Spelling/Vocab and new units

Our Unit for Math:

Math Unit 3: Data/Graphing

Standards:

·         M3D1. Students will create and interpret simple tables and graphs.

·         Solve problems by organizing and displaying data in charts, tables, and graphs.  (ITBS)

·         Construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10.  (ITBS) (Note: you are teaching line plots, NOT line graphs!)

·         M4D1.a Construct and interpret line graphs, line plot graphs, pictographs, Venn diagrams, and bar graphs. (Note: Advanced students are adding line graphs to their instruction).  (ITBS)

·         D1a.The student understands that information and data can be organized and displayed in different types of charts, tables, and graphs.

·         D1b.The student understands that diagrams and graphs provide information about the data.

·         M4D1.aThe student understands that different types of graphs and charts display quantitative information to give the reader a snapshot of the information.

Essential Questions:

• How do you create a bar graph or table?
• Why would you organize data in different ways?
• How do you display collected data?
• What parts are needed to make a complete chart, table, or graph?  (title, labels, etc.)
• How do I decide what increment scale to use for a bar graph?
• How do you interpret data in a graph?
• How can I show data using a line plot graph?
• How do I decide what symbol to use when constructing a pictograph?
• How do I use a Venn diagram to compare data?

This is an 8 day unit.  We will test next Wednesday, December 7th.

LA: 

Note:  Green group:  use username "bellagamba" for spelling city

Green: 

Why Mosquitoes Buzz in People’s Ears

Spelling

started

card

park

smart

star

shark

mark

barber

party

pardon

bark

tart

carpet

farther

barn

Vocabulary

satisfied -  having one’s needs or desires fulfilled

duty – job or responsibility

council – meeting called to find answers

mischief – behavior that causes problems for others

nonsense – words or ideas that are foolish and have no real meaning

tidbit – small piece of somethin

Pink:

Time for Kids

Spelling Words                 

weighs

ceiling

field

reindeer

freight

eighteen

neighbor

receive

weird

chief

believe

seize

either

fierce

relief

windshield

pierce

thief

achieve

eighth

Vocabulary Words

pondering - to consider carefully

guardianship - one who legally cares for a person or the property of another

spectators - a person who watches an event but does not take part in it

vibrant - energetic; bright

statistics - a collection or set of numbers, facts, or other data

proficient - very skillful through training or practice; expert

gaze - a long steady look

sodium - a soft, light, silver-white metallic chemical element;  a component found in common salt

Science Unit 3:

Minerals, Rocks, and Soil -                          

Standards

explain the difference in rocks and minerals

recognize the physical attributes of rocks and minerals using observation (shape, color, texture)

compare similarities/differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand)

determine how water and wind can change rocks and soil over time using observation and research

Essential Questions

How are rocks and minerals alike and/or different?

Why is soil important?

How does water and wind affect rocks and soil?

It will be a ten day unit, we will test next Friday, December 9.