3-2-1 Multiplying Fractions

4HR completed a Visible Thinking Routine about multiplying fractions. We recorded 3 thoughts or ideas, 2 questions, and 1 simile about multiplying fractions before we began learning about this concept. Here are some of thoughts, questions and similes.

Thoughts
I think the answer will get smaller when multiplying fractions.

It might be easy, it might be hard.

I think multiplying fractions is the same as multiplying. Adding and subtracting fractions were the same as with whole numbers.

Questions
Would it be the same or similar to multiplication with whole numbers?

How do we multiply fractions?

Similes
Multiplying fractions is like looking at yourself in the mirror because you double yourself.

Multiplying fractions would be as easy as doing nothing.

Go to this LearnZillion lesson to see what we did next!

Creating Line Plots

4HR is learning how to to use line plots to organize and display data. Are you curious about line plots? Here is a quick video to teach you more about making line plots.




What did we learn?
Line plots go from the smallest (or least) to the biggest (or most)
Use Xs to show how much or how often
It is similar to a graph (only x axis)
At the bottom, you need to label
At the top, there is a title

Today we will use line plots to interpret data on different athletes. On this site, we will make a line plot and determine the information it is telling us.

Our next step is to use these skills to help us interpret data in the real world! Watch out for our next steps.

Tuning Into Unit Fractions

 4HR is beginning to find out about unit fractions. We learned that there are many types of unit fractions, based on the denominators. Take a look through our presentation to see all the different types.

Consolidating Our Knowledge of the Rock Cycle

4HR got to experience the rock cycle last week in the Science Lab. This week we are going to review our learning and share it out! Use one (or more) of the resources below. Then pick one way to share your learning.

BrainPop Rock Cycle video

PowerScienceKnowledge

World Book


Options to show your learning

Share a rock cycle demonstration (ideas at PowerScienceKnowledge)

Take the BrainPop quiz (and email Ms. Heather your results)

Make a BrainPop idea map (and take a screenshot and add it your Google Drive)

Learning about Caves

4HR went on our field trip to the Batu Caves today. We investigated the following questions:

What changes have happened? And who/what caused those changes?

Here is what we found out.

Alicia - The farmers put dynamite in the cave and blew it up. So the floor was a lot deeper than it was naturally (before).

Jack - They did this to find limestone (or dinosaur fossils). The limestone was valuable for cement.

Julie - Humans carved their names into the walls.

Questions to be answered: Is limestone valuable because it is a sedimentary rock? Or it is shiny?

Omar - Water used to be in the cave by coming through holes.

Ranvir - Acid water causes a change in the cave by making holes.

Ashton - This is how stalactites and stalagmites are formed. Over a hundred million years, it will form a column.

Rea - Acid rain has a special kind of carbon dioxide that has calcium.

Kaelyn - Water drips from a stalactite to make a stalagmite.

Resources to Answer Our Questions

From learning about Earth layers, we have become curious about how the Earth began. We understand that scientists only have theories (no one was around when the Earth began).




Here is a resource about how plate tectonics began.

Volcanoes in Snow?

Yesterday, scientists aboard a research ship witnessed Big Ben, a volcano in Antarctica, erupting. 4HR discussed the following:

-Are volcanoes linked to hot weather? How can there be a volcano in the snow?

-What comes out of the volcano? It looks like steam or ash.

Watch the video here to see and learn more.