Math had two parts today: reviewing order of operations with exponents and writing a variable expression. The variable expression was actually pretty simple. It involved taking a sentence and translating it into an expression using a given variable, usually x but sometimes a. For example, "67 times the number x, plus 138"; it would be written as 67x +138. They were taught that when a number is right next to a variable, it means to multiply. So, if you had 2a, it would mean 2 x a.
We began the full week of science with a focus on models. A model is a representation of an idea or concept. A conceptual model is a representation of something, usually theoretical, in the form of a drawing or a chart. A conceptual model is what the students did.
I had sets of four black boxes, labeled A, B, C, and D. The interiors had a marble and some sort of other material inside. The boxes were sealed shut with electrical tape and the students were not to open them. Different tables got different boxes since there were not enough for each of the six groups. The task was to view and shake them gently, and then determine what they thought the interiors of each box was. They had to do this using only the sense of hearing and being sensitive to the different pitches. Something else is definitely inside each box other than a marble! We finished the experiment on time so Ms. Fowler could come in and discuss the upcoming Battle of the Books.
In literacy, students were continuing with their "I believe" essay outlines and first paragraphs.