection to Earth Science As you read Limited Supply on page 207, remember humans also use water, air, land, and other natural resources. Some natural resources are renewable, others are nonrenewable - or Limited - resources. You can further build your knowledge on this by researching limited resources, such as fossil fuels, and technologies humans may use to address the problems associated with limited resources.
Energy and Matter The images and text for Snack Time! express the transfer of matter and energy between objects. All animals shown in the images are consumers. They all look for matter that can give them the energy to survive. Matter and energy move together in each ecosystem shown as food.
Interdependent Relationships in Ecosystems Relate predators and prey to relationships you may be more familiar with. Imagine there is a cat and a mouse; the cat is the predator and the mouse is the prey. Now imagine a fly and a spider; the predator (spider) catches the prey (fly) in a spiderweb to consume.
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena The idea of Eat or Be Eaten maintains ecosystem balance. The predator population would die off in an ecosystem where there are too many predators and not enough prey.
Please work on pages 202 - 208 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook!:)
Tuesday, May 26th, 2020
Unit 3 Lesson 3
What's Out There?
Learning Objective: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Develop a research based model of an area to find which kinds of organisms interact in a small ecosystem.
Systems and System Models You will survey a small part of an area of your choosing (a corner in your backyard, a sections of a local park, an area of a beach, any place outside that is available to you with adult supervision). As I understand we dont have all of the resources we would in the classroom, you do NOT need to make the squares with the rope and the dowels. Use your judgement as to the small area you observe and do not make it too large of a space. It is a good idea to observe a small area in order to focus your observations on a specific part of the ecosystem.
Skip step 5! We will discuss our findings tomorrow during our Zoom meeting.
Have fun exploring! Record your results!
Please work on pages 202 - 204. These pages are also available on HMHCO.com (link in "Links" tab.)
Friday, May 22nd, 2020
There are no new assignments to work on today. Please take advantage of this day as a catch up day to complete any missing work. I am posting a check list of all work so far below in the Links tab.
Thursday, May 21st, 2020
Unit 3 Lesson 3
Living Things and Their Environment
Learning Objective: Develop an understanding that organisms can survive only in environments that meet their needs and that organisms in an ecosystem interact in different ways. Describe models that could be used to clean up an ecosystem.
Interdependent Relationships in Ecosystems Page 198 discusses the relationships between living and nonliving organisms in the same ecosystem. Students should understand that an ecosystem is a kind of system. The bears interact with living things in the picture from the insects by the lake might bite the bear or the bear might chase and eat the turkey. The bear might interact with the nonliving things through the ber climbing the tree or the rocks. The bear also breathes air, drinks the water, and hunts in the water.
Organization for Matter and Energy Flow in Organisms: Misconception Alert If one food source disappears for organisms, they do not necessarily move on to another food source. Many organisms have specific diets, and if a food source disappears, the animal could disappear as well. For example; If all eucalyptus trees were infected by a disease and died, koalas would likely die and become extinct.
Energy and Matter The images on page 200 show animals found in different ecosystems. If all the prairies in the world were replaced by forests or cities, racoons would adapt to the new habitats because their diet has a vast range.
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena The evidence on page 201 explains why several animals that eat the same food source can survive together in the same ecosystems. If both animals hunted the same snake at the same time of day, they may need to fight to see which of them got the food. If they always competed for the food, one or the other would not have enough food to survive and/or one or the other would move to another habitat.
Please work on pages 198 - 201 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Wednesday, May 20th, 2020
Unit 3 Lession 3
How Do Organisms Interact?
Building on Prior Lessons: In Lesson 2, we explored what plants need to grow, supporting the understanding of Energy in Chemical Processes in Daily Life, Organization for Matter and Energy Flow in Organisms, and Cycles of Matter and Energy Transfer in Ecosystems to explore how energy and matter are required systems and system models. Lesson 3 builds on Interdependent Relationships in Ecosystems and Organization for Matter and Energy Flow in Organisms to explore how energy and matter moves between systems and system models.
Learning Objective: Develop and use models to explore how organisms interact and survive in environments where their needs are met.
Developing and Using Models An interaction is the way an organism behaves toward and responds to another. Remember that we are organisms, too. Think about ways we interact with one another and with other living thing in our environment. We interact through things like competitive sports, sharing food with those in need, planting crops, or building a birdhouse. Consider some other ways humans interact with other organisms.
Systems and System Models The image on page 197 shows the interactions of components in an ecosystem. Understand that the organisms in that system have needs that must be met in order to survive. Think about how you and your family might handle a water shortage. You may collect rainwater or reduce water use in order to reserve it.
Can You Explain It? On page 187, you are asked to record your inital thoughts about how animals are interacting at a watering hole and how they will survive if the water dries up. Begin to think about what every organism needs to survive: food, air, water, sunlight, and space to grow in the right habitat. Record the first thoughts that come to your mind. Your ideas may change as you work through the lesson and activities. You will have another opportunity to answer this question at the end of the lesson.
Please work on pages 196 & 197 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Tuesday, May 19th, 2020
Unit 3 Lesson 2: How Do Organisms Use Matter and Energy?
Take Home Quiz
Learning Objective: Assess what you have learned about the properties of matter in lesson 2.
Please work on the lesson quiz posted in the last tab.
Monday, May 18th, 2020
Unit 3 Lesson 2:
Lesson Check/ Round Up
Learning Objective: Students review what they have learned about how organisms use energy and matter.
Please work on pages 193 - 195 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions. (Quiz will be posted on tomorrow.)
Friday, May 15th, 2020
Take It Further: Discover More
Animal Nutritionist
Obtaining, Evaluating, and Communicating On page 191, you will read about an animal nutritionist. After you finish reading, you will select an animal and complete research about that animal. Other careers that are simliar to an animal nutritionist are a zoologist and veterinarian. A zoologist is a person who studies animal biology and classification. A veterinarian is a kind of animal doctor, who takes care of animals when they are sick or injured.
Energy and Matter As you research your animal, focus on the needs of the animal. Think about how your animal creates energy.
Organization for Matter and Energy Flow in Organization On page 192, you are asked to create a menu for your animal. This menu should include several different things your animal would eat. Consider which food you would give your animal the greatest amount of energy and how you would know that.
Please read and complete pages 191 and 192 in you workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Thursday, May 14th, 2020
Animal Energy
Learning Objective: Identify that the energy plants and animals use originated from the sun. Obtain information to understand that energy is transferred between organisms.
Organization for Matter and Energy Flow in Organisms Animals get energy from food matter. Besides food, the penguins on page 188 can get the matter they need to live from the air they breathe and the water they consume.
Developing and Using Models Use the model of the sunflower on page 189 and identify the ways each part uses energy. The components show in the model that need to consume energy as matter and then break down the matter to release energy are the aphid and the wasp.
Organization for Matter and Energy Flow in Organisms The sun is the common factor source of energy for all the labels on the model of the sunflower on page 189. All the energy that is moved in the model originate from the sun.
Obtaining, Eveluating, and Communicating Information Determine the relationship between heat and energy. Your body would have to use energy to stay warm when going outside in the cold. Your body cools itself when it is too warm by perspiring (sweating).
Please complete pages 188 - 190 in you workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook!:)
Wednesday, May 13th, 2020
What Was for Dinner?
Learning Objective: Planning and Carrying Out an Investigation Plan and carry out an investigation to determine which type of fruit provides the most energy.
Try to predict which fruit will provide the most energy. You do not have to be worried about being correct at this stage. By the end of the activity, you will have a greater understanding of which fruits provide the most energy.
Energy and Matter The unit of measurement for energy available in food is called a calorie. One way that the body stores energy is as fat. Fat is a kind of material in our bodies that acts as insulation that both protects organs and keeps the body warm when it gets too cold. However, too much body fat can be dangerous, weighing on vital organs and increasing the amount of work they have to do. Fat is made by our bodies from the foods we eat. The more calories and sugars we take in, the more fat our bodies stores.
Please complete the activity on pages 184 - 187 in your workbooks. These pages are also available on HMHCO.com (link in "Links" tab.) I have included links to an measurements you need for this activity below. Choose three or more of your favorite fruits or vegetables to work with.
Links so Weight, Volume, and Nutrition Information for Fruits and Vegetables:
http://www.fromkarenskitchen.com/tips/produce_weight_yield_chart.php
https://www.fda.gov/food/food-labeling-nutrition/nutrition-information-raw-fruits-vegetables-and-fish
Tuesday, May 12th, 2020
Growth, Change, and Regrowth
Learning Objective: Make observations to demonstrate that animal growth depends on energy and matter obtained from food, such as plants, and matter from other sources. Collect data to obtain information from each observation to identify the sources of matter and energy that animals need to grow.
Energy in Chemical Processes and Everyday Life Page 180 discusses the growth of a foal into a horse. It focuses on the foal's needs in order to grow into an adult horse. The foal uses air, water, food, and nutrients as sources of matter and energy it needs to grow.
Energy and Matter: Content Background All energy used by living things comes from the sun. Energy from the sun is transformed by plants into matter (sugars) that allow the energy to be stored. Whenever an animal eats a plant, it absorbs that matter and uses some of the matter for energy. The rest is stored in the animal's body or used to grow. Organisms also take in matter from non-food sources, such as air and water, and while air and water are necessary for most animals to function, this matter is not energy. On page 181, We take in matter like these animals. We take in air with our lungs like the polar bear. We are partly made up of water, like the bird. We eat matter, such as vegetables, and convert them into energy, like the lizard.
This lesson is about how animals take in matter and energy. Energy is taken in as food matter. A producer uses photosynthesis to store energy from the sun as food matter. Plants are producers. Animals are consumers. Consumers obtain energy and matter from feeding on other organisms.
Cycles of Matter and Energy Transfer in Ecosystems Not all matter taken in by consumers is converted into energy. Some matter is converted into waste. A common waste product released by animals is carbon dioxide.
Obtaining, Eveluating, and Communicating Information Some organisms use energy released from food matter they have consumed to regenerate themselves. Sea stars can regrow their limbs. Some worms can also regenerate. All organisms complete some type of body repair by using stored energy. We use stored energy to form a scab when we have a cut or scrape.
Please complete pages 180 - 183 in you workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook!:)
Monday, May 11th, 2020
Unit 3 Lession 2
How Do Organisms Use Matter and Energy?
Building on Prior Lessons: In Lesson 1, you explored what plants need to grow, supporting the understanding of energy in chemical processes and everyday life. Lesson 2 builds on energy in chemical processes and everyday life, organization for matter and energy flow in organisms, and cycles of matter and energy transfer in ecosystems to explore how energy and matter are required by organism systems and system models.
Learning Objective: Understand that animals need food for the materials necessary for body growth and repair, and that they obtain gases and water from the environment and release waste matter back into the environment. Students model to explore how energy animals need for body warmth and motion comes from food.
Please complete pages 178 - 179.
Friday, May 8th, 2020
Unit 3 Lesson 1: Plant Growth
Take Home Quiz
Learning Objective: Assess what you have learned about plant growth in lesson 1.
Please work on the lesson quiz posted in the last tab.
Thursday, May 7th, 2020
Unit 3 Lesson 1:
Lesson Check/ Round Up
Learning Objective: Students review what they have learned about plant growth.
Please work on pages 175 - 177 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions. (Quiz will be posted on tomorrow.)
Wednesday, May 6th, 2020
Take It Further: Discover More
People in Science & Engineering: A Moss-Powered Radio On these pages, you are going to learn about a team of scienctists whose work focuses on new ways to use the biological processes of plants. Biochemists such as Dr. Howe and his team at Cambridge have proved that the energy produced in plants can generate power for everyday items, such as a radio powered by moss. You can go online to view the video on HMHCO and learn more about the project. Think about an everyday object you use that you would like engineers to figure out how to power by a plant.
Developing and Using Models As you read about the project, think about the idea that answering one question often leads to more questions, a need for more study, and the building of more models. The team might answer some of the questions about which kinds of plants to use by building a series of models, each using a different kind of plant, to see which works best.
Please read pages 173 and 174 and work on numbers 16 and 17 in you workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Friday, June 12th, 2020
Chapter 9: Tobacco
Lesson 2 Teens and Tobacco
Main Idea: Many influences cause teens to use tobacco.
Lesson Goals: Be able to identify factors that influence teens to try tobacco, recognize negative influences on teens to use tobacco, and access reliable information on teens and tobacco use.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Negative Peer Pressure; Media
Please read pages 227 - 229 and take notes on the reasons for teen tobacco use and the realities. Use figure 9.2 to help you compare what some teens believe and the reality.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 2 Review on page 229.
Thursday, June 11th, 2020
Please be sure to send Posters from yesterday's assignment through email.
Wednesday, June 10th, 2020
Chapter 9: Tobacco
Lesson 1 Tobacco: A Harmful Drug
Main Idea: Tobacco is harmful to your health and the health of those around you.
Lesson Goals: Be able to identify how tobacco damages your health, explain how tobacco leads to addiction; and practice the skill of advocacy to inform others about the dangers of tobacco use.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Nicotine; Carbon Monoxide; Tar; Emphysema; Addiction; Snuff
Please read pages 222 - 226 and take notes on the harmful effects of tobacco. Use figure 9.1 to help you make a list and explain each one.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 1 Review on page 226. Please share your posters for number 6 with me.
Monday, June 8th - Tuesday, June 9th, 2020
Chapter 8: Growth and Development
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 8 concepts and ideas. Please write four or more paragraphs on what you learned about the life cycle. Please write in your own words. What are the six main stages? What physical changes do you go through? What changes do the reproductive system go through as you become an adult? Please use a lot of details and be specific. You can use your books to research and find details. These can be typed or written out. Please send me your completed tests.
Thursday, June 4th - June 5th, 2020
Chapter 8: Growth and Development
Main Idea: Reviewing the chapter to guarantee understanding. Study the chapter and your notes. I will be posting your Chapter 8 Health Test tomorrow to be completed.
Chapter Review Pages: Use pages 214 - 219 to help you study!:)
Wednesday, June 3rd, 2020
Chapter 8: Growth and Development
Lesson 3 Heredity and the Life Cycle
Main Idea: Your parents passed certain traits to you like hair color and body build.
Lesson Goals: Be able to explain how inherited traits are passed along, identify changes to a developing baby, and recognize stages in the life cycle.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Chromosomes; Genes; Fetus; Prenatal Care
Complete the QuickWrite activity on page 210 in your notebooks. Think about the physical traits of your fellow students. What traits do you see? Which are the most common? Physical traits are anything you can see. When you are finished with this, please read pages 210 - 213 and take notes on the parts of the life cycle and explain them.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 3 Review on page 213. Send me your reports for number 6 through email. Use your parents, grandparents, guardians as an example to help you.
Tuesday, June 2nd, 2020
Chapter 8: Growth and Development
Lesson 2 Human Reproduction
Main Idea: The male and female reproductive systems develop during puberty and make it possible to create offspring, or children.
Lesson Goals: Be able to identify the parts and functions of the male and female reproductive systems and explain how to care for the reproductive system.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Reproductive System; Egg Cell; Fertilization; Menstration; Sperm
Please read pages 206 - 209 and take notes on the male and female reproductive systems. Please create a T-chart on what you learn about each, with one side of the chart female and the other side of the part male. When you are finished, please complete the Health Skills Activity and make a list of how you can remain healthy and take care of yourself to feel your best while you grow.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 2 Review on page 209.
Monday, June 1st, 2020
Chapter 8: Growth and Development
Lesson 1 A Time for Change
Main Idea: During adolescence, all three sides of your health triangle undergo change.
Lesson Goals: Be able to describe three kinds of changes you go through during the teen years, identify the structure and function of the endocrine system, and analyze how a teen is influenced by peers.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Adolescence; Endocrine System; Puberty
Please read pages 202 - 205 and take notes on the parts of the endocrine system and explain what they are (use figure 8.1 to help you) and the changes your body goes through. Make a list (use figure 8.2 to help you).
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 1 Review on page 202. Please share your answer to number 4 with me.
Friday, May 29th, 2020
Chapter 7: Your Body Systems
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 7 concepts and ideas. The test has been posted in the last "Links" tab. It is due by Monday, June 1st, 2020.
Wednesday, May 27th, 2020 - Thursday, May 28th, 2020
Chapter 7: Your Body Systems
Main Idea: Reviewing the chapter to guarantee understanding. Study the chapter and your notes. I will be posting your Chapter 7 Health Test tomorrow to be completed.
Chapter Review Pages: Use pages 194 - 199 to help you study!:)
Tuesday, May 26th 2020
Chapter 7: Your Body Systems
Lesson 4 Heart, Blood, Lungs, and Nerves
Main Idea: The heart, blood, lungs, and nerves control how blood moves through your body, how air gets into your lungs, and how you think.
Lesson Goals: Be able to explain how blood moves through the body, understand how your nervous system controls body functions, and analyze factors in the environment that influence respiratory health.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Circulatory System; Heart; Blood Pressure; Respiratory System; Lungs; Diaphragm; Nervous System; Neurons; Spinal Cord
Please read pages 188 - 193 and take notes on the circulatory system, the respiratory system, and the nervous system. (use figures 7.7, 7.8, & 7.9 to help you). Please include in your notes each part of each system and the functions each part has to keep your body healthy. For your notes on the circulatory system, name the three parts of blood provide and define them.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 4 Review on page 193. We will be discussing answers to number 6 during our next Zoom meeting.
Friday, May 22nd, 2020
There are no new assignments to work on today. Please take advantage of this day as a catch up day to complete any missing work. I am posting a check list of all work so far below in the Links tab.
Thursday, May 21st, 2020
Chapter 7: Your Body Systems
Lesson 3 Digestion and Excretion
Main Idea: The digestive system and excretory system control the breakdown and removal of food from your body.
Lesson Goals: Be able to explain the parts and functions of the digestive system, explain the parts and functions of the excretory system, and apply the skill of advocacy to promote ways to care for the digestive and excretory systems.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Digestion; Digestive System; Excretory System
Complete the QuickWrite activity on page 185 in your notebooks. When you are finished with this, please read pages 185 - 187 and take notes on where the different parts of your excretory system are located in your body and what function they have. (use figure 7.6 to help you).
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 3 Review on page 187.
Wednesday, May 20th, 2020
Chapter 7: Your Body Systems
Lesson 2 Bones and Muscles
Main Idea: The skeletal system is your body's framework and protects your organs from injury.
Lesson Goals: Be able to explain the parts and functions of the skeletal system, explain the parts and functions of the muscular system, and determine ways to protect the bones and muscles.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Skeletal System; Joints; Muscular System
Complete the QuickWrite activity on page 181 in your notebooks. Think about how you feel sore right after exercising and/or playing the sports you are involved in. Why do you think you feel this soreness? Does it go away right away? How do you feel the next time you play or exercise? When you are finished with this, please read pages 181 - 184 and take notes on where the different parts of your skeletal and muscular systems are located in your body (use figures 7.4 & 7.5 to help you).
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 2 Review on page 184. Add to number 6 examples of what you have done to protect yourself when playing sports. Explain how each way helps protect you.
Tuesday, May 19th, 2020
Chapter 7: Your Body Systems
Lesson 1 From Cells to Body Systems
Main Idea: How do body systems work together to keep your body functioning?
Lesson Goals: Be able to identify the body's building blocks, name the major body systems and idenitfy their functions, and list the ways to care for your body systems.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Cells; Tissues; Organs; Body Systems
Complete the QuickWrite activity on page 176 in your notebooks. Use any background knowledge you may have, such as information you may have learned from a doctor, friend, parent, etc. When you are finished with this, please read pages 176 - 180 and take notes on how the body systems relate (use figure 7.3 to help you) and the steps you can take to take care of your body systems.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 1 Review on page 180. Share what you learned in your research for question 6 with me! :)
Monday, May 18th, 2020
Chapter 6: Personal Health Test
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 6 concepts and ideas. The test is posted in the last "Links" tab.
Thursday, May 14th, 2020 - Friday, May 15th, 2020
Chapter 6: Personal Health
Main Idea: Reviewing the chapter to guarantee understanding. Study the chapter and your notes. I will be posting your Chapter 6 Health Test Monday to be completed.
Chapter Review Pages: Use pages 170 - 173 to help you study!:)
Wednesday, May 13th, 2020
Chapter 6: Personal Health
Lesson 5 Health Care in Your Community
Main Idea: Why is it important to have regular medical checkups?
Lesson Goals: Be able to identify different types of health care providers, explain the importance of regular health checkups, and apply the skill of advocacy to raise awareness of health problems.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Health Care; Specialist; Voluntary Health Agencies; Health Insurance; Managed Care
Please read pages 163 - 167. When you are finished reading, use what you have learned from the chapter and complete the Health Skills Activity on page 166. Do it on your own with help from a parent or guardian. Create a booklet that you could pass out when advocating for your cause for research into whatever major disease or health problem you choose. You can use the current pandemic for your research, as well, if that is the health problem you choose.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 5 Review on page 167.
Tuesday, May 12th, 2020
Chapter 6: Personal Health
Lesson 4 Using Medicines Responsibly
Main Idea: How can medicines be used responsibly?
Lesson Goals: Be able to explain how medicines help you, identify information on medicine labels, and access reliable health information on medicines.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Medicines; Prescription Medicines; Over-the-Counter (OTC) Medicines; Vaccines; Antibiotics; Side Effect; Tolerance; Drug Misuse
Please read pages 159 - 162. While you are reading, please draw and label the diagram of the prescription medicine bottle label on page 161 in your notebook. Copy and answer the question about the label under your diagram in your notebook. Who should you ask about the medicine? Name two people who could give you information about the medicine, You should ask these people for information about the majority of the products you use before you use them, as well.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 4 Review on page 162. For question 6, please complete this research with supervision of a parent of guardian.
Monday, May 11th, 2020
Chapter 6: Personal Health
Lesson 3 Choosing Health Products
Main Idea: Why is it important to choose health products wisely?
Lesson Goals: Be able to identify factors that influence your consumer choices, explain ways to choose health products wisely, and analyze how the media influences consumer choices.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Consumer; Guarantee; Unit Price; Coupons; Generic; Fraud
Before reading the pages for this lesson, please work on the Quick Write activity on page 155 in your notebooks. Use the internet or magazines/newspapers to find some ads for the products you use at home. What is it about these ads that help convince you to by these products? What is important to look out for on these ads? Should you buy a product because of one ad? If not, why or why not and what other steps should you take before purchasing a product? When you are finished with this, please read pages 155 - 158
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 3 Review on page 158. Compare your answer for number 6 with what you had written in your QuickWrite activity. Has your thought process changed?
Friday, May 8th, 2020
Chapter 6: Personal Health
Lesson 2 Protecting Your Eyes and Ears
Main Idea: Why is it important to protect your eyes and ears? What steps can you take to protect them?
Lesson Goals: Be able to describe how to care for your eyes and ears and explain how to protect your hearing.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Farsightedness; Nearsighted; Astigmatism
Before reading the pages for this lesson, please work on the Quick Write activity on page 151 in your notebooks. Have some fun with this. Create a dialogue between yourself and the visitor from another plant. How would you be able to have this dialogue with someone who has no ears or eyes? What things that you can see and hear would you want to describe to them that you love? Be creative and illustrate this conversation to go along with your answer! When you have finished this activity, please read pages 151 - 154.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 2 Review on page 154.
Thursday, May 7th, 2020
Chapter 6: Personal Health
Lesson 1 Your Teeth, Skin, and Hair
Main Idea: What do you know about you personal health? What influences your decisions about personal health and what steps you should take?
Lesson Goals: Be able to recognize ways to keep your teeth and gums healthy, identify ways to take care of your skin, descirbe how to care for hair and nails, and apply the skill of advocacy to inform others about proper tooth and gum care.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Hygiene; Plaque; Fluoride; Epidermis; Dermis; Sunscreen; Acne; Dandruff; Cuticle
Before reading the pages for this lesson, please work on the Quick Write activity on page 144 in your notebook. Think about your daily routine. How do you take care of yourself? What steps do you take towards your hygiene and what products do you use? Be sure to include examples in your answer. When you are done, create a graphic organizer chart, similar to the foldable one shown on page 143, to fill in information about the form, function, and core of your teeth, skin, and hair while you read pages 144 - 150.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 1 Review on page 150.
Wednesday, May 6th, 2020
Chapter 5: Physical Activity
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 5 concepts and ideas. The test is posted below in the last "Links" tab.
Monday, May 4th, 2020 - Tuesday, May 5th, 2020
Chapter 5: Physical Activity
Main Idea: Reviewing the chapter to guarantee understanding. Study the chapter and your notes. I will be posting your Chapter 5 Health Test tomorrow to be completed.
Chapter Review Pages: Use pages 139 - 141 to help you study!:)
Friday, May 1st, 2020
Chapter 5: Physical Activity
Lesson 3 Safety in Sports and Physical Activities
Main Idea: How to be safe while staying active
Lesson Goals: Be able to identify types of proper sports gear, describe treatment for sports-related injuries, and apply the skill of advocacy to inform other teens about exercise.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Sports Gear; PRICE; Dehydration; Heat Exhaustion; Frostbite
Before reading the lesson, please complete the QuickWrite activity on page 132. How do you make yourself feel better if you dont feel well or overheat while playing or doing a sport. When you are done writing your answer to the activity, please read pages 132 - 135. Take notes while you read on things that are important in the lesson, such as different types of safety gear by sport/activity, injuries, how to treat them, and how you can try to prevent them.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 3 Review on page 135. Send me pictures of your advocacy pamphlets with the advice you would give from the chapter. Decorate them with color and pictures.
Thursday, April 30th, 2020
Chapter 5: Physical Activity
Lesson 2 Creating a Personal Fitness Plan
Main Idea: How to set appropriate fitness goals for yourself and stick with them to achieve your goals
Lesson Goals: Be able to identify the parts of a fitness plan, develop fitness goals, describe the benefits of warm-ups and cooldowns, and create a schedule to achieve fitness goals.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. F.I.T.T. Principle (definition & what it stands for); Resting Heart Rate; Target Heart Rate; Recovery Heart Rate; Warm-up, Cooldown
Please read pages 126 - 131. While you are reading, practice you note-taking skills. The blue subtitles throughout the lesson provide the tips for setting and achieving fitness goals. Copy these down into your purple notebooks and write one to two sentences explaining each. When you are done reading and taking notes, practice measuring and comparing your heart rate before, immediately after, and five minutes after exercising. Keep track by labeling and copying down your heart rates in your notebook. Measure your resting heart right before you exercise using the steps on page 129. Then use the link below to do some exercises. When you are done, measure you target heart rate immediately after. Take a five minute break, sit, drink some water, and measure your resting heart rate. Write a few sentences comparing the different heart rates. Use the lesson to help you explain why your heart rate changes due to different levels of activity.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 2 Review on page 131.
https://www.youtube.com/watch?v=h3Xrtm0IVnY
Wednesday, April 29th, 2020
Chapter 5: Physical Activity
Lesson 1 Physical Activity and Your Health
Main Idea: What is physical activity and how does it benefit your health?
Lesson Goals: Be able to explain the benefits of regular physical activity, identify the elements of physical fitness, recognize the two main types of exercise, and practice behaviors with your families.
Vocabulary Builder: Please copy the vocabulary for this lesson into your purple Health notebooks. Physical Activity; Lifestyle Activities; Physical Fitness; Endurance; Stamina; Strength; Flexibility; Exercise
Before reading the pages for this lesson, please work on the Quick Write activity on page 120 in your notebook. Think about the sports that you play and how playing for fun could be exercise. Be sure to include examples in your answer. When you are done, read pages 120 - 125. How have your ideas about exercise changed since reading this lesson?
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 1 Review on page 125.
Tuesday, April 28th, 2020
Chapter 4: Nutrition Test
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 4 concepts and ideas. The test will be emailed out after noon.
Friday, April 24th - Monday, April 27th, 2020
https://www.tanqueverdeschools.org/Downloads/Teen%20Health%20Course%201%20Textbook.pdf
https://learnzillion.com/lesson_plans/7338-find-the-mass-of-an-object-using-a-balance-scale/
https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/volume-rect-prism/v/measuring-volume-with-unit-cubes
https://www.youtube.com/watch?v=40WOcf8Hrys
https://www.khanacademy.org/math/cc-fifth-grade-math/divide-decimals/imp-dividing-decimals/v/visually-dividing-decimal-by-whole-number
https://livinghour.org/read-gospels-online/
https://www.newadvent.org/images/rosary.pdf
jportmore@stchris-school.org
Monday and Wednesday Mornings
8:00am - 8:30 am
I am a product of the Catholic School system. I went to the Brother Joseph C. Fox Latin School and Kellenberg Memorial Highschool. I graduated from Iona College with a Bachelor of Science degree in Childhood and Early Childhood Education with a concentration in English. I am currently working towards my Master’s Degree in Teaching English to Speakers of Other Languages and Students with Disabilities at Molloy College. Prior to working at St. Christopher’s Elementary School, I worked in New Hyde Park. I live in Lido Beach and love to read, swim, and surf in my free time. I am really looking forward to a great school year with you and your children! I am the Science and Mathematics teacher for Fifth Grade, as well as the Religion, Health, and Handwriting teacher to the students of 5-1.
•Monday – Art
•Tuesday – Spanish, Health, Gym
•Wednesday – Library
•Thursday – Computer, Gym
•Friday - Music
11:34 - 12:14
•Please send in lunch money in envelope with your child’s name on it. Please try to send in exact change, as I may not always have change to make with the money I receive.
•Lunch cards can be purchased for $20, as well.