Once again in Ms. Ziman's class fractions were learned with music and dance. This time Cross Simplying and Multiplication were taught .Check-out the fun!!!!
Thursday, February 10, 2011
Dancing to math
Once again in Ms. Ziman's class fractions were learned with music and dance. This time Cross Simplying and Multiplication were taught .Check-out the fun!!!!
Tuesday, February 1, 2011
Dr. Kissel's 6th Grade Math Class, by Regina C.
Dr. Kissel’s 6th Grade Math Class
Written by Regina C.
This past marking period in math we were busy! We did a lot of things. The first topic was still fractions. We worked on multiplying and dividing fractions and mixed numbers. After learning the rules for multiplying, dividing was easy. You simply take the reciprocal of the second fraction (by flipping it upside down) or turn the mixed number into an improper fraction and take the reciprocal of that. Then you just multiply. We took a test on that. Then we studied for a test on everything that we learned about fractions. It covered adding, subtracting, multiplying, dividing, finding the GCF (Greatest Common Factor) and LCM (Least Common Multiple), turning fractions into decimals and percents, and comparing fractions. When we took the big test we were happy about finishing this unit.
Now we are studying geometry. We have even taken our first test on it. The hard part is figuring out the measurements of certain angles by using the values of other angles, but it is a fun challenge. We have recently drawn parabolas inside equilateral triangles. The triangles will be cut out and put on a bulletin board next to each other. That is tessellating. It will create a geometric design. There is even another test coming up.
Soon we will be starting a Geometry WebQuest. We’ll be going on an Internet scavenger hunt and that will be fun!
Written by Regina C.
This past marking period in math we were busy! We did a lot of things. The first topic was still fractions. We worked on multiplying and dividing fractions and mixed numbers. After learning the rules for multiplying, dividing was easy. You simply take the reciprocal of the second fraction (by flipping it upside down) or turn the mixed number into an improper fraction and take the reciprocal of that. Then you just multiply. We took a test on that. Then we studied for a test on everything that we learned about fractions. It covered adding, subtracting, multiplying, dividing, finding the GCF (Greatest Common Factor) and LCM (Least Common Multiple), turning fractions into decimals and percents, and comparing fractions. When we took the big test we were happy about finishing this unit.
Now we are studying geometry. We have even taken our first test on it. The hard part is figuring out the measurements of certain angles by using the values of other angles, but it is a fun challenge. We have recently drawn parabolas inside equilateral triangles. The triangles will be cut out and put on a bulletin board next to each other. That is tessellating. It will create a geometric design. There is even another test coming up.
Soon we will be starting a Geometry WebQuest. We’ll be going on an Internet scavenger hunt and that will be fun!
Dr. Kissel's Science Class by Hanna C.
Dr. Kissel’s 6th Grade Science Class
Written by Hanna C.
In our science class with Dr. Kissel we have done some really fun things. We did some experiments using bubbles. We made bubbles in the air, on our desks, and even by just using our hands. We then wrote a lab report about bubbles. We named it Bubble-ology. We created a hypothesis saying that if we used big wands the bubble was going to be bigger. We used our previous knowledge about bubbles. We knew that they are formed with water (H20) and soap, they are thin and colorful, and they are circular. So, to do this experiment, we chose 3 wands. There was a small wand of 4cm, a medium wand which was 6cm, and the big wand which was 8cm. The independent variable was the wand size and the dependent variable was the size of the bubble. We had some materials too, a container, bubble solution, a notebook, and of course the 3 wands. First, we poured the solution in the container. Second, we dipped the small wand in the solution. Then, we blew through the hole and measured the size of the bubble. We repeated this step 2 more times and switched to the medium wand. We measured the size of the bubbles. Then we changed the wand to the big one. We of course measured the size of those bubbles. In total we had 9 bubble sizes. Next, we recorded the data in our notebook. We found the average sizes of the bubbles for each wand. After that, we made a bar graph that showed the sizes of the bubbles and their averages. Finally, we wrote a conclusion about our hypothesis and decided whether it was right or not and why. In our group our hypothesis was right.
After completing the unit on bubbles, we moved on to astronomy, which is the study of stars, planets, the moons, and small rocky things. We had a great project that was fun. We each built an ARC (Atmosphere Re-entry Capsule). We needed to protect our astronaut, an egg, as they came back to Earth from a voyage into space. Our ARCs were thrown from the Middle School upper field down onto the lower field, which was probably more than a 20 foot drop. Believe it or not, most of the astronauts survived! Then, we each got a planet and 10 questions we had to answer about our planets. We made posters after doing some research. We also made groups of 4 people and each student had to research 1 more planet again, and our groups made board games. We could create the game our own way, but we had to be creative! After finishing our research and making our board, writing the rules and questions, and making our dice, we let other people play our games. Some board games were so creative and awesome, but I liked everyone's and I liked how they worked hard to make it through this project. We also estimated how many stars are in the night sky. We counted how many we could see through a cardboard tube and plugged the information into a formula. We’ll do the same thing on our week-long trip to a hacienda where it is darker at night. Two weeks later, we had a test based on astronomy. We studied a lot, but it was 7-pages long and we freaked out. We were very nervous the day of the test. But when Dr. Kissel announced we just had to do some of the questions and he gave us a choice as to which ones we would answer I was very glad. We had another test that day, but I am very confident that we made good grades in science.
We still have a lot of time ahead of us until 6th grade ends, and there will be a lot more fun in science class!
Written by Hanna C.
In our science class with Dr. Kissel we have done some really fun things. We did some experiments using bubbles. We made bubbles in the air, on our desks, and even by just using our hands. We then wrote a lab report about bubbles. We named it Bubble-ology. We created a hypothesis saying that if we used big wands the bubble was going to be bigger. We used our previous knowledge about bubbles. We knew that they are formed with water (H20) and soap, they are thin and colorful, and they are circular. So, to do this experiment, we chose 3 wands. There was a small wand of 4cm, a medium wand which was 6cm, and the big wand which was 8cm. The independent variable was the wand size and the dependent variable was the size of the bubble. We had some materials too, a container, bubble solution, a notebook, and of course the 3 wands. First, we poured the solution in the container. Second, we dipped the small wand in the solution. Then, we blew through the hole and measured the size of the bubble. We repeated this step 2 more times and switched to the medium wand. We measured the size of the bubbles. Then we changed the wand to the big one. We of course measured the size of those bubbles. In total we had 9 bubble sizes. Next, we recorded the data in our notebook. We found the average sizes of the bubbles for each wand. After that, we made a bar graph that showed the sizes of the bubbles and their averages. Finally, we wrote a conclusion about our hypothesis and decided whether it was right or not and why. In our group our hypothesis was right.
After completing the unit on bubbles, we moved on to astronomy, which is the study of stars, planets, the moons, and small rocky things. We had a great project that was fun. We each built an ARC (Atmosphere Re-entry Capsule). We needed to protect our astronaut, an egg, as they came back to Earth from a voyage into space. Our ARCs were thrown from the Middle School upper field down onto the lower field, which was probably more than a 20 foot drop. Believe it or not, most of the astronauts survived! Then, we each got a planet and 10 questions we had to answer about our planets. We made posters after doing some research. We also made groups of 4 people and each student had to research 1 more planet again, and our groups made board games. We could create the game our own way, but we had to be creative! After finishing our research and making our board, writing the rules and questions, and making our dice, we let other people play our games. Some board games were so creative and awesome, but I liked everyone's and I liked how they worked hard to make it through this project. We also estimated how many stars are in the night sky. We counted how many we could see through a cardboard tube and plugged the information into a formula. We’ll do the same thing on our week-long trip to a hacienda where it is darker at night. Two weeks later, we had a test based on astronomy. We studied a lot, but it was 7-pages long and we freaked out. We were very nervous the day of the test. But when Dr. Kissel announced we just had to do some of the questions and he gave us a choice as to which ones we would answer I was very glad. We had another test that day, but I am very confident that we made good grades in science.
We still have a lot of time ahead of us until 6th grade ends, and there will be a lot more fun in science class!
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