## New and Popular this week

### Classroom Video: Think Pair Share

#### Reptiles, Time For A New Outfit

### Respect and Responsibility

The activity has them leaving the classroom and requires the students to work independently from the teacher. In order to make this a positive experience it is important to lay down clear expectations. In the first few days of school we cover respect and responsibility as being expectations. I remind my class that the expectations I have for them is that they can have fun while learning. Respect is following directions, being polite, and in this case being mindful of others in the building who are working. For example, they will visit a part of the school where others might be, they need to not distract and be good observers. I ask them how they can demonstrate responsibility and I add to their ideas on how it pertains to this lesson. After each expectation is given I always give the opposite example of what is NOT expected. It helps make the message more clear and gives them a model of what not to do.

#### Follow the Leader: Following Directions

### Classroom Video: Think Aloud

#### Investigating Worms Part 2

### Problem 7 - Visualizing Cheese Minus the Wedge

I often have the most difficult questions last in independent practice. Question #7 is one of those problems. I think that perhaps it should go to the front so that students have to deal with the most difficult problems first. The reason it is last is because the preceding problems are designed to make sure a student can use the surface area formula with ease.

Part a of question 7 did not pose much difficulty. Afterall, it just requires finding the volume of the brie - it's in the form of a cylinder.

Part b is another story all together. Many of my students were not able to visualize how the cheese looked after the wedge was removed. It would have been nice to have a model. Perhaps a Reese's Peanut Butter Cup could have filled the role. We had to draw it to see that to rectangular surfaces that are 3 in by 1 in become exposed.

I had a line of questions to help students work through the problem:

1) How much of the total surface area is removed with the wedge? [one-eighth]

2) What shapes appear after the wedge is removed? [two rectangles]

3) How should we account for the part that is removed and the new surfaces that appear? [find 1/8 of the total surface area and subtract this from the total, then add the area of the two rectangles]

#### Finding the Surface Area of Cylinders Using a Formula

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### Sample Student Native American Venn Diagram.docx

#### Tracing Literary Elements through Music & Origin Myths