Friday, March 25, 2016

Book Spine Poetry

Students did some book spine poetry today! See some of the creations!

Thursday, March 24, 2016

Riddle Me This!

Students investigate a person or event in history and use the found information to write a riddle in first person.

Here are some examples of the riddles:

Here is the collection.  Students learned how to create a QR code that they linked to either an article or video about their historical person or event. The code was paired with their photograph.

Wednesday, March 23, 2016


Students work to find relationships among quadrilaterals.

Making mobiles

Think about how the shapes are the same.
Compare and name how the shapes are different.

Friday, March 18, 2016

World War II presentation

Learning about WWII from Mr. Lambert.

We learned what D day was and who were the Allied Forces.

We saw pictures from the cemetery off of Omaha beach that is in France. Did you know that the cemetery where American soldiers are buried is American soil?

There were a few ways that soldiers landed on the beach:
1. Landing craft boats that were propelled from the bigger boats.
2. Paratroopers were dropped from aircraft.
3. Gliders were also released from an airplane tow line. This was tricky because they didn't have any engines that could direct where they would land. But without an engine they were extremely discreet as they didn't make any noise.

We learned that large innertubes took tanks from the ships to the beaches.
Many soldiers drowned just going from the landing craft to the beach because they weighed so much from their supplies and from being soaked.

We learned so much from this visit and will continue the conversation in the weeks ahead!

Friday, March 11, 2016

Division of fractions

 What do you know about dividing fractions?

A student says "wait this looks like multiplication"...

"Now we think division is flip-flopping.

I'm switching the numbers around because we think it matters!
I think the smaller number needs to go first..."

Second student says in a different group..."this seems like multiplication?"

"Wouldn't this need to be the opposite of multiplication?
I'm wondering if this should be doing the opposite of multiplication?" 

"When we multiply the number in fractions the numbers get smaller. So I'm wondering if our numbers need to get larger with division?"

"We are using an array model and we think the areas not shaded in are the answers."

"I thought we could put it in decimal form and that didn't seem to work...we got like 0.66?"
Now I am thinking it is 10....

Another student talks through what she knows about the relationship between multiplication and division. She is making sense of this relationship with fractions.

Sunday, March 6, 2016

Estimating the product

Students worked a variety of problems where they were to estimate the product. 

After doing some problems, students identified some common approaches.

Students practiced rounding fractions to determine a product by playing a game.