math schedule
june 4, 2015
1. Do Now:
a. If you completed your Algebra Tiles Math Project, please take it out now and prepare to turn it in.
2. Pass back math work
3. Write reflective letters to incoming sixth graders.
Please include:
- What the sixth graders should expect to learn in Math
- How the sixth graders should expect to act in Math
- Some tips or advice you have to the sixth graders so that they may be successful
4. Say goodbyes!
a. If you completed your Algebra Tiles Math Project, please take it out now and prepare to turn it in.
2. Pass back math work
3. Write reflective letters to incoming sixth graders.
Please include:
- What the sixth graders should expect to learn in Math
- How the sixth graders should expect to act in Math
- Some tips or advice you have to the sixth graders so that they may be successful
4. Say goodbyes!
math schedule
june 3, 2015
1. Do Now:
a. Take out your math notebook.
b. Make a list of the following mathematical terms:
-algebra tiles
-multiply
-add
-combine
-like terms
-perimeter
-area
-coefficient
-constant
-share
-side
-incomplete
-complete
-label
-simplify
-color-code
2. Review the Do Now
3. Mini-Lesson: Describing my Mathematical Thinking
4. Project Work Time + Nature Documentary
a. Finish creating your design or object
b. Calculate the area of your design.
c. Create your algebraic expression by combining like terms
d. Calculate the perimeter of your design.
e. Create your algebraic expression by combining like terms.
f. Outline and color to finalize your project.
g. Write your mathematical explanations in complete sentences.
Math Challenge: I will communicate my thinking on how I calculated area and perimeter by writing my mathematical explanations using mathematical language.
a. Take out your math notebook.
b. Make a list of the following mathematical terms:
-algebra tiles
-multiply
-add
-combine
-like terms
-perimeter
-area
-coefficient
-constant
-share
-side
-incomplete
-complete
-label
-simplify
-color-code
2. Review the Do Now
3. Mini-Lesson: Describing my Mathematical Thinking
4. Project Work Time + Nature Documentary
a. Finish creating your design or object
b. Calculate the area of your design.
c. Create your algebraic expression by combining like terms
d. Calculate the perimeter of your design.
e. Create your algebraic expression by combining like terms.
f. Outline and color to finalize your project.
g. Write your mathematical explanations in complete sentences.
Math Challenge: I will communicate my thinking on how I calculated area and perimeter by writing my mathematical explanations using mathematical language.
math schedule
June 2, 2015
1. Do Now:
a. Take out your math notebook.
b. Simplify the following expression:
x+x+x+y+y+ (y-2) + (y-2)
2. Review the Do Now
3. Mini-Lesson: Combining Like Terms
4. Project Work Time + Nature Documentary
a. Finish creating your design or object
b. Calculate the area of your design.
c. Create your algebraic expression by combining like terms
d. Calculate the perimeter of your design.
e. Create your algebraic expression by combining like terms.
f. Outline and color to finalize your project.
Math Challenge: I will create a design with algebra tiles as a representation of area and perimeter.
a. Take out your math notebook.
b. Simplify the following expression:
x+x+x+y+y+ (y-2) + (y-2)
2. Review the Do Now
3. Mini-Lesson: Combining Like Terms
4. Project Work Time + Nature Documentary
a. Finish creating your design or object
b. Calculate the area of your design.
c. Create your algebraic expression by combining like terms
d. Calculate the perimeter of your design.
e. Create your algebraic expression by combining like terms.
f. Outline and color to finalize your project.
Math Challenge: I will create a design with algebra tiles as a representation of area and perimeter.
Math schedule
may 27/ 28, 2015
1. Do Now:
a. Put the title "Creating a Design as a Representation of Area and Perimeter" on the next blank page of your math notebook.
b. Draw each of the four algebra tiles.
c. Label the length of each side of the shape.
2. Return exit slips and discuss answers
3. Discuss the returning textbooks procedure
4. Pass out the math projects
5. Read directions independently and explain the steps of the project to your table partner
6. Mini-Lesson: Creating a Design as a Representation of Area and Perimeter
Math Challenge: I will create a design with algebra tiles as a representation of area and perimeter.
a. Put the title "Creating a Design as a Representation of Area and Perimeter" on the next blank page of your math notebook.
b. Draw each of the four algebra tiles.
c. Label the length of each side of the shape.
2. Return exit slips and discuss answers
3. Discuss the returning textbooks procedure
4. Pass out the math projects
5. Read directions independently and explain the steps of the project to your table partner
6. Mini-Lesson: Creating a Design as a Representation of Area and Perimeter
Math Challenge: I will create a design with algebra tiles as a representation of area and perimeter.
math schedule
may 26, 2015
1. Do Now:
a. Take out the work you have done on your math homework.
b. Using the math mastery rubric, give yourself a separate score on each of the problems.
c. If you didn't do your homework, please begin completing it now.
2. Student-led problem review
3. Go to the computer lab
Math Challenge: I will explain my mathematical thinking and use the work I've done at home to complete my Google form assessment with 100% accuracy.
4. Click here to complete the May 26 Homework Assessment
5. When you are done with your homework assessment, click here to further your understanding of area and perimeter to prepare for our final project of the semester.
a. Take out the work you have done on your math homework.
b. Using the math mastery rubric, give yourself a separate score on each of the problems.
c. If you didn't do your homework, please begin completing it now.
2. Student-led problem review
3. Go to the computer lab
Math Challenge: I will explain my mathematical thinking and use the work I've done at home to complete my Google form assessment with 100% accuracy.
4. Click here to complete the May 26 Homework Assessment
5. When you are done with your homework assessment, click here to further your understanding of area and perimeter to prepare for our final project of the semester.
math schedule
may 21 and 22, 2015
1. Do Now:
a. Take out the four algebra tiles pictured on the left.
b. Think-pair-share: What is the area of each algebra tile pictured on the left?
Math Challenge: I will use mathematical symbols such as numbers, variables, and operations to represent unknown lengths and areas by creating accurate models with algebra tiles.
2. Mini-Lesson: Area with Algebra Tiles (p. 282)
3. Math Challenge Part 1: 6-83 through 6-84
4. Mini-Lesson: Perimeter with Algebra Tiles (p. 296)
5. Math Challenge Part 2: 6-92 through 6-93
a. Take out the four algebra tiles pictured on the left.
b. Think-pair-share: What is the area of each algebra tile pictured on the left?
Math Challenge: I will use mathematical symbols such as numbers, variables, and operations to represent unknown lengths and areas by creating accurate models with algebra tiles.
2. Mini-Lesson: Area with Algebra Tiles (p. 282)
3. Math Challenge Part 1: 6-83 through 6-84
4. Mini-Lesson: Perimeter with Algebra Tiles (p. 296)
5. Math Challenge Part 2: 6-92 through 6-93
math schedule
may 19, 2015
1. Do Now:
a. Write down your homework assignment for this week in your math notebook:
Problems 6-69 through 6-78
Problems 6-96 through 6-100
b. When you are done, begin looking through the problems to see if you have any questions.
2. Review Chapter 6 quizzes and homework scores from last week
3. Extension group: begin homework
Reteaching group: review how to set up homework pages in an organized way
a. Write down your homework assignment for this week in your math notebook:
Problems 6-69 through 6-78
Problems 6-96 through 6-100
b. When you are done, begin looking through the problems to see if you have any questions.
2. Review Chapter 6 quizzes and homework scores from last week
3. Extension group: begin homework
Reteaching group: review how to set up homework pages in an organized way
math schedule
may 18, 2015
1. Do Now:
a. In your notebook, use a strategy to find the areas of the three shapes to the left.
Math Challenge: I will use mathematical symbols such as numbers, variables, and operations to represent unknown lengths and areas by creating accurate models with algebra tiles.
2. Mini-Lesson: Area of Algebra Tiles
6-80
3. Math Challenge
6-81
6-82
6-83
6-84
4. Learning Log Exit Slip
a. In your notebook, use a strategy to find the areas of the three shapes to the left.
Math Challenge: I will use mathematical symbols such as numbers, variables, and operations to represent unknown lengths and areas by creating accurate models with algebra tiles.
2. Mini-Lesson: Area of Algebra Tiles
6-80
3. Math Challenge
6-81
6-82
6-83
6-84
4. Learning Log Exit Slip
math schedule
may 14/15, 2015
1. Do Now:
a. Take a close look at the diagram to the left.
b. What do you notice about the difference between celsius and fahrenheit?
c. Make three or more observations and share them with your table partner.
Math Challenge: I will demonstrate my ability to divide fractions and represent amounts in various ways by earning an A on the Chapter 6 quiz.
2. Chapter 6 Quiz
3. Mini-Lesson: Order of Operations 6-63
Math Challenge: I will accurately use order of operations to convert Fahrenheit to Celsius in order to plan for a trip outside the country.
4. Why is there Fahrenheit and Celsius?
5. Explore the weather.
6. Work collectively on 6-67
a. Take a close look at the diagram to the left.
b. What do you notice about the difference between celsius and fahrenheit?
c. Make three or more observations and share them with your table partner.
Math Challenge: I will demonstrate my ability to divide fractions and represent amounts in various ways by earning an A on the Chapter 6 quiz.
2. Chapter 6 Quiz
3. Mini-Lesson: Order of Operations 6-63
Math Challenge: I will accurately use order of operations to convert Fahrenheit to Celsius in order to plan for a trip outside the country.
4. Why is there Fahrenheit and Celsius?
5. Explore the weather.
6. Work collectively on 6-67
math schedule
may 12, 2015
1. Do Now:
a. Take out the work you have done on your math homework.
b. Using the math mastery rubric, give yourself a score on your confidence in answering each one of the problems.
2. Student-led problem review
3. Go to the computer lab
Math Challenge: I will explain my mathematical thinking and use the work I've done at home to complete my Google form assessment with 100% accuracy.
4. Click here to complete the May 12 Homework Assessment
5. Click here to work through the Dividing Fractions Khan Academy videos and activities. Pay close attention to how the teacher explains the problems step-by-step.
a. Take out the work you have done on your math homework.
b. Using the math mastery rubric, give yourself a score on your confidence in answering each one of the problems.
2. Student-led problem review
3. Go to the computer lab
Math Challenge: I will explain my mathematical thinking and use the work I've done at home to complete my Google form assessment with 100% accuracy.
4. Click here to complete the May 12 Homework Assessment
5. Click here to work through the Dividing Fractions Khan Academy videos and activities. Pay close attention to how the teacher explains the problems step-by-step.
math schedule
may 11 and 13, 2015
1. Do Now:
a. In your notebook, write a division equation and an explanation to explain how many half-dollars ($0.50 pieces) are in seventy-five cents?
2. Math Challenge: I will practice explaining how to divide fractions by solving problems 6-45, 6-46, and 6-47 and by describing my thinking in writing and speaking.
3. Work cooperatively in teams on problems 6-44 and 6-45
-Check in with students about their IXL scores
-Complete the "Traveling Salesman" Strategy
4. Mini-Lesson: 6-48
5. Together, create critera for evaluating explanations
6. Exit Slip with explanation
a. In your notebook, write a division equation and an explanation to explain how many half-dollars ($0.50 pieces) are in seventy-five cents?
2. Math Challenge: I will practice explaining how to divide fractions by solving problems 6-45, 6-46, and 6-47 and by describing my thinking in writing and speaking.
3. Work cooperatively in teams on problems 6-44 and 6-45
-Check in with students about their IXL scores
-Complete the "Traveling Salesman" Strategy
4. Mini-Lesson: 6-48
5. Together, create critera for evaluating explanations
6. Exit Slip with explanation
math schedule
may 6 and 7, 2015
1. Do Now:
a. What is 3 divided into 1/9?
b. Use a strategy to figure out the quotient. Write an explanation of the steps you took to get your quotient.
2. Math Challenge: I will accurately solve problems involving fraction division by working cooperatively in teams to solve problems 6-44 and 6-45, and by earning an 80 or higher on the IXL activities.
3. Work cooperatively in teams on problems 6-44 and 6-45
4. Go to the computer lab
5. Click here to complete your first activity on IXL.
6. Click here to complete your second activity on IXL.
a. What is 3 divided into 1/9?
b. Use a strategy to figure out the quotient. Write an explanation of the steps you took to get your quotient.
2. Math Challenge: I will accurately solve problems involving fraction division by working cooperatively in teams to solve problems 6-44 and 6-45, and by earning an 80 or higher on the IXL activities.
3. Work cooperatively in teams on problems 6-44 and 6-45
4. Go to the computer lab
5. Click here to complete your first activity on IXL.
6. Click here to complete your second activity on IXL.
math schedule
may 5, 2015
1. Do Now:
a. What is 2/3 divided into parts of 1/6?
b. Write a division equation and an explanation to justify your answer.
a. What is 2/3 divided into parts of 1/6?
b. Write a division equation and an explanation to justify your answer.
2. Math Challenge: I will accurately solve problems involving fraction division by working cooperatively in teams to solve problems 6-43, 6-44 and 6-45 of Chapter 6.
3. Discuss Math Homework
3. Discuss Math Homework
math schedule
may 4, 2015
1. Do Now:
a. In your math notebook, figure out the missing quotient in the blue box to the left.
b. When you have decided on your quotient, come up to Ms. Shawn to get feedback on your work.
a. In your math notebook, figure out the missing quotient in the blue box to the left.
b. When you have decided on your quotient, come up to Ms. Shawn to get feedback on your work.
Math Challenge: I will accurately solve problems involving fraction division by completing the One Last Twizzler Challenge and by working cooperatively in teams to solve problems 6-43, 6-44 and 6-45 of Chapter 6.
3. One Last Twizzler Challenge
Ms. Shawn is almost out of twizzlers! She only has one twizzler per team left. If you divide the twizzler evenly among your teammates, how much of the twizzler will each person get?
Reflection on the numbers
4. Math Challenge
5. Exit Slip
3. One Last Twizzler Challenge
Ms. Shawn is almost out of twizzlers! She only has one twizzler per team left. If you divide the twizzler evenly among your teammates, how much of the twizzler will each person get?
Reflection on the numbers
4. Math Challenge
5. Exit Slip
math schedule
April 29, 2015: Period 7
1. Do Now:
- Think-pair-share: What is the most challenging thing about dividing numbers?
2. Practice Poster Presentations
3. Begin theTwizzler Challenge
- Count the number of people at your table. Add one to that number. The sum is how many twizzler sticks you will get to divide equally among the people at your table.
In your notebook, create a diagram, write a division equation, and write an explanation to justify how you should divide your twizzlers equally.
When you are done, all of your team members need to be prepared to share each way they represented the division quantities.
4. Extension Twizzler Challenge
Ms. Shawn is almost out of Twizzlers! She has one-half of a twizzler left for each team. If you divide one-half of a twizzler amongst your team members, how much would each team member get?
Ms. Shawn is almost out of Twizzlers! She has one-half of a twizzler left for each team. If you divide one-half of a twizzler amongst your team members, how much would each team member get?
math schedule
april 30, 2015: Period 5
- 1. Do Now:
- 4. Click here to access your IXL activity
- In your math notebook, divide 604 by 5.
2. Poster Presentations
3. Mini-Lesson: Dividing Quantities with Decimal Quotients
5. If you finish before time is up today, choose a sixth grade skill you need practice with.
math schedule
april 29 & 30, 2015: period 4 & 7
- 1. Do Now: Recall which team I assigned your group (look to the left if you forgot).
- Continue working on your diagram, division equation, and description.
math schedule
april 24 , 27, 28, and 29, 2015
- 1. Do Now: Imagine you and your two friends have four pieces of licorice. In your notebook, draw a diagram to show how you could equally divide the four pieces of licorice amongst all three of you.
- 2. Math Challenge: I will divide quantities and represent the results in multiple ways by creating a poster cooperatively in groups.
3. Mini-Lesson: Dividing Quantities and Representing Results
a. Create an example poster with the following parts: - i. diagram
- ii. division number sentence
- iii. word explanation
- iv. a justification that the licorice is being shared fairly
- b. Review teamwork expectations
- 4. Poster Creation Time
- 5. Early Finishers: Begin theTwizzler Challenge Count the number of people at your table. Add one to that number. The sum is how many twizzler sticks you will get to divide equally among the people at your table.
In your notebook, create a diagram, write a division equation, and write an explanation to justify how you should divide your twizzlers equally.
When you are done, all of your team members need to be prepared to share their justification.
math schedule
april 22 and 23, 2015
1. Do Now:
a. Think-pair-share with your partner:
Using what we learned yesterday, and your prior knowledge of shapes, how do you find the area of a parallelgram?
b. How does the area of a parallelgram compare to the area of a rectangle?
2. Math Challenge: I will find the area of a trapezoid by breaking apart the trapezoid into familiar shapes and by applying a useful formula to earn a Smartscore of 90 on the IXL activity.
3. Mini-Lesson: What is a trapezoid?
a. Deconstruct (break apart) the shapes
b. Watch the Khan Academy Video
c. Take notes on the formula
5. Click here to continue your activity on area.
6.. Have you earned a Smartscore of 90 or higher on the activity?
If so, click here for the extension activity.
Do Now: Based on your prior knowledge of standarized tests, how can you get prepared for the Smarter Balanced Assessment this weekend?
________
Practice Smarter Balanced Assessment
a. Think-pair-share with your partner:
Using what we learned yesterday, and your prior knowledge of shapes, how do you find the area of a parallelgram?
b. How does the area of a parallelgram compare to the area of a rectangle?
2. Math Challenge: I will find the area of a trapezoid by breaking apart the trapezoid into familiar shapes and by applying a useful formula to earn a Smartscore of 90 on the IXL activity.
3. Mini-Lesson: What is a trapezoid?
a. Deconstruct (break apart) the shapes
b. Watch the Khan Academy Video
c. Take notes on the formula
5. Click here to continue your activity on area.
6.. Have you earned a Smartscore of 90 or higher on the activity?
If so, click here for the extension activity.
Do Now: Based on your prior knowledge of standarized tests, how can you get prepared for the Smarter Balanced Assessment this weekend?
________
Practice Smarter Balanced Assessment
math schedule
april 21, 2015
1. Do Now:
a. Think-pair-share with your partner: What is the difference between finding the area of a rectangle and a triangle?
2. Math Challenge: I will deconstruct the formula of a triangle by participating in a triangle challenge cooperatively in my team.
5-85 through 5-87
a. Think-pair-share with your partner: What is the difference between finding the area of a rectangle and a triangle?
2. Math Challenge: I will deconstruct the formula of a triangle by participating in a triangle challenge cooperatively in my team.
5-85 through 5-87
math schedule
april 17/20, 2015
1. Do Now:
a. Think-pair-share with your partner: What is geometry?
2. Mini-Lesson: Finding the Area
a. Review the parts of a rectangle, square, and triangle
b. Discuss the area formulas for each shape
c. Practice finding areas of each shape
d. Practice finding the length of the missing sides
3. Math Challenge: I will find the area and missing lengths of quadrilaterals and triangles by applying my previous understanding of area to earn a Smartscore of 90 or higher on the IXL activity.
4. Click here to locate your activity
5. Have you earned a Smartscore of 90 or higher on the activity?
If so, click here for the extension activity.
a. Think-pair-share with your partner: What is geometry?
2. Mini-Lesson: Finding the Area
a. Review the parts of a rectangle, square, and triangle
b. Discuss the area formulas for each shape
c. Practice finding areas of each shape
d. Practice finding the length of the missing sides
3. Math Challenge: I will find the area and missing lengths of quadrilaterals and triangles by applying my previous understanding of area to earn a Smartscore of 90 or higher on the IXL activity.
4. Click here to locate your activity
5. Have you earned a Smartscore of 90 or higher on the activity?
If so, click here for the extension activity.
math schedule
april 15/16, 2015
1. Do Now:
a. Examine the diagram to the left.
b. What number is the base?
c. What number is the exponent?
d. What is the value of six to the third power?
2. Mini-Lesson: Evaluating Exponents
Period 4- Extension Activity
Directions: Go to page 223. Read the Methods and Meanings notes aloud with your team.
Check-for-Understanding Ticket
3. Math Challenge: I will evaluate exponents by applying my previous understanding of multiplication to earn a Smartscore of 90 or higher on three or more IXL activities.
a. Examine the diagram to the left.
b. What number is the base?
c. What number is the exponent?
d. What is the value of six to the third power?
2. Mini-Lesson: Evaluating Exponents
Period 4- Extension Activity
Directions: Go to page 223. Read the Methods and Meanings notes aloud with your team.
Check-for-Understanding Ticket
3. Math Challenge: I will evaluate exponents by applying my previous understanding of multiplication to earn a Smartscore of 90 or higher on three or more IXL activities.
evaluating exponents |
evaluating expressions
|
math schedule
april 14, 2015
1. Do Now:
a. Take out your homework.
b. On your entrance slip, write down one of the algebraic expressions you created.
c. Then, show how you solved for the value of the algebraic expression in three different ways.
2. Review Ch. 4 tests
3. Pass out usernames
4. Memorize usernames
5. Practice expectations for IXL notes
a. Take out your homework.
b. On your entrance slip, write down one of the algebraic expressions you created.
c. Then, show how you solved for the value of the algebraic expression in three different ways.
2. Review Ch. 4 tests
3. Pass out usernames
4. Memorize usernames
5. Practice expectations for IXL notes
math schedule
april 10 and 13, 2015
1. Do Now:
a. Look at the diagram to the left.
b. What does it mean to find the absolute value of a number?
2. Gallery Walk Study Session
3. Chapter 4 Math Test
I will precisely and thoughtfully demonstrate what I have learned this year from Chapters 1 through 4 by completing the test.
4. Early Finishers: Play math games on the computer or move on to the "I'm Done! Now What?" list.
a. Look at the diagram to the left.
b. What does it mean to find the absolute value of a number?
2. Gallery Walk Study Session
3. Chapter 4 Math Test
I will precisely and thoughtfully demonstrate what I have learned this year from Chapters 1 through 4 by completing the test.
4. Early Finishers: Play math games on the computer or move on to the "I'm Done! Now What?" list.
math schedule
april 8/9, 2015
1. Do Now:
a. Wait to receive the Math Challenges you've done in class on mathematical concepts from Chapter 4.
b. Look through each one of your Math Challenges.
c. Notice what you learned and what you are still confused about.
2. Math Challenge: I will collaborate in teams on a poster to creatively demonstrate my learning of a mathematical concept from Chapter 4.
Your poster should demonstrate:
-How you solve the problem (using pictures, models, descriptions, etc.)
-What you learned about the mathematical concept
-What your misconceptions were, or what surprises you about this mathematical concept
-Anything else you would like to share about the mathematical concept
3. Assign mathematical concepts to teams:
4-85, 4-86, 4-87, 4-88, 4-91, 4-92
4. Team work time on the posters
5. Gallery walk
a. Wait to receive the Math Challenges you've done in class on mathematical concepts from Chapter 4.
b. Look through each one of your Math Challenges.
c. Notice what you learned and what you are still confused about.
2. Math Challenge: I will collaborate in teams on a poster to creatively demonstrate my learning of a mathematical concept from Chapter 4.
Your poster should demonstrate:
-How you solve the problem (using pictures, models, descriptions, etc.)
-What you learned about the mathematical concept
-What your misconceptions were, or what surprises you about this mathematical concept
-Anything else you would like to share about the mathematical concept
3. Assign mathematical concepts to teams:
4-85, 4-86, 4-87, 4-88, 4-91, 4-92
4. Team work time on the posters
5. Gallery walk
math schedule
april 7, 2015
1. Do Now:
a. Look closely at the line length to the right.
b. Make three observations about the line length.
c. Think-pair-share your observations with your partner.
2. Mini-lesson: Identifying algebraic expressions
Math Challenge: I will identify algebraic expressions represented in line lengths, and I will calculate the lengths by using different variables.
3. 4-82 and 4-83 in TEAMS
4. Discuss homework
a. Look closely at the line length to the right.
b. Make three observations about the line length.
c. Think-pair-share your observations with your partner.
2. Mini-lesson: Identifying algebraic expressions
Math Challenge: I will identify algebraic expressions represented in line lengths, and I will calculate the lengths by using different variables.
3. 4-82 and 4-83 in TEAMS
4. Discuss homework
math schedule
march 27, 2015
1. Do Now:
a. Take a close look at the picture to the left.
b. Write the following ratios in your math notebook:
i. The ratio of dogs to cats
ii. The ratio of cats to dogs
iii. The ratio of cats to total animals
iv. The ratio of dogs to total animals
2. Math Challenge: I will use ratios to explain what is being compared in a variety of real-world situations by perserving to solve problem 4-75 and by explaining my mathematical thinking to my team.
4-75, 4-77, 4-78, 4-79
3. Review answers as a whole-group
4. Self-assess participation on the Brain Workout Rubric
5. Happy Spring Break!
a. Take a close look at the picture to the left.
b. Write the following ratios in your math notebook:
i. The ratio of dogs to cats
ii. The ratio of cats to dogs
iii. The ratio of cats to total animals
iv. The ratio of dogs to total animals
2. Math Challenge: I will use ratios to explain what is being compared in a variety of real-world situations by perserving to solve problem 4-75 and by explaining my mathematical thinking to my team.
4-75, 4-77, 4-78, 4-79
3. Review answers as a whole-group
4. Self-assess participation on the Brain Workout Rubric
5. Happy Spring Break!
math schedule
march 25/26, 2015
1. Do Now:
a. Take a close look at the diagram to the left.
b. Then, think-pair-share your answer with your partner.
2. Math Challenge: I will use ratios to determine whether enlargements or reductions were done correctly by working productively in teams and by earning an A on the brain workout rubric.
4-63, 4-64, 4-67
3. Self-Grade on the Brain Workout Rubric
4. Ratio's Song
a. Take a close look at the diagram to the left.
b. Then, think-pair-share your answer with your partner.
2. Math Challenge: I will use ratios to determine whether enlargements or reductions were done correctly by working productively in teams and by earning an A on the brain workout rubric.
4-63, 4-64, 4-67
3. Self-Grade on the Brain Workout Rubric
4. Ratio's Song
math schedule
march 24, 2015
1. Do Now:
a. Take out your math homework. Look at each problem carefully.
b. For each problem, give yourself a grade of 4, 3, 2, or 1 using our Math Mastery Rubric.
2. Click here to complete your March 24 Math Homework Assessment
-Small-group math instruction for students who would like extra support on certain mathematical concepts
3. Review the following mathematical concepts to further your success in Ch. 4. Complete the activities when appropriate.
Ratios, Proportions, and Unit Rates (New)
Dividing
Converting an Improper Fraction to a Mixed Number
Adding and Subtracting Mixed Number Fractions
Extension:
Constructing Proportions
a. Take out your math homework. Look at each problem carefully.
b. For each problem, give yourself a grade of 4, 3, 2, or 1 using our Math Mastery Rubric.
2. Click here to complete your March 24 Math Homework Assessment
-Small-group math instruction for students who would like extra support on certain mathematical concepts
3. Review the following mathematical concepts to further your success in Ch. 4. Complete the activities when appropriate.
Ratios, Proportions, and Unit Rates (New)
Dividing
Converting an Improper Fraction to a Mixed Number
Adding and Subtracting Mixed Number Fractions
Extension:
Constructing Proportions
math schedule
march 23, 2015
1. Do Now:
a. Think-pair-share: How do you solve 10 + (-3)? Explain your mathematical thinking to your partner.
2. Prepare for Open House
a. Practice explaining the steps of how we created the dragon mural.
b. Practice presenting your Problem Solving Challenge to your partner.
c. Learn and play Twenty-Five.
a. Think-pair-share: How do you solve 10 + (-3)? Explain your mathematical thinking to your partner.
2. Prepare for Open House
a. Practice explaining the steps of how we created the dragon mural.
b. Practice presenting your Problem Solving Challenge to your partner.
c. Learn and play Twenty-Five.
math schedule
march 19/20, 2015
1. Do Now:
a. First, investigate the table and graph to the left. b. Then, think-pair-share the following question: What is the relationship between the weight of the candies and how much they cost? 2. Math Challenge: I will investigate ratios by enlarging images and examining the relationships between the original images and their enlargements. 4-45 4-46 4-53 4-54 3. Exit Slip |
Math homework review norms |
math schedule
|
1. Do Now:
a. Read through our math homework norms on the left.
b. Then, take out your math homework.
c. Compare your answers by talking out how you solved each problem with your table partner.
d. If you did not complete your homework, start working on it now.
2. Click here to complete your March 17 Math Homework Assessment
-Small-group math instruction for students who would like extra support on certain mathematical concepts
3. Review the following mathematical concepts to further your success in Ch. 4.
Dividing
Converting an Improper Fraction to a Mixed Number
Adding and Subtracting Mixed Number Fractions
Extension:
Constructing Proportions
a. Read through our math homework norms on the left.
b. Then, take out your math homework.
c. Compare your answers by talking out how you solved each problem with your table partner.
d. If you did not complete your homework, start working on it now.
2. Click here to complete your March 17 Math Homework Assessment
-Small-group math instruction for students who would like extra support on certain mathematical concepts
3. Review the following mathematical concepts to further your success in Ch. 4.
Dividing
Converting an Improper Fraction to a Mixed Number
Adding and Subtracting Mixed Number Fractions
Extension:
Constructing Proportions
math schedule
march 16/18, 2015
math schedule
march 13, 2015
1. Do Now:
a. Evaluate the following expression:
4x + 7 if x= 15
2. Mini-Lesson: Generalizing to Create Expressions
3. Math Challenge: I will demonstrate my ability to generalize, or to make claims that apply to any figure, by writing equivilant expressions using variables.
4-25, 4-26, 4-27, 4-28, 4-29, 4-30
4. Exit Slip
a. Evaluate the following expression:
4x + 7 if x= 15
2. Mini-Lesson: Generalizing to Create Expressions
3. Math Challenge: I will demonstrate my ability to generalize, or to make claims that apply to any figure, by writing equivilant expressions using variables.
4-25, 4-26, 4-27, 4-28, 4-29, 4-30
4. Exit Slip
math schedule
march 12, 2015
1. Do Now:
a. Evaluate the following expression:
4x + 7 if x= 15
2. Mini-Lesson: Generalizing to Create Expressions
3. Math Challenge: I will demonstrate my ability to generalize, or to make claims that apply to any figure, by writing equivilant expressions using variables.
4-25, 4-26, 4-27, 4-28, 4-29, 4-30
4. Exit Slip
a. Evaluate the following expression:
4x + 7 if x= 15
2. Mini-Lesson: Generalizing to Create Expressions
3. Math Challenge: I will demonstrate my ability to generalize, or to make claims that apply to any figure, by writing equivilant expressions using variables.
4-25, 4-26, 4-27, 4-28, 4-29, 4-30
4. Exit Slip
math schedule
march 10 and 11, 2015
1. Do Now:
a. Open your textbook to the Math Methods and Meaning Notes on Mixed Numbers and Fractions Greater Than One in section 4.1.2. of your textbook.
b. Read through the notes and look carefully at the examples.
2. Discuss Homework
3. Finish problems 4-14 and 4-15.
4. Exit Slip
a. Open your textbook to the Math Methods and Meaning Notes on Mixed Numbers and Fractions Greater Than One in section 4.1.2. of your textbook.
b. Read through the notes and look carefully at the examples.
2. Discuss Homework
3. Finish problems 4-14 and 4-15.
4. Exit Slip
math schedule
march 9, 2015
1. Do Now:
Simplify each expression to the left. For each expression, explain why your answer makes sense by drawing a picture or writing a sentence.
2. Student-Led Problem Review
3. Mini-Lesson: Counting Strategies/ Methods (4-12)
4. Math Challenge: I will apply different counting methods or strategies to conceptualize the number of units in a figure by working productively in teams to complete problems 4-12, 4-13, and 4-15.
5. Exit Slip
Simplify each expression to the left. For each expression, explain why your answer makes sense by drawing a picture or writing a sentence.
2. Student-Led Problem Review
3. Mini-Lesson: Counting Strategies/ Methods (4-12)
4. Math Challenge: I will apply different counting methods or strategies to conceptualize the number of units in a figure by working productively in teams to complete problems 4-12, 4-13, and 4-15.
5. Exit Slip
math schedule
march 5 and 6, 2015
1. Do Now:
a. Figure out the value of the variable b.
3 + b = 100
2.Mini-Lesson: Introduction to Variables
3. Math Challenge: I will use clues to find unknown values, or variables, by working productively in teams to complete problems 4-1, 4-3.
4. Exit Slip
math schedule
march 3, 2015
1. Do Now:
a. Take out your study-guide or wait for it to be passed back.
b. Look through each of your self-grades and make sure they match with your understanding of the mathematical concept.
2. Student-Led Problem Review
Math Challenge: I will assess my understanding of Chapter 3 mathematical concepts by following along with the student-led review to clarify my misconceptions and to achieve a 100% on the study guide.
Chapter 3 Mathematical Concepts
Evaluating Absolute Value Expressions
Plotting Coordinate Points
Greatest Common Factor or Check out this PowerPoint
Least Common Multiple or Check out this PowerPoint
Converting Portions
Adding and Subtracting Fractions or Check out this PowerPoint
3. Extension Challenge:
a. If you finish your study guide, get your answers checked for accuracy by Ms. Shawn.
a. Take out your study-guide or wait for it to be passed back.
b. Look through each of your self-grades and make sure they match with your understanding of the mathematical concept.
2. Student-Led Problem Review
Math Challenge: I will assess my understanding of Chapter 3 mathematical concepts by following along with the student-led review to clarify my misconceptions and to achieve a 100% on the study guide.
Chapter 3 Mathematical Concepts
Evaluating Absolute Value Expressions
Plotting Coordinate Points
Greatest Common Factor or Check out this PowerPoint
Least Common Multiple or Check out this PowerPoint
Converting Portions
Adding and Subtracting Fractions or Check out this PowerPoint
3. Extension Challenge:
a. If you finish your study guide, get your answers checked for accuracy by Ms. Shawn.
math schedule
March 2, 2015
1. Do Now:
a. Think-pair-share: What do you know about PowerPoint? What experience have you had with creating PowerPoints?
2. Math Challenge: I will review and extend my understanding of Chapter 3 mathematical concepts by self-grading, learning from videos, asking for math tips, and answering questions with 100% accuracy.
Chapter 3 Mathematical Concepts
Evaluating Absolute Value Expressions
Plotting Coordinate Points
Greatest Common Factor or Check out this PowerPoint
Least Common Multiple or Check out this PowerPoint
Converting Portions
Adding and Subtracting Fractions or Check out this PowerPoint
3. Extension Challenge:
a. If you finish your study guide, get your answers checked for accuracy by Ms. Shawn.
b. If you get all of the questions correct, you can create a PowerPoint to teach your classmates about one of the mathemetical concepts from Chapter 3.
a. Think-pair-share: What do you know about PowerPoint? What experience have you had with creating PowerPoints?
2. Math Challenge: I will review and extend my understanding of Chapter 3 mathematical concepts by self-grading, learning from videos, asking for math tips, and answering questions with 100% accuracy.
Chapter 3 Mathematical Concepts
Evaluating Absolute Value Expressions
Plotting Coordinate Points
Greatest Common Factor or Check out this PowerPoint
Least Common Multiple or Check out this PowerPoint
Converting Portions
Adding and Subtracting Fractions or Check out this PowerPoint
3. Extension Challenge:
a. If you finish your study guide, get your answers checked for accuracy by Ms. Shawn.
b. If you get all of the questions correct, you can create a PowerPoint to teach your classmates about one of the mathemetical concepts from Chapter 3.
math schedule
february 23/24, 2015
1. Do Now: Write the title "Adding Integers" on the next blank page of your math notebook. Then, copy down the following examples.
2. Math Challenge: I will use what I know about negative and positive integers to find and position integers on a coordinate plane.
3-123 a, b, c
3-124
3-125
3-126
3. Turn in your work as your exit slip
3-123 a, b, c
3-124
3-125
3-126
3. Turn in your work as your exit slip
math schedule
february 19/20, 2015
1. Do Now (in your math notebook)
2. Math Challenge: I will solve real-world problems that apply the absolute value of negative numbers and inequalities through participation in a jig-saw.
3. Mini-Lesson: Additive Inverse
4. Exit Slip
math schedule
february 17, 2015
1. Do Now
a. Write down the problems to your left in your notebook. b. In your teams with #4 as your facilitator, figure out the solution to each expression. c. Math Tip: Use a numberline to help think about the value of each expression. 2. Mini-Lesson: Absolute Value & Negative Numbers ---> Teacher modeling of 3-112 3. Math Challenge: I will create a word problem that explores the real-world application of the absolute value of negative numbers by working productively in teams. 4. Exit Slip |
Math schedule
february 12 and 18, 2015
1. Do Now
a. Read through the example wrote as a class yesterday:
Kathy heads to Footlocker to buy some Jordans. With tax, the Jordans she wanted were $110.00. So, she went to the Swapmeet and she found the same Jordans for $40.00. But, she only had $6.00 in her bank account. How much money will she need to overdraw from her account to buy the Jordans? Was this amount greater or less than $100?
2. Finish yesterday's math challenge.
3. Math Challenge: I will discover the least common multiple of number pairs by using the numberline to analyze patterns.
3-99 a, b, c
3-100 and 3-101 (if time)
3-102 (together to prepare for...)
3-103 anad 3-104 (if time)
4. Exit Slip
a. Read through the example wrote as a class yesterday:
Kathy heads to Footlocker to buy some Jordans. With tax, the Jordans she wanted were $110.00. So, she went to the Swapmeet and she found the same Jordans for $40.00. But, she only had $6.00 in her bank account. How much money will she need to overdraw from her account to buy the Jordans? Was this amount greater or less than $100?
2. Finish yesterday's math challenge.
3. Math Challenge: I will discover the least common multiple of number pairs by using the numberline to analyze patterns.
3-99 a, b, c
3-100 and 3-101 (if time)
3-102 (together to prepare for...)
3-103 anad 3-104 (if time)
4. Exit Slip
math schedule
february 10/11, 2015
1) Do Now:
a. Think-pair-share in your own words:
What happens on the number line when we add numbers?
What happens on the number line when we subtract numbers?
Bonus:
What happens on a numberline when we subtract negative numbers?
What happens on a numberline when we add negative numbers?
2) Movement on the numberline by working in teams to
3-90
3-92
3-93
3) Opposites Notes + Adding and Subtracting Integers Song
a. Think-pair-share in your own words:
What happens on the number line when we add numbers?
What happens on the number line when we subtract numbers?
Bonus:
What happens on a numberline when we subtract negative numbers?
What happens on a numberline when we add negative numbers?
2) Movement on the numberline by working in teams to
3-90
3-92
3-93
3) Opposites Notes + Adding and Subtracting Integers Song
math schedule
february 9, 2015
1) Do Now:
a. Think-pair-share in your own words:
What does it mean when we add numbers together?
What does it mean when we subtract numbers?
Bonus: What is an integer? How is it different from a fraction?
2) Move into new math teams.
3) Set up the desks with numbers; review expectations of team work.
4) Assign a facilitator.
5) Go over routines for reviewing a quiz.
-Facilitator asks a student in the team to read out/ show out their answer.
-Each team goes through activity.
5) Math Challenge: I will recognize how adding and subtracting numbers corresponds to movement on the numberline by accurately plotting the Super Bowl score.
6) Exit Slip
a. Think-pair-share in your own words:
What does it mean when we add numbers together?
What does it mean when we subtract numbers?
Bonus: What is an integer? How is it different from a fraction?
2) Move into new math teams.
3) Set up the desks with numbers; review expectations of team work.
4) Assign a facilitator.
5) Go over routines for reviewing a quiz.
-Facilitator asks a student in the team to read out/ show out their answer.
-Each team goes through activity.
5) Math Challenge: I will recognize how adding and subtracting numbers corresponds to movement on the numberline by accurately plotting the Super Bowl score.
6) Exit Slip
math schedule
february 6, 2015
1) Do Now:
a. Prepare to go to the computer lab with your notebook and pencil.
2) Agenda
Review Group:
-Learn converting portions tips with Ms. Peters
-Then, using the tips, complete the quiz
Extend Group:
-When done with the math quiz, complete the following steps to introduce yourself to part 2 of Chapter 3:
i. Review the number line with an activity (JUST THIS ONE THING)
ii. Begin learning about adding and subtracting positive and negative integers (GO THROUGH EACH OF THE VIDEOS AND ACTIVITIES ON THE LEFT)
iii. Click here to complete a Learning Log
Extra time?
a. Play a game to figure out how to calculate the sales tax of an item.
b. Play a game to continue practicing simplifying fractions.
c. Investigate how converting portions can help you when cooking.
a. Prepare to go to the computer lab with your notebook and pencil.
2) Agenda
Review Group:
-Learn converting portions tips with Ms. Peters
-Then, using the tips, complete the quiz
Extend Group:
-When done with the math quiz, complete the following steps to introduce yourself to part 2 of Chapter 3:
i. Review the number line with an activity (JUST THIS ONE THING)
ii. Begin learning about adding and subtracting positive and negative integers (GO THROUGH EACH OF THE VIDEOS AND ACTIVITIES ON THE LEFT)
iii. Click here to complete a Learning Log
Extra time?
a. Play a game to figure out how to calculate the sales tax of an item.
b. Play a game to continue practicing simplifying fractions.
c. Investigate how converting portions can help you when cooking.
Math Schedule
February 3, 2015
1) Do Now:
a. Take out your math homework on simplifying fractions.
b. Compare and contrast your answers with your partners.
c. Circle any differences you have.
2) Math Quiz
a. Take out your math homework on simplifying fractions.
b. Compare and contrast your answers with your partners.
c. Circle any differences you have.
2) Math Quiz
math schedule
january 30 and february 2, 2015
1) Do Now:
a. Take a look at your work on simplifying and converting portions.
b. Notice any misconceptions you had.
c. Using the blank 100% blocks on your desk, represent the following portions:
33% five-hundreths 1 / 5
2) Class business: Discuss homework and quiz this Tuesday
3) Math Challenge: I will convert fractions to percents, decimals to fractions and fractions to decimals by taking notes, noticing patterns, and completing practice problems accurately and efficiently.
a. Mini-Lesson: On the board
b. Complete problems independently
4) Exit Slip
5) Early Finishers (choose):
a. Play a game to figure out how to calculate the sales tax of an item.
b. Play a game to continue practicing simplifying fractions.
c. Investigate how converting portions can help you when cooking.
a. Take a look at your work on simplifying and converting portions.
b. Notice any misconceptions you had.
c. Using the blank 100% blocks on your desk, represent the following portions:
33% five-hundreths 1 / 5
2) Class business: Discuss homework and quiz this Tuesday
3) Math Challenge: I will convert fractions to percents, decimals to fractions and fractions to decimals by taking notes, noticing patterns, and completing practice problems accurately and efficiently.
a. Mini-Lesson: On the board
b. Complete problems independently
4) Exit Slip
5) Early Finishers (choose):
a. Play a game to figure out how to calculate the sales tax of an item.
b. Play a game to continue practicing simplifying fractions.
c. Investigate how converting portions can help you when cooking.
math schedule
january 28/ 29, 2015
1) Do Now:
a. Finish the following sentences to pair-share with your partner:
i. You convert a percent to a decimal by...
ii. You convert a decimal to a percent by...
iii. You convert a percent to a fraction by...
2) Class business: Discuss homework and quiz next Tuesday
3) Math Challenge: I will convert fractions to percents, decimals to fractions and fractions to decimals by taking notes, noticing patterns, and completing practice problems accurately and efficiently.
a. Mini-Lesson: 3-69
b. Complete problems 3-71, 3-73,
c. Learning Log
4) Exit Slip
5) Early Finishers (choose):
a. Review Graphing Points on a Coordinate Plane
b. Play a game to continue practicing simplifying fractions.
a. Finish the following sentences to pair-share with your partner:
i. You convert a percent to a decimal by...
ii. You convert a decimal to a percent by...
iii. You convert a percent to a fraction by...
2) Class business: Discuss homework and quiz next Tuesday
3) Math Challenge: I will convert fractions to percents, decimals to fractions and fractions to decimals by taking notes, noticing patterns, and completing practice problems accurately and efficiently.
a. Mini-Lesson: 3-69
b. Complete problems 3-71, 3-73,
c. Learning Log
4) Exit Slip
5) Early Finishers (choose):
a. Review Graphing Points on a Coordinate Plane
b. Play a game to continue practicing simplifying fractions.
math schedule
january 27, 2015
1) Do Now:
a. Think-pair-share your way of simplifying fractions to your table partner.
b. Make sure to explain each step.
2) Math Challenge: I will increase my speed when simplifying fractions by using my multiplication chart efficiently.
a. Mini-Lesson: Simplifying Using the Multiplication Chart
b. Copy down problems
c. Simplify!
3) Early Finishers (choose):
a. Review Graphing Points on a Coordinate Plane
b. Play a game to continue practicing simplifying fractions.
a. Think-pair-share your way of simplifying fractions to your table partner.
b. Make sure to explain each step.
2) Math Challenge: I will increase my speed when simplifying fractions by using my multiplication chart efficiently.
a. Mini-Lesson: Simplifying Using the Multiplication Chart
b. Copy down problems
c. Simplify!
3) Early Finishers (choose):
a. Review Graphing Points on a Coordinate Plane
b. Play a game to continue practicing simplifying fractions.
math schedule
january 23 and 26, 2015
1) Do Now:
a. Wait to receive your exit slip on converting percents to decimals and fractions.
b. Look through what you got correct and what you got incorrect.
c. Think-pair-share with your partner what you understand and what you don't understand about converting percents to decimals and fractions.
Example Sentences to Pair Share:
i. I understand how to convert percents to decimals.
ii. I understand how to convert decimals to percents.
iii. I understand how to convert percents to decimals.
iv. I don't understand how to simplify fractions once I've converted them from percents.
2) Math Challenge: I will review simplifying fractions by taking notes and participating in practice problems to earn a 4 out of 4 on my exit slip.
a. Set up Cornell Notes
b. Take Notes
c. Go on Khan Academy
i. Directions: Complete the Fractions in Lowest Terms and the Simplifying Fractions videos and activities. Take notes as you go on all the practice problems to help review simplifying fractions.
ii. Participate in a small-group with Ms. Shawn to closely review how to simplify fractions.
3) Exit Slip
a. Wait to receive your exit slip on converting percents to decimals and fractions.
b. Look through what you got correct and what you got incorrect.
c. Think-pair-share with your partner what you understand and what you don't understand about converting percents to decimals and fractions.
Example Sentences to Pair Share:
i. I understand how to convert percents to decimals.
ii. I understand how to convert decimals to percents.
iii. I understand how to convert percents to decimals.
iv. I don't understand how to simplify fractions once I've converted them from percents.
2) Math Challenge: I will review simplifying fractions by taking notes and participating in practice problems to earn a 4 out of 4 on my exit slip.
a. Set up Cornell Notes
b. Take Notes
c. Go on Khan Academy
i. Directions: Complete the Fractions in Lowest Terms and the Simplifying Fractions videos and activities. Take notes as you go on all the practice problems to help review simplifying fractions.
ii. Participate in a small-group with Ms. Shawn to closely review how to simplify fractions.
3) Exit Slip
math schedule
january 21, 2015
1) Do Now:
In your notebook, write the portion five-tenths as a:
decimal, percent, and fraction.
Then, thinking carefully about the value of one-half, and then write it as a:
decimal, percent, and fraction.
2) Math Challenge: I will take notes and practice converting between decimals, fractions and percents to earn a 4 out of 4 on the exit slip.
a. Set up Cornell Notes
b. Complete investigation problems 3-67, 3-68, (Bonus: 3-70, 3-71) or
click here: Converting Portions to take notes and practice
c. Complete notes
3) Exit Slip
In your notebook, write the portion five-tenths as a:
decimal, percent, and fraction.
Then, thinking carefully about the value of one-half, and then write it as a:
decimal, percent, and fraction.
2) Math Challenge: I will take notes and practice converting between decimals, fractions and percents to earn a 4 out of 4 on the exit slip.
a. Set up Cornell Notes
b. Complete investigation problems 3-67, 3-68, (Bonus: 3-70, 3-71) or
click here: Converting Portions to take notes and practice
c. Complete notes
3) Exit Slip
math schedule
january 20, 2015
2) Math Challenge: I will use Khan Academy to review or extend my mastery of: area, perimeter, patterns, and/or portions.
3) Computer Lab Agenda: Based on your exit slip data, watch the following Khan Academy videos to review or extend your mastery. Pause and write notes on example problems.
Perimeter
Area
Patterns
Converting Portions
3) Computer Lab Agenda: Based on your exit slip data, watch the following Khan Academy videos to review or extend your mastery. Pause and write notes on example problems.
Perimeter
Area
Patterns
Converting Portions
MATH SCHEDULE
JANUARY 14, 2015
1) Do now:
Interview your table partner and answer each of the following questions.
a. What portion of your Winter Break did you enjoy?
b. What percentage of your Winter Break were you bored?
c. What fraction of your Winter Break were you with family?
d. What part of your Winter Break were you using technology (phone, video games, compuer, etc.)?
e. What do you notice is similar about each of the previous questions?
2) Self-assess understanding of homework topics
3) Math Challenge: I will participate in a study-session to improve or master my understanding of the homework topics to prepare to earn a 4 on the exit slips this week.
4) Exit Slip
Interview your table partner and answer each of the following questions.
a. What portion of your Winter Break did you enjoy?
b. What percentage of your Winter Break were you bored?
c. What fraction of your Winter Break were you with family?
d. What part of your Winter Break were you using technology (phone, video games, compuer, etc.)?
e. What do you notice is similar about each of the previous questions?
2) Self-assess understanding of homework topics
3) Math Challenge: I will participate in a study-session to improve or master my understanding of the homework topics to prepare to earn a 4 on the exit slips this week.
4) Exit Slip
MATH SCHEDULE
JANUARY 15 and 16, 2015
1) Do now: Solve the following problems of 3-35 in your math notebook.
2) Chapter 3 Vocabulary
3) Math Challenge: I will investigate several ways to represent portions of wholes, including percents, fractions and decimals (3.1.3)
4) Exit Slip
2) Chapter 3 Vocabulary
3) Math Challenge: I will investigate several ways to represent portions of wholes, including percents, fractions and decimals (3.1.3)
4) Exit Slip
math schedule
january 12, 2015
1) Do now:
Interview your table partner and answer each of the following questions.
a. What portion of your Winter Break did you enjoy?
b. What percentage of your Winter Break were you bored?
c. What fraction of your Winter Break were you with family?
d. What part of your Winter Break were you using technology (phone, video games, compuer, etc.)?
2) Self-assess understanding of homework topics
3) Math Challenge: I will participate in a study-session to improve or master my understanding of the homework topics to prepare to earn a 4 on the exit slips this week.
4) Exit Slip
Interview your table partner and answer each of the following questions.
a. What portion of your Winter Break did you enjoy?
b. What percentage of your Winter Break were you bored?
c. What fraction of your Winter Break were you with family?
d. What part of your Winter Break were you using technology (phone, video games, compuer, etc.)?
2) Self-assess understanding of homework topics
3) Math Challenge: I will participate in a study-session to improve or master my understanding of the homework topics to prepare to earn a 4 on the exit slips this week.
4) Exit Slip
math schedule
december 17 and 18, 2014
1) Do now:
Discuss with your table:
a. What do you notice about the size of a cheeseburger from 20 years ago compared to the size of a cheeseburger from today?
b. How much bigger is today's cheeseburger in comparison to the cheeseburger from twenty years ago?
2) Explain Winter Break homework
3) Math Challenge: I will represent portions and compare estimates to decide which portion is greater.
3-22 through 3-29
4) Exit Slip
Discuss with your table:
a. What do you notice about the size of a cheeseburger from 20 years ago compared to the size of a cheeseburger from today?
b. How much bigger is today's cheeseburger in comparison to the cheeseburger from twenty years ago?
2) Explain Winter Break homework
3) Math Challenge: I will represent portions and compare estimates to decide which portion is greater.
3-22 through 3-29
4) Exit Slip
math schedule
december 16, 2014
1) Do now:
a. Take out your homework and your math textbook.
b. Circle any problems that you have questions about.
c. Begin comparing your answers with your table partner.
2) Go to the computer lab
3) Directions for the computer lab: Take out your homework and your notebook. You will be allowed to use both on the quiz. When you are done, move on to #5.
4) Click here to access the quiz.
5) When you are done with your quiz, apply what you are learning about simplifying fractions. Play the simplifying fractions game found here. If that link doesn't work, click here. If that link doesn't work, click here.
a. Take out your homework and your math textbook.
b. Circle any problems that you have questions about.
c. Begin comparing your answers with your table partner.
2) Go to the computer lab
3) Directions for the computer lab: Take out your homework and your notebook. You will be allowed to use both on the quiz. When you are done, move on to #5.
4) Click here to access the quiz.
5) When you are done with your quiz, apply what you are learning about simplifying fractions. Play the simplifying fractions game found here. If that link doesn't work, click here. If that link doesn't work, click here.
math schedule
december 15, 2014
1) Do now:
a. Find an equivalant fraction of 1/2 using a Giant One of your choice.
2) Math Challenge- 3-1 and 3-2
3) I Do/ We Do/ You Do- 3-3 through 3-10
4) Exit Slip
a. Find an equivalant fraction of 1/2 using a Giant One of your choice.
2) Math Challenge- 3-1 and 3-2
3) I Do/ We Do/ You Do- 3-3 through 3-10
4) Exit Slip
math schedule
december 11/ 12, 2014
1) Do now:
a. Please take out your notebook and your textbook.
b. Open your notebook to the problems we did together on Tuesday and review before the quiz.
2) Click here to access the quiz. You may use your notebook to answer questions 11 through 18.
3) Ms. Shawn's Teacher Survey
4) When you are done with the survey, watch three videos and take notes on fractions by clicking here
a. Please take out your notebook and your textbook.
b. Open your notebook to the problems we did together on Tuesday and review before the quiz.
2) Click here to access the quiz. You may use your notebook to answer questions 11 through 18.
3) Ms. Shawn's Teacher Survey
4) When you are done with the survey, watch three videos and take notes on fractions by clicking here
math schedule
december 10, 2014
1) Do now:
a. Take out Ch. 3 Vocabulary from yesterday.
b. Quiz your partner on the definitions to prepare for the quiz.
2) Go to the computer lab
3) Directions: Take out your homework and your notebook. You will be allowed to use both on the quiz.
4) Click here to access the quiz.
5) Write down your homework for this week, due next Tuesday:
3-12 through 3-21 (ALL problems)
6) Read through all of the problems. Ask questions if you have them. Then, you may use any website on this website.
a. Take out Ch. 3 Vocabulary from yesterday.
b. Quiz your partner on the definitions to prepare for the quiz.
2) Go to the computer lab
3) Directions: Take out your homework and your notebook. You will be allowed to use both on the quiz.
4) Click here to access the quiz.
5) Write down your homework for this week, due next Tuesday:
3-12 through 3-21 (ALL problems)
6) Read through all of the problems. Ask questions if you have them. Then, you may use any website on this website.
1) Do now:
a. Is a whole pie greater than, equal to, or less than a pie cut into eight slices?
b. Discuss your answer with your table group to prepare to prove your idea to your classmates.
2) Chapter 3 Vocabulary: fraction, equivalent fraction, equivalence, portion, numerator, denominator, Giant One(multiplicative identity), computation, simplifying, expressing/express a fraction, greatest common factor, factoring, prime factors
3) Math Challenge:
I will use the index to define important words used to think about fractions.
I will find equivalent equivalent fractions by using the Giant One (p.99).
4) Exit Slip
a. Is a whole pie greater than, equal to, or less than a pie cut into eight slices?
b. Discuss your answer with your table group to prepare to prove your idea to your classmates.
2) Chapter 3 Vocabulary: fraction, equivalent fraction, equivalence, portion, numerator, denominator, Giant One(multiplicative identity), computation, simplifying, expressing/express a fraction, greatest common factor, factoring, prime factors
3) Math Challenge:
I will use the index to define important words used to think about fractions.
I will find equivalent equivalent fractions by using the Giant One (p.99).
4) Exit Slip
math schedule
december 5, 2014
1) Do now:
a. What is a factor?
b. Share your definition with your table partner
2) Math Challenge: I will use generic rectangles to find the greatest common factor
Lesson 2.3.2
3) Khan Academy on GCF
4) Exit Slip
a. What is a factor?
b. Share your definition with your table partner
2) Math Challenge: I will use generic rectangles to find the greatest common factor
Lesson 2.3.2
3) Khan Academy on GCF
4) Exit Slip
math schedule
december 4, 2014
1) Do now:
a. In your notebook, figure out the greatest common factor of 18 and 12.
b. If you get stuck, review the Math Methods notes in lesson 2.3.3.
a. In your notebook, figure out the greatest common factor of 18 and 12.
b. If you get stuck, review the Math Methods notes in lesson 2.3.3.
2) Mini-Lesson: The Distributive Property
3) Math Challenge: I will use the distributive property to solve products efficiently.
Lesson 2.3.4
4) Exit Sliip
math schedule
december 3, 2014
- 1) Do now:
- a. On the given index card, answer the following question in a complete sentence.
-
- What does it mean to multiply two numbers together?
- Tip: Use one of the following sentence stems to get started:
-
- When you multiply, you are...
-
- Multiplication means you...
- 2) Math Challenge: I will use generic rectangles to solve products efficiently.
- Lesson 2.3.2
- 4) Exit Slip: Create a generic rectangle and write a numerical sentence for the given problem.
- 5) Discuss homework
math schedule
december 2, 2014
1) Do now:
Think back to the Friday before Thanksgiving Break. Remember if you have presented and been graded yet or not.
2) Math Challenge: I will present each step I took to solve my problem using the criteria we create as a class.
3) Mini-presentation rotations
4) Discuss homework
Think back to the Friday before Thanksgiving Break. Remember if you have presented and been graded yet or not.
2) Math Challenge: I will present each step I took to solve my problem using the criteria we create as a class.
3) Mini-presentation rotations
4) Discuss homework
math schedule
december 1, 2014
1) Do now:
a. On the given index card, answer the following question in a complete sentence.
What does it mean to multiply two numbers together?
Tip: Use one of the following sentence stems to get started:
When you multiply, you are...
Multiplication means you...
2) Math Challenge: I will use generic rectangles to solve products efficiently.
Lesson 2.3.2
4) Exit Slip: Create a generic rectangle and write a numerical sentence for the given problem.
a. On the given index card, answer the following question in a complete sentence.
What does it mean to multiply two numbers together?
Tip: Use one of the following sentence stems to get started:
When you multiply, you are...
Multiplication means you...
2) Math Challenge: I will use generic rectangles to solve products efficiently.
Lesson 2.3.2
4) Exit Slip: Create a generic rectangle and write a numerical sentence for the given problem.
math schedule
november 20, 2014
1) Do now:
Discuss what the following phrase means:
If you can think it, you can write it.
2) Create the criteria for a problem-solving presentation to show my mathematical thinking.
3) Math Challenge: I will present each step I took to solve my problem using the criteria we create as a class.
4) Mini-presentation rotations
5) Whole-class presentations (if time)
Discuss what the following phrase means:
If you can think it, you can write it.
2) Create the criteria for a problem-solving presentation to show my mathematical thinking.
3) Math Challenge: I will present each step I took to solve my problem using the criteria we create as a class.
4) Mini-presentation rotations
5) Whole-class presentations (if time)
math schedule
november 19, 2014
1) Do now:
a. Brainstorm six or more steps it takes to make a pizza.
b. Use the transition words "First", "Second", "Next", "After that", "Following that", and "Finally" to frame your sentences.
c. Be prepared to share the steps with your class in 5 minutes.
2) Mini-Lesson: Analyzing the Structure of a Word Problem
a. Identifying the structure
b. Taking out the names and numbers
c. Replacing the blanks with new names and numbers
d. Solving the problem
e. Noticing similarities and differences between solving problems with the same structure
3) Math Challenge: I will create and solve my own word problem with the same structure as one of the problems I've solved.
4) Exit Slip: Turn in your best completed problem solving challenge sheet.
a. Brainstorm six or more steps it takes to make a pizza.
b. Use the transition words "First", "Second", "Next", "After that", "Following that", and "Finally" to frame your sentences.
c. Be prepared to share the steps with your class in 5 minutes.
2) Mini-Lesson: Analyzing the Structure of a Word Problem
a. Identifying the structure
b. Taking out the names and numbers
c. Replacing the blanks with new names and numbers
d. Solving the problem
e. Noticing similarities and differences between solving problems with the same structure
3) Math Challenge: I will create and solve my own word problem with the same structure as one of the problems I've solved.
4) Exit Slip: Turn in your best completed problem solving challenge sheet.
math schedule
november 18, 2014
1) Do Now:
a. Take out your homework.
b. Get into your Math teams.
c. Compare and contrast your answers on problems 2-79, 2-87, and 2-90 with your team members.
2) Student-Led Problem Review
3) Exit Slip
a. Take out your homework.
b. Get into your Math teams.
c. Compare and contrast your answers on problems 2-79, 2-87, and 2-90 with your team members.
2) Student-Led Problem Review
3) Exit Slip
math schedule
november 17, 2014
1) Do now:
a. Brainstorm six or more steps it takes to make a pizza.
b. Use the transition words "First", "Second", "Next", "After that", "Following that", and "Finally" to frame your sentences.
c. Be prepared to share the steps with your class in 5 minutes.
2) Mini-Lesson: Analyzing the Structure of a Word Problem
a. Identifying the structure
b. Taking out the names and numbers
c. Replacing the blanks with new names and numbers
d. Solving the problem
e. Noticing similarities and differences between solving problems with the same structure
3) Math Challenge: I will create and solve my own word problem with the same structure as one of the problems I've solved.
4) Exit Slip: Turn in your best completed problem solving challenge sheet.
a. Brainstorm six or more steps it takes to make a pizza.
b. Use the transition words "First", "Second", "Next", "After that", "Following that", and "Finally" to frame your sentences.
c. Be prepared to share the steps with your class in 5 minutes.
2) Mini-Lesson: Analyzing the Structure of a Word Problem
a. Identifying the structure
b. Taking out the names and numbers
c. Replacing the blanks with new names and numbers
d. Solving the problem
e. Noticing similarities and differences between solving problems with the same structure
3) Math Challenge: I will create and solve my own word problem with the same structure as one of the problems I've solved.
4) Exit Slip: Turn in your best completed problem solving challenge sheet.
math schedule
november 14, 2014
1) Do now:
a. Divide the index card in half.
b. Put a plus on the left side and list everything you have specifically liked about working on problem-solving using the four steps.
c. Put a delta sign on the right side and list any suggestions or wishes for change you have about how I have taught you problem-solving.
2) Review answers to the homework
3) Peer-tutor to help further clarify misconceptions on homework
4) Mini-Lesson: Analyzing the Structure of a Word Problem
5) Independent/ pairs problem solving challenge
a. I will create my own word problem with the same structure as one of the problems I've solved.
a. Divide the index card in half.
b. Put a plus on the left side and list everything you have specifically liked about working on problem-solving using the four steps.
c. Put a delta sign on the right side and list any suggestions or wishes for change you have about how I have taught you problem-solving.
2) Review answers to the homework
3) Peer-tutor to help further clarify misconceptions on homework
4) Mini-Lesson: Analyzing the Structure of a Word Problem
5) Independent/ pairs problem solving challenge
a. I will create my own word problem with the same structure as one of the problems I've solved.
math schedule
november 12, 2014
1) Do now:
a. Read the following situation:
Your best friend from Kindergarten is having a hard time at home and in school. His/her parents are fighting a lot, and middle school feels like a challenge to him/her. You've noticed that after school, he/she goes to hang out with some high school students. One of the high school students you know has gotten into trouble before from stealing from the gas station. You're worried about your friend.
b. Create a plan to help your friend.
TIP: Think about the pros and cons of each of the steps in your plan.
2) Discuss homework questions
3) Mini-Lesson: Creating a Plan
4) Math Challenge: I will focus in on designing a plan that is carefully thought out before I carry out the plan and solve the problem.
a. Read the following situation:
Your best friend from Kindergarten is having a hard time at home and in school. His/her parents are fighting a lot, and middle school feels like a challenge to him/her. You've noticed that after school, he/she goes to hang out with some high school students. One of the high school students you know has gotten into trouble before from stealing from the gas station. You're worried about your friend.
b. Create a plan to help your friend.
TIP: Think about the pros and cons of each of the steps in your plan.
2) Discuss homework questions
3) Mini-Lesson: Creating a Plan
4) Math Challenge: I will focus in on designing a plan that is carefully thought out before I carry out the plan and solve the problem.
math schedule
november 7, 2014
1) Do now:
a. Take a look at the image to the left. b. Pick out four words that you think best describe problem-solving. c. Tell the four words to your partner, and explain why you think they are the best. i. The four words I think are the best to describe problem-solving are____, ____, _____, and ______. I think ____ describes problem-solving because______________ _________________________________. 2) Review Polya's 4 steps 3) Practice problem-solving 4) Independent/ pairs problem solving challenge a. I will use Polya's four steps to strategically solve word problems |
math schedule
november 5, 2014
1. Do Now
a. Look at the following sign to the left.
b. Is the savings amount correct?
c. Why do you think the error happened? Brainstorm three or more reasons with your table group.
2. Answer HW Questions/ Define Chapter 2 Terms
3. Go over math quiz
4. Set math goals.
5. Math Challenge: I will use generic rectangles to represent multiplication.
3. Learning Log Exit Slip
a. Look at the following sign to the left.
b. Is the savings amount correct?
c. Why do you think the error happened? Brainstorm three or more reasons with your table group.
2. Answer HW Questions/ Define Chapter 2 Terms
3. Go over math quiz
4. Set math goals.
5. Math Challenge: I will use generic rectangles to represent multiplication.
3. Learning Log Exit Slip
math schedule
October 31, 2014
1. Do Now/ Finish Quizzes
a. If you could design a table to eat your Thanksgiving dinner on, what would the table look like?
b. Describe the table to the people at your table groups.
c. Consider the dimensions of your table.
2. Math Challenge:
3. Learning Log Exit Slip
a. If you could design a table to eat your Thanksgiving dinner on, what would the table look like?
b. Describe the table to the people at your table groups.
c. Consider the dimensions of your table.
2. Math Challenge:
3. Learning Log Exit Slip
Math Schedule
October 30, 2014
1. Do Now/ Finish Quizzes
a. If you could design a table to eat your Thanksgiving dinner on, what would the table look like?
b. Describe the table to the people at your table groups.
c. Consider the dimensions of your table.
2. Math Challenge: I will collaborate with my class to design a seating arrangement for Thanksgiving that follows specific parameters.
a. Define the challenge and the parameters
b. Define "rectangle"
c. Small-group design time
d. Students share out
e. Whole-class design test
3. Learning Log Exit Slip
a. If you could design a table to eat your Thanksgiving dinner on, what would the table look like?
b. Describe the table to the people at your table groups.
c. Consider the dimensions of your table.
2. Math Challenge: I will collaborate with my class to design a seating arrangement for Thanksgiving that follows specific parameters.
a. Define the challenge and the parameters
b. Define "rectangle"
c. Small-group design time
d. Students share out
e. Whole-class design test
3. Learning Log Exit Slip
math schedule
october 29, 2014
1. Do Now:
a. Your rich friend Mr. Rich is trying to build a football field in his backyard.
b. If the length of his football field is 360 yards and the width is 120 yards. How much grass should Mr. Rich buy?
2. Student volunteers explain how to describe the area of rectangles using square units.
3. Chapter 2 Quiz
4. Math Challenge: I will figure out and describe the area of an irregular share using my understanding of area and square units.
2-32 & 2-33
5. Go over quiz answers
a. Your rich friend Mr. Rich is trying to build a football field in his backyard.
b. If the length of his football field is 360 yards and the width is 120 yards. How much grass should Mr. Rich buy?
2. Student volunteers explain how to describe the area of rectangles using square units.
3. Chapter 2 Quiz
4. Math Challenge: I will figure out and describe the area of an irregular share using my understanding of area and square units.
2-32 & 2-33
5. Go over quiz answers
math schedule
october 28, 2014
1. Do Now:
a. Clear your desk of everything except a pencil to prepare for the quiz.
b. Make a movie in your mind of everything you have learned from Chapter 1.
Look around the room for tips.
c. Take a few deep breaths. Tell yourself "I can do this" to mentally prepare for the quiz.
3. Chapter 2 Quiz Math Challenge: I will show what I've learned in Chapter 2 on the quiz to determine what I know and what I need to review.
4. Select from the "I'm Finished!" Now What?" List
a. Clear your desk of everything except a pencil to prepare for the quiz.
b. Make a movie in your mind of everything you have learned from Chapter 1.
Look around the room for tips.
c. Take a few deep breaths. Tell yourself "I can do this" to mentally prepare for the quiz.
3. Chapter 2 Quiz Math Challenge: I will show what I've learned in Chapter 2 on the quiz to determine what I know and what I need to review.
4. Select from the "I'm Finished!" Now What?" List
math schedule
october 27, 2014
math schedule
october 23, 2014
1. Do Now:
a. Pretend your uncle sent you to Home Depot to get some rope and carpet for a home improvement project. b. How would you know how much rope and carpet to get? c. What kind of information you need from your uncle? 2. Math Challenge: I will describe the area of different rectangles using square units. 4. Learning Log Exit Slip on "Area" Directions: Answer each question in a complete sentence using examples. a. What makes area different from length? b. What is the formula, or way, to find the area of a rectangle? c. What is the area of the following shape: |
math schedule
october 22, 2014
1. Do Now:
Brainstorm: Imagine that the Studio School was going to order new desks.
What kind of desk would you order? Describe the desk in detail to your table partner.
2. Math Challenge: I will explore the concept of area by investigating the following questions: What can we measure? What tools can we use? How can we record our measurements?
a. Reteaching group on Stem-and-Leaf Plots
4. Learning Log Exit Slip on "Area"
Directions: Answer each question in a complete sentence using examples.
a. What makes area different from length?
b. What is the formula for area?
c. What is the area of the following shape:
Brainstorm: Imagine that the Studio School was going to order new desks.
What kind of desk would you order? Describe the desk in detail to your table partner.
2. Math Challenge: I will explore the concept of area by investigating the following questions: What can we measure? What tools can we use? How can we record our measurements?
a. Reteaching group on Stem-and-Leaf Plots
4. Learning Log Exit Slip on "Area"
Directions: Answer each question in a complete sentence using examples.
a. What makes area different from length?
b. What is the formula for area?
c. What is the area of the following shape:
math schedule
october 21, 2014
1. Do Now:
a. Take out your homework and your textbook.
b. Make sure each one of your problems is numbered and each of your answers is highlighted or boxed.
c. Then go through each question and rank yourself on the challenge level of each problem using the following scale.
Scale
4= I absolutely get it!
3= I'm pretty sure I get it!
2= I'm sort of confused
1= I'm completely lost
2. Review answers as a whole-class
3. Explain homework for this week
4. Peer-tutoring
a. Take out your homework and your textbook.
b. Make sure each one of your problems is numbered and each of your answers is highlighted or boxed.
c. Then go through each question and rank yourself on the challenge level of each problem using the following scale.
Scale
4= I absolutely get it!
3= I'm pretty sure I get it!
2= I'm sort of confused
1= I'm completely lost
2. Review answers as a whole-class
3. Explain homework for this week
4. Peer-tutoring
math schedule
october 20, 2014
1. Do Now:
Brainstorm: Imagine that the Studio School was going to order new desks.
What kind of desk would you order? Describe the desk in detail to your table partner.
2. Answer homework questions and offer strategies
3. Math Challenge: I will explore the concept of area by investigating the following questions: What can we measure? What tools can we use? How can we record our measurements?
4. Learning Log Exit Slip on "Area"
Directions: Answer each question in a complete sentence using examples.
a. What makes area different from length?
b. What can you use to measure area?
Brainstorm: Imagine that the Studio School was going to order new desks.
What kind of desk would you order? Describe the desk in detail to your table partner.
2. Answer homework questions and offer strategies
3. Math Challenge: I will explore the concept of area by investigating the following questions: What can we measure? What tools can we use? How can we record our measurements?
4. Learning Log Exit Slip on "Area"
Directions: Answer each question in a complete sentence using examples.
a. What makes area different from length?
b. What can you use to measure area?
math schedule october 17, 2014
1. Do Now:
Think-pair-share with your table partner.
a. What is the purpose of using a dot plot?
b. What is the purpose of using a bar graph?
c. What is the purpose of using a Venn diagram?
2. Answer homework questions and offer strategies
3. Math Challenge: I will estimate 60 seconds and record my estimation on a stem and leaf plot and a histogram.
4. Exit Slip
Think-pair-share with your table partner.
a. What is the purpose of using a dot plot?
b. What is the purpose of using a bar graph?
c. What is the purpose of using a Venn diagram?
2. Answer homework questions and offer strategies
3. Math Challenge: I will estimate 60 seconds and record my estimation on a stem and leaf plot and a histogram.
4. Exit Slip
math schedule october 16, 2014
1. Do Now: Think-pair-share with your table partner.
a. What connections can you make between the histogram and the stem-and-leaf plot you created on Monday?
b. How are these data displays the same or different?
c. How do they compare to a dot plot?
2. Mini-Lesson: How should I organize a data set before I display it in a graphical representation?
3. Learning Log Exit Slip
a. What connections can you make between the histogram and the stem-and-leaf plot you created on Monday?
b. How are these data displays the same or different?
c. How do they compare to a dot plot?
2. Mini-Lesson: How should I organize a data set before I display it in a graphical representation?
3. Learning Log Exit Slip
Math schedule October 15, 2014
1. Do Now: Think-pair-share with your table partner.
a. What is the purpose of using a dot plot?
b. What is the purpose of using a bar graph?
c. What is the purpose of using a Venn diagram?
2. Answer homework questions and offer strategies
3. Math Challenge: I will estimate 60 seconds and record my estimation on a stem and leaf plot and a histogram.
4. Exit Slip
a. What is the purpose of using a dot plot?
b. What is the purpose of using a bar graph?
c. What is the purpose of using a Venn diagram?
2. Answer homework questions and offer strategies
3. Math Challenge: I will estimate 60 seconds and record my estimation on a stem and leaf plot and a histogram.
4. Exit Slip
math schedule
october 14, 2014
1. Do Now:
Brainstorm: What problem was the easiest on your math homework? What problem was the most challenging?
Think-pair-share with your partner
2. Review norms for homework review and complete homework review in partners
3. Small-group reteaching of representing data
4. Turn in homework
Brainstorm: What problem was the easiest on your math homework? What problem was the most challenging?
Think-pair-share with your partner
2. Review norms for homework review and complete homework review in partners
3. Small-group reteaching of representing data
4. Turn in homework
math schedule
october 13, 2014
1. Do Now:
Think-pair-share with your table partner.
a. What is the purpose of using a dot plot?
b. What is the purpose of using a bar graph?
c. What is the purpose of using a Venn diagram?
2. Answer homework questions and offer strategies
3. Math Challenge: I will estimate 60 seconds and record my estimation on a stem and leaf plot and a histogram.
4. Exit Slip
Think-pair-share with your table partner.
a. What is the purpose of using a dot plot?
b. What is the purpose of using a bar graph?
c. What is the purpose of using a Venn diagram?
2. Answer homework questions and offer strategies
3. Math Challenge: I will estimate 60 seconds and record my estimation on a stem and leaf plot and a histogram.
4. Exit Slip
math schedule
october 9, 2014
1. Do Now
Brainstorm:
a. How many problems out of 28 do you think you got correct on the test?
b. Did you give yourself an ultra-challenging, semi-challenging, slightly-challenging, or no brain workout when you took the test?
2. Return tests and complete a test review
Review the rubric
Review successes and struggles in math
3. Math Challenge: I will use dot plots, bar graphs, and Venn diagrams to display information. I will decide which graphical representation displays data most clearly.
4. Learning Log Exit Slip + Self-Assessment on today's brain growth
Brainstorm:
a. How many problems out of 28 do you think you got correct on the test?
b. Did you give yourself an ultra-challenging, semi-challenging, slightly-challenging, or no brain workout when you took the test?
2. Return tests and complete a test review
Review the rubric
Review successes and struggles in math
3. Math Challenge: I will use dot plots, bar graphs, and Venn diagrams to display information. I will decide which graphical representation displays data most clearly.
4. Learning Log Exit Slip + Self-Assessment on today's brain growth
math schedule
october 7, 2014
1. Do Now:
a. Take out your textbook. Open to the second page and read "A Note to Students".
2. Chapter 2 Arithmetic Strategies and Area
3. Math Challenge: Creating a Dot Plot
4. Mini-Lesson: Homework Strategies
a. Take out your textbook. Open to the second page and read "A Note to Students".
2. Chapter 2 Arithmetic Strategies and Area
3. Math Challenge: Creating a Dot Plot
4. Mini-Lesson: Homework Strategies
math schedule
october 6, 2014
1. Do Now:
a. What does the math term factor mean?
b. Use the image below and your prior knowledge to brainstorm the definition.
2. Mini-Lesson: Factor Tree Art Project
Refer to page 41 of the math book to study prime factorization further
3. Finish Chapter 1 Math Test
I will use what I have learned from Chapter 1 to carefully answer each question to earn a 4 on each section of my test.
4. Factor Tree Art Project
a. What does the math term factor mean?
b. Use the image below and your prior knowledge to brainstorm the definition.
2. Mini-Lesson: Factor Tree Art Project
Refer to page 41 of the math book to study prime factorization further
3. Finish Chapter 1 Math Test
I will use what I have learned from Chapter 1 to carefully answer each question to earn a 4 on each section of my test.
4. Factor Tree Art Project
math schedule
october 2 and 3, 2014
1. Do Now:
a. Take out your math homework (Problems 1-95 through 1-100).
b. Take out your math book and open to page 51.
c. Begin self-correcting your math homework.
2. Ask questions/ Clarify misconceptions/ Play Around the World with vocabulary
3. Mini-Lesson: Prime Factorization
4. Chapter 1 Math Test
I will use what I have learned from Chapter 1 to carefully answer each question to earn a 4 on each section of my test.
a. Take out your math homework (Problems 1-95 through 1-100).
b. Take out your math book and open to page 51.
c. Begin self-correcting your math homework.
2. Ask questions/ Clarify misconceptions/ Play Around the World with vocabulary
3. Mini-Lesson: Prime Factorization
4. Chapter 1 Math Test
I will use what I have learned from Chapter 1 to carefully answer each question to earn a 4 on each section of my test.
math schedule
october 1, 2104
1. Do Now:
a. In your head, round 5.207 to the nearest tenth.
b. Next, think of a fraction that is greater than 1 with a denominator of 4.
c. Is the number 1 prime or composite? Even or odd?
MATH TIP: If you don't know how to do either one of these things, DON'T WORRY, that's what today's class is all about!
2. Divide into review and extend groups.
Review Challenge:
I will name each place value in a number; I will use place value to round different numbers.
Extend Challenge:
I will find the prime factorization of numbers.
3. Review Mini-Lesson: Rounding (with BrainPop!)
4. Notes & Practice Problems
5. Exit Slip
a. In your head, round 5.207 to the nearest tenth.
b. Next, think of a fraction that is greater than 1 with a denominator of 4.
c. Is the number 1 prime or composite? Even or odd?
MATH TIP: If you don't know how to do either one of these things, DON'T WORRY, that's what today's class is all about!
2. Divide into review and extend groups.
Review Challenge:
I will name each place value in a number; I will use place value to round different numbers.
Extend Challenge:
I will find the prime factorization of numbers.
3. Review Mini-Lesson: Rounding (with BrainPop!)
4. Notes & Practice Problems
5. Exit Slip
math schedule
september 30, 2014
1. Do Now:
a. Take out your homework.
b. Meet with the same person you met with last week, and start reviewing your homework problems together. If you don't remember who you met with, come to the front of the classroom.
2. Whole-class correction of homework
3. Assign textbooks
4. Explain homework for this week
a. Take out your homework.
b. Meet with the same person you met with last week, and start reviewing your homework problems together. If you don't remember who you met with, come to the front of the classroom.
2. Whole-class correction of homework
3. Assign textbooks
4. Explain homework for this week
math schedule
september 29, 2014
1. Do Now:
a. In your head, round 5.207 to the nearest tenth.
b. Next, think of a fraction that is greater than 1 with a denominator of 4.
c. Write a sentence explaining if your birthday is an even or odd number, and if your birthday is prime or composite.
Example: My birthday, October 3, is an odd number. My birthday is a prime number.
MATH TIP: If you don't know how to do either one of these things, DON'T WORRY, that's what today's class is all about!
2. Divide into review and extend groups.
Review Challenge:
I will name each place value in a number; I will use place value to round different numbers.
Extend Challenge:
I will find the prime factorization of numbers.
3. Review Mini-Lesson: Rounding (with BrainPop!)
4. Notes & Practice Problems
5. Exit Slip
6. (If time: lesson from "extend challenge" students on prime factorization)
7. Homework ?s & Strategies
a. In your head, round 5.207 to the nearest tenth.
b. Next, think of a fraction that is greater than 1 with a denominator of 4.
c. Write a sentence explaining if your birthday is an even or odd number, and if your birthday is prime or composite.
Example: My birthday, October 3, is an odd number. My birthday is a prime number.
MATH TIP: If you don't know how to do either one of these things, DON'T WORRY, that's what today's class is all about!
2. Divide into review and extend groups.
Review Challenge:
I will name each place value in a number; I will use place value to round different numbers.
Extend Challenge:
I will find the prime factorization of numbers.
3. Review Mini-Lesson: Rounding (with BrainPop!)
4. Notes & Practice Problems
5. Exit Slip
6. (If time: lesson from "extend challenge" students on prime factorization)
7. Homework ?s & Strategies
math schedule
september 26, 2014
1. Do Now:
a. Look at the rectangular arrays.
b. Describe each array to your table partner.
Example: The first array has one column and six rows.
2. Math Challenge: Composite Versus Prime Numbers
3. Review homework questions and strategies
a. Look at the rectangular arrays.
b. Describe each array to your table partner.
Example: The first array has one column and six rows.
2. Math Challenge: Composite Versus Prime Numbers
3. Review homework questions and strategies
math schedule
september 23, 2014
1. Do Now:
a. First, take out your homework. Then, look closely at the work you've done.
b. Using the rubric below, think about the grade you deserve on your homework this week.
c. Write what grade you think you deserve next to your heading, and explain why in a complete sentence.
a. First, take out your homework. Then, look closely at the work you've done.
b. Using the rubric below, think about the grade you deserve on your homework this week.
c. Write what grade you think you deserve next to your heading, and explain why in a complete sentence.
2. Designate partners based on homework scores.
3. Homework review and completion in pairs.
3. Homework review and completion in pairs.
math schedule
september 22 and 24, 2014
1. Do Now:
a. Analyze the diagram to the left. b. What do you notice about each part of the diagram? What is similar about each part? What is different? c. Discuss with your table partner. 2. Discuss homework questions and strategies. 3. Mathematician's Vocabulary: rectangular array, factor, composite number, prime number, even, odd 4. Math Challenge: I will distinguish between prime and composite numbers by creating rectangular arrays. 5. Exit Slip ______________________________________________ |
math schedule
september 18 and 19, 2014
1. Do Now:
a. Look at the symbols up above.
b. Brainstorm and discuss what they mean with your table partner.
2. Review example homework problems.
3. Mathematician's Vocabulary: compare, value, equal, greater than, less than, greater than or equal to, less than or equal to
4. Mini-lesson: Representing Comparisons
5. Math Challenge: I will compare different representations of quantities.
6. Exit Slip
_______________________________________________________________________________________________
a. Look at the symbols up above.
b. Brainstorm and discuss what they mean with your table partner.
2. Review example homework problems.
3. Mathematician's Vocabulary: compare, value, equal, greater than, less than, greater than or equal to, less than or equal to
4. Mini-lesson: Representing Comparisons
5. Math Challenge: I will compare different representations of quantities.
6. Exit Slip
_______________________________________________________________________________________________
math schedule
september 17, 2104
1. Do Now: Turn to your partner and tell them how old you are using a description in words.
Examples:
I am 7 groups of 4 years old.
OR
I am 2 groups of 10 plus 2 groups of 4 years old.
2. Discuss homework questions.
3. Frontload important math vocabulary
4. Mini-lesson on representing quantities to prepare for the math challenge
5. Math Challenge: I will represent a quality by drawing a diagram, writing a description, and creating numerical expressions.
6. Exit Slip
_______________________________________________________________________
Examples:
I am 7 groups of 4 years old.
OR
I am 2 groups of 10 plus 2 groups of 4 years old.
2. Discuss homework questions.
3. Frontload important math vocabulary
4. Mini-lesson on representing quantities to prepare for the math challenge
5. Math Challenge: I will represent a quality by drawing a diagram, writing a description, and creating numerical expressions.
6. Exit Slip
_______________________________________________________________________
math schedule
september 16, 2014
1. Do Now/ Return homework graded from last week:
Directions: Take out your homework and begin looking over your answers. If you find any mistakes, correct them with your pencil/ pen.
If you did not bring your homework, please write me a letter explaining:
- why you didn't bring your homework
- when you will bring it
- what you will do to be more successful in the future.
2. Pass out this week's homework and discuss questions.
3. Review homework with classmates using our class norms.
-If you did not bring your homework, spend this time learning from a classmate who did do his or her homework, or work on your homework independently.
4. Brain Workout Self-Grade
Directions: Take out your homework and begin looking over your answers. If you find any mistakes, correct them with your pencil/ pen.
If you did not bring your homework, please write me a letter explaining:
- why you didn't bring your homework
- when you will bring it
- what you will do to be more successful in the future.
2. Pass out this week's homework and discuss questions.
3. Review homework with classmates using our class norms.
-If you did not bring your homework, spend this time learning from a classmate who did do his or her homework, or work on your homework independently.
4. Brain Workout Self-Grade
math schedule
september 15, 2014
1. Do Now: Turn to your partner and tell them how old you are using a description in words.
Examples:
I am 7 groups of 4 years old.
OR
I am 2 groups of 10 plus 2 groups of 4 years old.
2. Discuss homework questions.
3. Frontload important math vocabulary
4. Mini-lesson on representing quantities to prepare for the math challenge
a. Watch video
b. Take notes
5. Math Challenge: Use a diagram, description in words, and numeric expression to represent quantities.
6. Exit Slip
____________________________________
Examples:
I am 7 groups of 4 years old.
OR
I am 2 groups of 10 plus 2 groups of 4 years old.
2. Discuss homework questions.
3. Frontload important math vocabulary
4. Mini-lesson on representing quantities to prepare for the math challenge
a. Watch video
b. Take notes
5. Math Challenge: Use a diagram, description in words, and numeric expression to represent quantities.
6. Exit Slip
____________________________________
math schedule
september 12, 2014
1. Do Now:
Brainstorm the following questions with your table group: a. What is data? b. What are some different ways to organize data? 2. Mini-Lesson: Representing Data in Bar Graphs and Histograms 3. Independent Practice & Small Group Work (pg. 62 and 62; Challenge Problems: pg. 64 and 65) 4. Exit Slip ____________________________________ |
math schedule
september 10 and 11, 2014
1. Do Now:
With your partner, make a conjecture (an educated guess) on the following question:
Natalie had a 4-cup container of grape gatorade, and Steven had a 4-cup container of red gatorade. Natalie took 1-cup of her grape gatorade and mixed it into Steven's 4-cups of red gatorade. Then, Natalie took 1-cup of the mixture, and put it back into Steven's 3-cups of red gatorade.
Did Natalie get more of Steven's gatorade, or did Steven get more of Natalie's gatorade?
______________________________________________________________________
2. Remind students of the homework support offered.
3. Pair-tutoring with partners.
Tutor Questions
How were you trying to grow the pattern?
How is yours different from mine?
What would you have changed if you were to do this again?
3. Math Challenge: To Think and Talk Through a Challenging Problem Until it Makes Sense to You
4. Learning Log # 1
With your partner, make a conjecture (an educated guess) on the following question:
Natalie had a 4-cup container of grape gatorade, and Steven had a 4-cup container of red gatorade. Natalie took 1-cup of her grape gatorade and mixed it into Steven's 4-cups of red gatorade. Then, Natalie took 1-cup of the mixture, and put it back into Steven's 3-cups of red gatorade.
Did Natalie get more of Steven's gatorade, or did Steven get more of Natalie's gatorade?
______________________________________________________________________
2. Remind students of the homework support offered.
3. Pair-tutoring with partners.
Tutor Questions
How were you trying to grow the pattern?
How is yours different from mine?
What would you have changed if you were to do this again?
3. Math Challenge: To Think and Talk Through a Challenging Problem Until it Makes Sense to You
4. Learning Log # 1
math schedule
september 9, 2104
1. Do Now:
Take out your homework and begin looking over your answers. If you find any mistakes, correct them with your pencil/ pen.
If you did not bring your homework, please write me a letter explaining why you didn't bring your homework, when you will bring it, and what you will do to be more successful in the future.
2. Pass out this week's homework and discuss questions.
3. Review homework with classmates using our class norms.
4. Brain Workout Self-Grade
Take out your homework and begin looking over your answers. If you find any mistakes, correct them with your pencil/ pen.
If you did not bring your homework, please write me a letter explaining why you didn't bring your homework, when you will bring it, and what you will do to be more successful in the future.
2. Pass out this week's homework and discuss questions.
3. Review homework with classmates using our class norms.
4. Brain Workout Self-Grade
math schedule
september 5 and 8, 2014
1. Do Now:
a. Brainstorm everything you know about the word "data". b. Collect some data by figuring out the answer to the following questions: How many boys are in this class? How many girls are in this class? Are there more boys or girls? 2. Review homework questions 3. Math Challenge: Examining Data Represented in Different Ways |
math schedule
september 3 and september 4, 2014
math schedule
september 2, 2014
1. Do Now:
Take out your homework and begin looking over your answers. If you find any mistakes, correct them with your pencil/ pen.
If you did not bring your homework, please write Ms. Shawn a letter explaining why.
2. Multiplication Chart
3. H.W. Review
4. Brain Workout Self-Grade
Take out your homework and begin looking over your answers. If you find any mistakes, correct them with your pencil/ pen.
If you did not bring your homework, please write Ms. Shawn a letter explaining why.
2. Multiplication Chart
3. H.W. Review
4. Brain Workout Self-Grade
Math schedule
august 27 & 28, 2014
math schedule
|
1. Do Now: Take out your completed homework packet. Check your partner to make sure he or she has their first name, last name, period and date on their paper.
2. Develop norms for reviewing homework. Rubric for Math Homework 4 points out of 4 = You completed all of your homework to the best of your ability. 3 points out of 4 = You completed most of your homework to the best of your ability. 2 points out of 4= You completed less than half of your homework to the best of your ability. 1 points out of 4= You completed a few problems to the best of your ability. 3. Divide into groups and review problems and solutions together. 4. Hand out new homework assignment for this week. __________________________________ 1. Do Now: Turn to face your table partner. Quiz each other on your multiplication facts. Example: Partner A: What is 5 times 9? Partner B: 45! What is 6 times 9? Partner A: 54. What is 4 times 8? (and keep going until the Do Now is done) 2. Homework business 3. Multiplication Challenge 4. Set S.M.A.R.T. goal 5. Finish Mathography 6. Read research on the brain 7. If time: Create a poster on growing your brain. __________________________________________________________ 1. Do Now: Wait for your notebook. Look over the multiplication chart you created the last time we met. Notice patterns in the numbers, or any mistakes you might have made by accident.
2. Pass back syllabi, discuss missing assignments, and answer questions about homework. 3. Multiplication Table Challenge 4. Set S.M.A.R.T. goal 5. Mathography ____________________________________________________ 1. Do Now: Pat your head and rub your belly. 2. Mini-Lesson: Creating Your Own Multiplication Chart 3. Select homework based on your needs ___________________________________________________ 1. Do Now:
a. Take out your math notebook and your pencil. b. Leave the first 5 pages of your notebook blank. c. On the sixth page, write the date on the corner of the page. d. Think and write your ideas on the following question: What is a pattern? 2. Continue taking your math pre-assessment. 3. Grade yourself 4. Set up your math notebook 5. Mini-Lesson: Setting Goals 1. Do Now: a. Silently, find your stick. If your stick is not on a table, please wait in the back until I find you a seat. b. If you brought your syllabus signed, turn it into the Period 7 slot in the back of the room. c. Turn to your table partner and share three number facts about you. Example: I have three pets. Their names are Brandy, Ziggy, and Gray Poupon. I have five cousins. Their names are Carrie, Kelsey, Karlie, Danny and David. If I had a choice, I would own four boats, a motor boat, a sail boat, a kayak, and a pontoon. 2. Set up assessment paper. 3. Take math pre-assessment 1. Introductions 2. Birthday Histogram 3. Icebreaker. 4. Syllabus 5. Record homework |