2B has been sooooooo busy with many investigations in math and science/writing these days!
Students are collecting measurement data this week that we will organize into different graphs and line plots.
Also students will determine the range, median, and mode of
different data sets.
Check out the students in action measuring their jumps and arm spans:
 |
| Ben is airborne! |
 |
| How far did you jump? |
 |
| Felipe recording his arm span data. |
 |
| Watch how far I can jump! |
 |
| Can you help me measure my jump? |
 |
| Get ready to jump Marcos! |
 |
| I wonder if this jump will measure longer than my first jump. |
 |
Is that the centimeters or inches side?
|
We finished our most recent experiment about force and motion today. Students got to create "spinners" or tops and change one thing (variable) to determine which one would spin the longest. They could change the length of the axle, the weights, the position of the weights, and more!
Which spinner will spin longer?
 |
| I decided to change only the length of the axles! |
 |
| I changed the size of the weights (disks). |
 |
| Emilia's procedure clearly explains how to make her same spinner. |
 |
| Felipe explains his hypothesis. |
 |
| Now it's time to TEST our hypothesis. |
 |
| Isabelle learned that the shorter the axle the longer it will spin. |
 |
| Jenna decided to change the length of her axles. |
 |
| Larissa changed the size of her weights. |
 |
| I will test this spinner first! |
 |
| I think the longer axle will spin longer because... |
 |
| Emilia is timing while Michel applies FORCE to his spinner. |
 |
| This one spun longer! |
 |
| I changed the length of the axle. |
 |
| I decided to change the position of the weights. |
 |
| I think this one will spin longer because... |
 |
| Will you help me time my spinners? |
 |
| On your mark, get set, SPIN! |
 |
| Let me spin this one again on a smoother surface. |
 |
| I decided to change the size of the weights. |
 |
I decided to change the amount of weights on each spinner.
Now let me TEST my hypothesis... |
 |
| Which one should I spin first? |
 |
| My hypothesis was wrong, but that's ok. I learn more that way! |
Students are adding strings of numbers together by recognizing various patterns (make 10, doubles, and doubles +1) to make adding easier!
Using these patterns can make our mental math faster than a calculator!
Can you "beat the calculator" using your mental math strategies?:
27 + 33 + 15 + 5=?
 |
| Can you beat Ben on the calculator, Claire? |
 |
Seaunghyun is using mental math to beat the calculator.
|
No comments:
Post a Comment