June 7 and 8, 2017
1. Do Now:
Begin looking through your math portfolio.
Think-pair-share:
a. What math knowledge and skills did I learn this year?
i. I learned how to..
ii. I learned about....
b. What were some of my favorite things we did in math?
c. What would I want the incoming fifth graders to know about sixth grade math at the Studio School?
2. Whole Class Discussion
3. Letter Writing Time
a. If finished early, you can decorate the letter or help sharpen pencils.
4. Number Sense Routines (if time)
a. Count down from 500 by 20s.
b. Count up by 3s until 99.
5. Exit Ticket:
Tell Ms. Shawn what type of Sprints you would like to receive to do over the summer? Options include: addition, subtraction, multiplication, division, fractions... (be as specific as you'd like)
Begin looking through your math portfolio.
Think-pair-share:
a. What math knowledge and skills did I learn this year?
i. I learned how to..
ii. I learned about....
b. What were some of my favorite things we did in math?
c. What would I want the incoming fifth graders to know about sixth grade math at the Studio School?
2. Whole Class Discussion
3. Letter Writing Time
a. If finished early, you can decorate the letter or help sharpen pencils.
4. Number Sense Routines (if time)
a. Count down from 500 by 20s.
b. Count up by 3s until 99.
5. Exit Ticket:
Tell Ms. Shawn what type of Sprints you would like to receive to do over the summer? Options include: addition, subtraction, multiplication, division, fractions... (be as specific as you'd like)
May 30, 2017
1. Do Now:
With your partner, share a rose and thorn from your weekend.
2. Practicing Range:
Peter has 6 brothers and sisters. Celeste has one brother. What is the range between the number of siblings Peter and Celeste have?
3. Create a multiplication chart
4. Menu of Options:
a) Study notebook and flash-cards for the SBAC
b) Continue collecting and organizing data for your Statistics Project
c) Do a brain warm up for tomorrow's SBAC test
d) Build a pyramid out of post-its
e) Create an art project with algebra tiles
With your partner, share a rose and thorn from your weekend.
2. Practicing Range:
Peter has 6 brothers and sisters. Celeste has one brother. What is the range between the number of siblings Peter and Celeste have?
3. Create a multiplication chart
4. Menu of Options:
a) Study notebook and flash-cards for the SBAC
b) Continue collecting and organizing data for your Statistics Project
c) Do a brain warm up for tomorrow's SBAC test
d) Build a pyramid out of post-its
e) Create an art project with algebra tiles
May 23 and 24, 2017
1. Do Now:
Figure out the mode, median, and G.P.A. of the following report card:
A/4- Reading
A/4- Art
A/4- Writing
A/4- Science
A/4- Social Studies
B/3- Math
B/3- PE
2. Reflection: What have you learned about calculating the mean, median and mode?
3. Practice: Calculating Mean, Median and Mode
4. Introduction to the 6th Grade Final Statistics Project
Math Challenge: I will design a statistical question to gather important data about our sixth grade class.
Figure out the mode, median, and G.P.A. of the following report card:
A/4- Reading
A/4- Art
A/4- Writing
A/4- Science
A/4- Social Studies
B/3- Math
B/3- PE
2. Reflection: What have you learned about calculating the mean, median and mode?
3. Practice: Calculating Mean, Median and Mode
4. Introduction to the 6th Grade Final Statistics Project
Math Challenge: I will design a statistical question to gather important data about our sixth grade class.
may 23, 2017
1. Do Now:
Check out the following student's report card:
B/3- Reading
B/3- Art
A/4- Writing
C/2- Science
D/1- Social Studies
C/2- Math
B/3- PE
What do you notice about the student's grades?
What is the most common grade this student received?
What is the least common grade this student received?
2. Mini-Lesson: Calculating Mean, Median and Mode to determine Grade Point Average
Math Challenge: I will calculate the mean, median and mode of my last grade report to determine my G.P.A. and trends in my academic achievement.
Check out the following student's report card:
B/3- Reading
B/3- Art
A/4- Writing
C/2- Science
D/1- Social Studies
C/2- Math
B/3- PE
What do you notice about the student's grades?
What is the most common grade this student received?
What is the least common grade this student received?
2. Mini-Lesson: Calculating Mean, Median and Mode to determine Grade Point Average
Math Challenge: I will calculate the mean, median and mode of my last grade report to determine my G.P.A. and trends in my academic achievement.
may 22, 2017
1. Do Now:
What do you want to know about your classmates? Think of an interesting question!
Question Starters:
What is your favorite ....?
How many.... do you have?
2. Statistical Versus Non-Statistical Questions
Math Challenge: I will recognize the difference between statistical versus non-statistical questions by analyzing our class' responses to questions we are interested in asking.
3. Google Form
4. Data Analysis
5. Exit Ticket
What do you want to know about your classmates? Think of an interesting question!
Question Starters:
What is your favorite ....?
How many.... do you have?
2. Statistical Versus Non-Statistical Questions
Math Challenge: I will recognize the difference between statistical versus non-statistical questions by analyzing our class' responses to questions we are interested in asking.
3. Google Form
4. Data Analysis
5. Exit Ticket
May 17 and 18, 2017
1. Do Now:
Take 10 minutes to annotate your notebook.
Put a star next to math you know and a check next to math you need to study.
2. Get ready for SBAC Jeopardy!
Math Challenge: I will study for the Math SBAC by participating in Jeopardy to review key sixth grade math ideas and skills.
3. Math SBAC Jeopardy!
Take 10 minutes to annotate your notebook.
Put a star next to math you know and a check next to math you need to study.
2. Get ready for SBAC Jeopardy!
Math Challenge: I will study for the Math SBAC by participating in Jeopardy to review key sixth grade math ideas and skills.
3. Math SBAC Jeopardy!
May 16, 2017
1. Do Now:
Think-pair-share:
a. What is 100% of 50?
b. What is 25% of 30?
c. What is 100% if 25% is 6?
d. What is 20% of 40?
2. Review: Percent as a Rate out of 100
3. Small-group: Cereal Box Investigation (continue)
Math Challenge: I will use my knowledge of surface area and volume to design a cereal box that uses less cardboard with the same or greater volume than the original.
4. Small study-groups
Think-pair-share:
a. What is 100% of 50?
b. What is 25% of 30?
c. What is 100% if 25% is 6?
d. What is 20% of 40?
2. Review: Percent as a Rate out of 100
3. Small-group: Cereal Box Investigation (continue)
Math Challenge: I will use my knowledge of surface area and volume to design a cereal box that uses less cardboard with the same or greater volume than the original.
4. Small study-groups
May 12 and 15, 2017
1. Do Now:
In your notebook, show three different ways to calculate the following numbers:
15.5 x 10=
2. Small-group: Cereal Box Investigation
Math Challenge: I will use my knowledge of surface area and volume to design a cereal box that uses less cardboard with the same or greater volume than the original.
In your notebook, show three different ways to calculate the following numbers:
15.5 x 10=
2. Small-group: Cereal Box Investigation
Math Challenge: I will use my knowledge of surface area and volume to design a cereal box that uses less cardboard with the same or greater volume than the original.
May 10 and 11, 2017
1. Do Now:
In your notebook, complete the following calculations:
a. 4.5 x 4=
b. 15.5 x 4=
c. 12.25 x 3
2. Think-pair-share:
What is the difference between surface area and volume?
3. What is a performance task?
Skills needed: Problem Solving, Reading, Number Calculations
Knowledge needed: K-6th Grade Math Concepts
4. Walk through a performance task (independent and whole group)
5. Small-group: Cereal Box Investigation
Math Challenge: I will use my knowledge of surface area and volume to design a cereal box that uses less cardboard with the same or greater volume than the original.
In your notebook, complete the following calculations:
a. 4.5 x 4=
b. 15.5 x 4=
c. 12.25 x 3
2. Think-pair-share:
What is the difference between surface area and volume?
3. What is a performance task?
Skills needed: Problem Solving, Reading, Number Calculations
Knowledge needed: K-6th Grade Math Concepts
4. Walk through a performance task (independent and whole group)
5. Small-group: Cereal Box Investigation
Math Challenge: I will use my knowledge of surface area and volume to design a cereal box that uses less cardboard with the same or greater volume than the original.
May 9, 2017
1. Do Now: Cut out the rectangular prism and measure the base, length and height.
2. Create Resource Page: Calculating Surface Area
3. Mini-Lesson: Calculating Volume of a Prism
Math Challenge: I will calculate the volume, or the inside space, of a prism by multiplying the base, length, and height.
Brainpop: Volume of Prisms
Volume Discovery Challenge:
What is the volume of the Rubiks cube?
What is the volume of the Rubiks cube?
May 5 and 8, 2017
1. Do Now:
Think-pair-share a rose and thorn from your weekend.
2. Review Thursday's "Try" problems
3. Discovery Challenge
Math Challenge: I will figure out a way to find the entire area of a rectangular prism.
4. Mini-Lesson: Finding the Surface Area of Rectangular Prisms
Think-pair-share a rose and thorn from your weekend.
2. Review Thursday's "Try" problems
3. Discovery Challenge
Math Challenge: I will figure out a way to find the entire area of a rectangular prism.
4. Mini-Lesson: Finding the Surface Area of Rectangular Prisms
May 3 and 4, 2017
1. Do Now:
Think-pair-share with your partner:
What is the formula for the area of a rectangle?
What is the formula for the area of a square?
What is the formula for the area of a triangle?
What is the formula for the area of a parallelogram?
2. Review favorite misconceptions; Return exit tickets and centers work; Recollect work for portfolios
3. Review drawing parallelograms in coordinate planes
4. Mini-Lesson: Composing and Decomposing Shapes to Find Area
Math Challenge: I will find the area of a polygon by breaking apart or bringing together different parts of the polygon.
Think-pair-share with your partner:
What is the formula for the area of a rectangle?
What is the formula for the area of a square?
What is the formula for the area of a triangle?
What is the formula for the area of a parallelogram?
2. Review favorite misconceptions; Return exit tickets and centers work; Recollect work for portfolios
3. Review drawing parallelograms in coordinate planes
4. Mini-Lesson: Composing and Decomposing Shapes to Find Area
Math Challenge: I will find the area of a polygon by breaking apart or bringing together different parts of the polygon.
May 2, 2017
1. Do Now:
Directions: Think to yourself silently:
a. Which one doesn't belong and why?
Directions: Think to yourself silently:
a. Which one doesn't belong and why?
2. Return exit tickets
3. Centers
Center A: Fair-Share Problem
Center B: Draw and find area of triangles
Center C: Draw and find area of parallelograms
4. Select homework choice
3. Centers
Center A: Fair-Share Problem
Center B: Draw and find area of triangles
Center C: Draw and find area of parallelograms
4. Select homework choice
April 28 & 29, 2017
1. Do Now:
a. Round to estimate the quotient of each expression in the problem set.
a. Round to estimate the quotient of each expression in the problem set.
2. Review division strategy of estimating
3. Create Notes on the Area of Triangle, Square, and Rectangle
3. Which one doesn't belong?
3. Create Notes on the Area of Triangle, Square, and Rectangle
3. Which one doesn't belong?
4. Area of a Parallelogram Discovery
Math Challenge:
I will discover the formula for calculating the area of a parallelogram.
i. What is a parallelogram?
a. Parallel lines are...
b. A parallelogram has...
ii. How do I draw a parallelogram?
iii. How do I create a parallelogram?
iv. How do I measure the area of a parallelogram?
5. Add to notes page
Math Challenge:
I will discover the formula for calculating the area of a parallelogram.
i. What is a parallelogram?
a. Parallel lines are...
b. A parallelogram has...
ii. How do I draw a parallelogram?
iii. How do I create a parallelogram?
iv. How do I measure the area of a parallelogram?
5. Add to notes page
april 25 & 26, 2017
1. Do Now:
a. Think-pair-share:
i. What is 150 divided by 30?
ii. How do you know?
2. Sprint Center (8s, 9s, or Multi-Digit Numbers)
3. Division Workshop
Math Challenge:
I will connect estimation with place value in order to divide numbers thoughtfully and accurately.
4. Return and revise exit tickets
a. Think-pair-share:
i. What is 150 divided by 30?
ii. How do you know?
2. Sprint Center (8s, 9s, or Multi-Digit Numbers)
3. Division Workshop
Math Challenge:
I will connect estimation with place value in order to divide numbers thoughtfully and accurately.
4. Return and revise exit tickets
april 24 & 25, 2017
1. Do Now:
a. Enjoy the comic to the left!
2. White-Board Warm Up: Area of a Rectangle and Area of a Triangle
3. Create Area of a Rectangle and Area of a Triangle Resource Page
4. Area of a Triangle Centers
Math Challenge:
I will investigate the relationship between the area of rectangles with the area of triangles.
I will figure out a formula for calculating the area of triangles.
5. Prepare to do homework
6. Exit Ticket
Extra Practice:
IXL Area of a Triangle
a. Enjoy the comic to the left!
2. White-Board Warm Up: Area of a Rectangle and Area of a Triangle
3. Create Area of a Rectangle and Area of a Triangle Resource Page
4. Area of a Triangle Centers
Math Challenge:
I will investigate the relationship between the area of rectangles with the area of triangles.
I will figure out a formula for calculating the area of triangles.
5. Prepare to do homework
6. Exit Ticket
Extra Practice:
IXL Area of a Triangle
april 20/21, 2017
1. Do Now:
a. Open your notebook.
b. Draw or name all the shapes you can think of.
2. New Unit: Geometry!
3. White-Board Warm Up: Area of a Rectangle
4. Student Investigation
Math Challenge:
I will investigate the relationship between the area of rectangles with the area of triangles.
I will figure out a formula for calculating the area of triangles.
5. Student Notes
6. Exit Ticket
a. Open your notebook.
b. Draw or name all the shapes you can think of.
2. New Unit: Geometry!
3. White-Board Warm Up: Area of a Rectangle
4. Student Investigation
Math Challenge:
I will investigate the relationship between the area of rectangles with the area of triangles.
I will figure out a formula for calculating the area of triangles.
5. Student Notes
6. Exit Ticket
April 17, 2017
1. Do Now:
Decide which is greater in your opinion:
The Beach or the Mountains
Pizza or Hamburgers
Going to the Movies or going to Hometown Buffet
Sunset or Sunrise
2. Mini-Council:
Using an example from your break or anything that comes to mind, write down or two or more real-world inequalities.
Examples:
Math is greater than PE!
Middle School is greater than Elementary School!
School is less than Spring Break!
2. Counting On: By 5s (orally)
3. Counting On: By 15s (orally and written)
4. Teacher Mini-Counting Collection by 15s
(modeling counting in different ways and writing equations in different ways)
5. Student Counting Collection
Math Challenge: I will count a collection using groups of 5s, 10s, and 15s.
6. Students select their sprint for homework.
Decide which is greater in your opinion:
The Beach or the Mountains
Pizza or Hamburgers
Going to the Movies or going to Hometown Buffet
Sunset or Sunrise
2. Mini-Council:
Using an example from your break or anything that comes to mind, write down or two or more real-world inequalities.
Examples:
Math is greater than PE!
Middle School is greater than Elementary School!
School is less than Spring Break!
2. Counting On: By 5s (orally)
3. Counting On: By 15s (orally and written)
4. Teacher Mini-Counting Collection by 15s
(modeling counting in different ways and writing equations in different ways)
5. Student Counting Collection
Math Challenge: I will count a collection using groups of 5s, 10s, and 15s.
6. Students select their sprint for homework.
April 4, 2017
1. Do Now:
Read through the following list of math concepts you have learned in the last month.
Select two math concepts you are confident you understand, and two math concepts you need to review.
-Combining Like Terms
-Distributive Property
-Solving for the Value of the Variable
-Solving for the Value of the Variable (with Fractions)
-Inequalities with Negative Numbers
-Inequalities with Negative Numbers and Fractions
-Order of Operations
-Percentages
-Ratio Tables
-Writing Equations for Real-World Situations
2. Create Study Cards
3. Homework: Use study cards to review all math concepts on the Expressions and Equations IAB this Thursday
Read through the following list of math concepts you have learned in the last month.
Select two math concepts you are confident you understand, and two math concepts you need to review.
-Combining Like Terms
-Distributive Property
-Solving for the Value of the Variable
-Solving for the Value of the Variable (with Fractions)
-Inequalities with Negative Numbers
-Inequalities with Negative Numbers and Fractions
-Order of Operations
-Percentages
-Ratio Tables
-Writing Equations for Real-World Situations
2. Create Study Cards
3. Homework: Use study cards to review all math concepts on the Expressions and Equations IAB this Thursday
april 3, 2017
1. Do Now:
Think-pair-share:
a. What comes first when solving an expression with multiplication and subtraction?
b. What comes first when solving an expression with groups of numbers in parentheses and exponents outside of parentheses?
c. What comes first when solving an expression with addition and division?
2.
4. Homework: Study all Expressions and Equations math concepts for the IAB this Thursday
Think-pair-share:
a. What comes first when solving an expression with multiplication and subtraction?
b. What comes first when solving an expression with groups of numbers in parentheses and exponents outside of parentheses?
c. What comes first when solving an expression with addition and division?
2.
4. Homework: Study all Expressions and Equations math concepts for the IAB this Thursday
March 30, 2017
1. Do Now:
Get ready to do an entrance ticket by reviewing the order of operations or GEMS.
2. Entrance Ticket
3. Finish Centers:
Option A: Create GEMS book:
G: Solve for operations in Grouping Symbols
E: Solve for Exponents
M: Multiply and Divide
S: Subtract and Add
Option B: Create your own exponent sprint with answer key
Option C:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
4. Whole group and small group study sessions in Order of Operations
Get ready to do an entrance ticket by reviewing the order of operations or GEMS.
2. Entrance Ticket
3. Finish Centers:
Option A: Create GEMS book:
G: Solve for operations in Grouping Symbols
E: Solve for Exponents
M: Multiply and Divide
S: Subtract and Add
Option B: Create your own exponent sprint with answer key
Option C:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
4. Whole group and small group study sessions in Order of Operations
march 28 & 29, 2017
1. Do Now:
Watch the Brainpop video on exponents
2. What is an exponent?
3. Centers:
Option A: Create GEMS book:
G: Solve for operations in Grouping Symbols
E: Solve for Exponents
M: Multiply and Divide
S: Subtract and Add
Option B: Create your own exponent sprint with answer key
Option C:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
Watch the Brainpop video on exponents
2. What is an exponent?
3. Centers:
Option A: Create GEMS book:
G: Solve for operations in Grouping Symbols
E: Solve for Exponents
M: Multiply and Divide
S: Subtract and Add
Option B: Create your own exponent sprint with answer key
Option C:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
march 27, 2017
1. Do Now:
Think-pair-share:
After today, we will have finished 1 out of 4 days of the school week. What percentage will we have finished?
2. Mini-Lesson: Order of Operations
a. Real-world context
b. White-board practice
c. Notes
Math Challenge: I will correctly solve for the value of expressions by following the four problem solving steps and by doing math actions in the 'GEMS' order.
Problem Solving Steps for Order of Operations
1) Understand the problem
2) Make a (GEMS) plan:
G: Solve for operations in Grouping Symbols
E: Solve for Exponents
M: Multiply and Divide
S: Subtract and Add
3) Carry out the plan
* Revisit the plan if necessary
4) Defend my solution
3. Sprint
4. Writing Expressions Challenge of the Week:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
5. Exit Ticket
Think-pair-share:
After today, we will have finished 1 out of 4 days of the school week. What percentage will we have finished?
2. Mini-Lesson: Order of Operations
a. Real-world context
b. White-board practice
c. Notes
Math Challenge: I will correctly solve for the value of expressions by following the four problem solving steps and by doing math actions in the 'GEMS' order.
Problem Solving Steps for Order of Operations
1) Understand the problem
2) Make a (GEMS) plan:
G: Solve for operations in Grouping Symbols
E: Solve for Exponents
M: Multiply and Divide
S: Subtract and Add
3) Carry out the plan
* Revisit the plan if necessary
4) Defend my solution
3. Sprint
4. Writing Expressions Challenge of the Week:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
5. Exit Ticket
Challenge of the week example
March 22, 2017
1. Do Now:
Read the problem and list all the important information in your notebook. Then, try to make a plan to solve the problem:
Last year Ms. Shawn had 50 students. The amount of students she has can change by 20% as compared to last year. What are ALL the possible amounts of students Ms. Shawn could have?
2. Collect Homework
3. Problem Solving Centers
Center 1: Problem Challenge #1
Center 2: Problem Challenge #2
Center 3: Problem Challenge #3
Center 4: Problem Challenge #4
Center 5: Problem Challenge #5
4. Writing Expressions Challenge of the Week:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
Read the problem and list all the important information in your notebook. Then, try to make a plan to solve the problem:
Last year Ms. Shawn had 50 students. The amount of students she has can change by 20% as compared to last year. What are ALL the possible amounts of students Ms. Shawn could have?
2. Collect Homework
3. Problem Solving Centers
Center 1: Problem Challenge #1
Center 2: Problem Challenge #2
Center 3: Problem Challenge #3
Center 4: Problem Challenge #4
Center 5: Problem Challenge #5
4. Writing Expressions Challenge of the Week:
Write a numerical expression with at least four different numbers that uses parentheses, exponents, division,multiplication, subtraction and addition and is equal to 10.
march 21, 2017
1. Do Now:
Think-pair-share:
a. What fraction of the school week is over?
b. What fraction of the school week do we still have left?
c. What percentage of the school week is over?
d. What percentage of the school week do we still have left?
2. Centers
Center 1: Self-Assessment of Expression and Equations Knowledge
Center 2: Problem Challenge #1
Center 3: Problem Challenge #2
Think-pair-share:
a. What fraction of the school week is over?
b. What fraction of the school week do we still have left?
c. What percentage of the school week is over?
d. What percentage of the school week do we still have left?
2. Centers
Center 1: Self-Assessment of Expression and Equations Knowledge
Center 2: Problem Challenge #1
Center 3: Problem Challenge #2
March 16, 2017
1. Do Now:
Who saw my Instagram post on the Studio School account? If you did, tell your classmates what mistake Ms. Shawn made on the Problem Solving Challenge!
2. White-Board Warm-Up: Expressions and Equations
3. Expressions and Equations Mid-Unit Assessment
Who saw my Instagram post on the Studio School account? If you did, tell your classmates what mistake Ms. Shawn made on the Problem Solving Challenge!
2. White-Board Warm-Up: Expressions and Equations
3. Expressions and Equations Mid-Unit Assessment
march 15, 2017
1. Do Now:
Take out your homework. Prepare to self-correct by making sure you completed all of the problems.
1a. Self-Assess. If needed, go into small group for reteaching
2. White-Board Warm-Up: Inequalities with Negative Numbers
3. Problem Solving Challenge (Continued)
Extension: Create your own problems of similar types for other teams to solve.
Take out your homework. Prepare to self-correct by making sure you completed all of the problems.
1a. Self-Assess. If needed, go into small group for reteaching
2. White-Board Warm-Up: Inequalities with Negative Numbers
3. Problem Solving Challenge (Continued)
Extension: Create your own problems of similar types for other teams to solve.
march 14, 2017
1. Do Now:
Take out your homework. Prepare to self-correct by making sure you completed all of the problems.
1a. Self-Assess. If needed, go into small group for reteaching
2. White-Board Warm-Up: Inequalities
3. Mini-Lesson: Finding All Values of X in an Inequality
4. Notes
Take out your homework. Prepare to self-correct by making sure you completed all of the problems.
1a. Self-Assess. If needed, go into small group for reteaching
2. White-Board Warm-Up: Inequalities
3. Mini-Lesson: Finding All Values of X in an Inequality
4. Notes
march 13, 2017
1. Do Now:
Write down the following four expressions in your notebook.
Start thinking about which one doesn't belong. Prepare to defend your thinking.
Write down the following four expressions in your notebook.
Start thinking about which one doesn't belong. Prepare to defend your thinking.
2. Peer & Class Discussion for Creating Understanding
I know that...
If I understand you correctly, you think that...
I'm wondering....
I'm confused by...
Could you explain what you mean by...
Could you provide another example of...
3. Math Challenge: I will use academic discussion and algebra tiles to uncover my misconceptions and deepen my understanding of distributive property.
4. Create notes to uncover misconceptions
5. White-Board Practice with Real-World Expressions
6. Problem Solving Challenge
I know that...
If I understand you correctly, you think that...
I'm wondering....
I'm confused by...
Could you explain what you mean by...
Could you provide another example of...
3. Math Challenge: I will use academic discussion and algebra tiles to uncover my misconceptions and deepen my understanding of distributive property.
4. Create notes to uncover misconceptions
5. White-Board Practice with Real-World Expressions
6. Problem Solving Challenge
march 10 and 13, 2017
2. Warm Up: Small-Group Problem Solving Challenge
3. Notes on:
Distributive Property and Combining Like Terms with Real-World Problems
Math Challenges:
I will create a resource page to review how to use distributive property and combining like terms to write equivalent expressions.
3. Notes on:
Distributive Property and Combining Like Terms with Real-World Problems
Math Challenges:
I will create a resource page to review how to use distributive property and combining like terms to write equivalent expressions.
march 8 and 9, 2017
wednesday and thursday
1. Do Now:
Take out your homework. Prepare to self-correct by making sure you completed all of the problems.
1a. Self-Assess. If needed, go into small group for reteaching
2. Discuss Open House
3. Warm Up: Small-Group Problem Solving Challenge
4. Mini-Lesson:
Distributive Property and Combining Like Terms with Real-World Problems
Math Challenges:
I will create an expression with:
a) Three or more different terms
b) Addition, multiplication, and parentheses
I will use distributive property and combining like terms to write three equivalent expressions.
Take out your homework. Prepare to self-correct by making sure you completed all of the problems.
1a. Self-Assess. If needed, go into small group for reteaching
2. Discuss Open House
3. Warm Up: Small-Group Problem Solving Challenge
4. Mini-Lesson:
Distributive Property and Combining Like Terms with Real-World Problems
Math Challenges:
I will create an expression with:
a) Three or more different terms
b) Addition, multiplication, and parentheses
I will use distributive property and combining like terms to write three equivalent expressions.
march 7, 2017
tuesday
1. Do Now:
Take out your page 6 Sprint to prepare to turn it in.
2. Mini-Lesson:
The Distributive Property and Combining Like Terms with Algebra Tiles
Math Challenge: I will combine like terms and use the distributive property to create equivalent expressions.
Challenge Problems:
Part A: What expressions are equivalent to 4k+ 2+ 5k + 7?
Part B: What expressions are equivalent to 2 (2b + 4)
Part C: What expressions are equivalent to 4(3x + 2y + 2x)
3. White-Board Practice with Algebra Tiles
4. Exit Ticket:
Part A: Use the distributive property to write out all parts of 3(2x+y+2y)
Part B: Write out two other expressions that are equivalent to 3(2x+y+2y)
5. Pass out Home Brain Exercise pg. 10 and 12
Take out your page 6 Sprint to prepare to turn it in.
2. Mini-Lesson:
The Distributive Property and Combining Like Terms with Algebra Tiles
Math Challenge: I will combine like terms and use the distributive property to create equivalent expressions.
Challenge Problems:
Part A: What expressions are equivalent to 4k+ 2+ 5k + 7?
Part B: What expressions are equivalent to 2 (2b + 4)
Part C: What expressions are equivalent to 4(3x + 2y + 2x)
3. White-Board Practice with Algebra Tiles
4. Exit Ticket:
Part A: Use the distributive property to write out all parts of 3(2x+y+2y)
Part B: Write out two other expressions that are equivalent to 3(2x+y+2y)
5. Pass out Home Brain Exercise pg. 10 and 12
march 3 & 6, 2017
Friday & Monday
1a. Do Now:
Take out pg. 6 of the Sprint you completed for home brain exercise.
2a. Self-Assess
a. If needed, go into re-teaching center for math tips
2. Which One Doesn't Belong?
3. Mini-Lesson: Operations & Expressions
4. Exercises and Practice
5. Optional: Home Brain Exercise
Take out pg. 6 of the Sprint you completed for home brain exercise.
2a. Self-Assess
a. If needed, go into re-teaching center for math tips
2. Which One Doesn't Belong?
3. Mini-Lesson: Operations & Expressions
4. Exercises and Practice
5. Optional: Home Brain Exercise
march 1 & 2, 2017
Wednesday & Thursday
1a. Do Now:
Take out pg. 2 and 4 of the Sprint you completed for home brain exercise.
2a. Self-Assess
a. If needed, go into re-teaching center for math tips
2. Mini-Lesson: Combining Like-Terms
3. White-board practice
Challenge Problem:
Ms. Shawn and her friend spend Y amount on rent each month. They split the rent in half. They also spend X amount each month on food. They split the food in half. Create an expression to show how much Ms. Shawn spends each year on rent and food.
4. Home Brain Exercise
Take out pg. 2 and 4 of the Sprint you completed for home brain exercise.
2a. Self-Assess
a. If needed, go into re-teaching center for math tips
2. Mini-Lesson: Combining Like-Terms
3. White-board practice
Challenge Problem:
Ms. Shawn and her friend spend Y amount on rent each month. They split the rent in half. They also spend X amount each month on food. They split the food in half. Create an expression to show how much Ms. Shawn spends each year on rent and food.
4. Home Brain Exercise
february 28, 2017
Tuesday
1a. Do Now:
Take out pg. 26-27 of the Sprint you completed for home brain exercise.
2a. Self-Assess
a. If needed, go into re-teaching center for math tips
2. Opening Activity:
a. Open your notebook.
b. Write a sentence or two explaining what the following expression means to you:
3F + 4
c. Are you done early? What does 3F + 4 mean to you if the
value of F is 5?
3. Mini-Lesson: Creating my Own Equivalent Expressions
4. Independent Work Time
5. Mid-workshop: Writing About My Expressions
6. Distribute Sprint (pg. 2-3)
Take out pg. 26-27 of the Sprint you completed for home brain exercise.
2a. Self-Assess
a. If needed, go into re-teaching center for math tips
2. Opening Activity:
a. Open your notebook.
b. Write a sentence or two explaining what the following expression means to you:
3F + 4
c. Are you done early? What does 3F + 4 mean to you if the
value of F is 5?
3. Mini-Lesson: Creating my Own Equivalent Expressions
4. Independent Work Time
5. Mid-workshop: Writing About My Expressions
6. Distribute Sprint (pg. 2-3)
february 23, 2017
1. Do Now:
Look carefully at the number sentences in each box below.
Think-pair-share: Which one doesn't belong and why?
Look carefully at the number sentences in each box below.
Think-pair-share: Which one doesn't belong and why?
2. Extension Question: What if J= 4
3. Mini-Lesson: Create Your Own Expression
a. My expression is 5J or 5 groups of J.
b. An equivalent expression is J+J+J+J+J
c. Jose has five best friends. He wants to buy each of them Jamba Juices for $4.75.
d. Two ways to solve this expression are:
i. $4.75 + $4.75 + $4.75 + $4.75 + $4.75
ii. 5 groups of $4.75
e. Show your solution path for both ways...
3. Mini-Lesson: Create Your Own Expression
a. My expression is 5J or 5 groups of J.
b. An equivalent expression is J+J+J+J+J
c. Jose has five best friends. He wants to buy each of them Jamba Juices for $4.75.
d. Two ways to solve this expression are:
i. $4.75 + $4.75 + $4.75 + $4.75 + $4.75
ii. 5 groups of $4.75
e. Show your solution path for both ways...
February 22, 2017
1. Do Now:
Take out your math sprint on finding the value of N.
2. Pass back exit tickets
3. Mini-Lesson: Listening and Writing Expressions
4. Discuss HW
Take out your math sprint on finding the value of N.
2. Pass back exit tickets
3. Mini-Lesson: Listening and Writing Expressions
4. Discuss HW
february 21, 2017
Period 5
1. Do Now:
Prepare to go to the computer lab for independent study. Bring your math notebook so that you can take notes on the Khan Academy videos.
2. Independent Study: 30 minutes
Read through the following rubric:
4= I totally understand it and I don't need to review.
3= I have a good understanding, but I need some review.
2= I only get certain parts of it.
1= I'm completely lost.
Use the rubric to think about your level on each of the following math concepts. Decide on the math concept that you need the most work on, and complete all of the videos and activities found on the link in the left column.
Option A: Finding Percent
Option B: Fraction Division
Option C: Plotting Ordered Pairs on a Coordinate Plane
3. After thirty minutes of independent study, you may select one of the following two extension activities.
Extension Activities:
Practice Typing
Donate Rice to People Who Are Hungry by Practicing Your Division
Prepare to go to the computer lab for independent study. Bring your math notebook so that you can take notes on the Khan Academy videos.
2. Independent Study: 30 minutes
Read through the following rubric:
4= I totally understand it and I don't need to review.
3= I have a good understanding, but I need some review.
2= I only get certain parts of it.
1= I'm completely lost.
Use the rubric to think about your level on each of the following math concepts. Decide on the math concept that you need the most work on, and complete all of the videos and activities found on the link in the left column.
Option A: Finding Percent
Option B: Fraction Division
Option C: Plotting Ordered Pairs on a Coordinate Plane
3. After thirty minutes of independent study, you may select one of the following two extension activities.
Extension Activities:
Practice Typing
Donate Rice to People Who Are Hungry by Practicing Your Division
february 17, 2017
1. Do Now:
Look carefully at the numbers sentences in each box below.
Think-pair-share: Which one doesn't belong and why?
Look carefully at the numbers sentences in each box below.
Think-pair-share: Which one doesn't belong and why?
2. Which one doesn't belong?
3. Vocabulary: Expressions, Equations, and Variables
4. New Unit: Expressions & Equations
5. Mini-Lesson: I will write expressions and equations to represent the relationship between addition and subtraction.
6. Exit Ticket
february 15 and 16, 2017
1. Do Now:
How do you think you did on the Number Systems IAB? Share your thoughts with your partner.
2. Self-assess understanding on Number Systems IAB
4= I understood all of the math ideas on this test.
3= I understood most of the math ideas on this test, but I struggled with less than three.
2= I understood some of the math ideas on this test, but I struggled with four to seven questions.
1= I have a mostly incomplete understanding of the math ideas on this test because I struggled with eight or more questions.
3. Set a goal for second semester.
4. Counting Collection
february 14, 2017
Reteaching Activities:
Were you confused by some math concepts on the test. Review any of the following by clicking the links below.
Adding Numbers with Decimals
Subtracting Numbers with Decimals
Fraction Division
Plotting Ordered Pairs on a Coordinate Plane
Extension Activities:
Practice Typing
Donate Rice to People Who Are Hungry by Knowing Your Multiplication
Donate Rice to People Who Are Hungry by Practicing Your Division
Valentine's Day Activities:
Try to solve any or all of the following challenge problems:
How Many Hugs?
Figure out a formula (or algorithm) that will calculate the following problem: Your mom gives you one hug on February 1st, 2 hugs on the 2nd, 3 hugs on the 3rd and so on. How many hugs will you have received in all of the month of February?
How Many Kisses?
You want to give your mom one kiss on February 1st, 2 kisses on the 2nd, 4 kisses on the 3rd, 8 kisses on the 4th, and keep doubling for the month of February. How many kisses will you need to give her?
How many Valentine’s are exchanged in a class of 20 if each students gives Valentine’s to everyone in the class? (Get answer!)
February 14th is Valentine’s day. How many ways can you add up two numbers to make 14? (What about if you use negative numbers or fractions?)
Make a mathematical valentine like the one below:
february 7, 2017
Do Now:
Prepare for your entrance ticket by reviewing how to locate ordered pairs on a coordinate plane.
2. Entrance Ticket:
Locate and label the following coordinates
a= (1, -3)
b= (-6, -4)
c= (6, 5)
d= (-4, 4)
e= (5, -3.5)
f= (0, 3)
g= (5, 0)
3. Pass out Study Guides
4. Mini-Lesson: Finding the Least Common Multiple
5. Centers:
A. Work on your study guide with support from peers/ teachers
B. Play Battleship
C. Evaluate inequalities
february 3 and 6, 2017
Do Now:
Prepare for a whiteboard warm-up by studying your notes from Unit 4 and Unit 5.
2. Which one doesn't belong: Absolute Value
3. Whiteboard Warm Up:
Fractions
Operations with Multi-Digit Numbers with Decimals
Absolute Value
3. Quadrant Game
4. Number Systems Centers
Center A: Evaluating Inequalities with Rational Numbers Using the Number Line and Yard Sticks
Center B: Battle Ship with Coordinate Planes
Center C: Locate the Aliens
I will locate points in the coordinate plane that correspond to given ordered pairs.
6. Discuss Studying and Homework
a. Khan Academy
b. Math is Fun
c. Locate the Aliens
february 1 and 2, 017
Do Now:
Take out Lesson 11. Compare your answers with your partner.
2. Review and turn in Lesson 11
3. Create Absolute Value Review page
4. Find your Seat Activity
5. Mini-Lesson: Locating Ordered Pairs on the Coordinate Plane
Math Challenge: I will recognize that ordered pairs are like a set of directions, and I will use ordered pairs to name points in a grid and to locate points on a map.
I will identify the origin and locate points other than the origin which lie on an axis.
I will locate points in the coordinate plane that correspond to given ordered pairs.
6. Discuss Studying and Homework
a. Khan Academy
b. Math is Fun
c. Locate the Aliens
January 31, 2017
Do Now:
Think-pair-share:
What is a higher temperature: -24.5 degrees or -26.5 degrees?
2. White Boards: Inequalities with Negative Integers
3. Collaborate to Create a Rule
4. Mini-Lesson: Absolute Value- Magnitude and Distance
Math Challenge: I will figure out the absolute value or magnitude of a number by thinking about the value of the number on the number line.
5. Discuss Studying and Homework
Think-pair-share:
What is a higher temperature: -24.5 degrees or -26.5 degrees?
2. White Boards: Inequalities with Negative Integers
3. Collaborate to Create a Rule
4. Mini-Lesson: Absolute Value- Magnitude and Distance
Math Challenge: I will figure out the absolute value or magnitude of a number by thinking about the value of the number on the number line.
5. Discuss Studying and Homework
january 27 & 30, 2017
1. Think-pair-share:
What happens to the decimal when you multiply multi-digit numbers with decimals?
What happens to the decimal when you divide multi-digit numbers with decimals?
2. Class Notes on Multiplying and Dividing Decimals
3. Take a close look at the Los Angeles weather diagram.
Think-pair-share with your partner:
How does the temperature change from Thursday evening, to Friday
afternoon?
4. Temperature Challenge A
The table below shows the temperature in Antarctica today. Is the actual temperature colder or warmer than the "feels like" temperature?
What happens to the decimal when you multiply multi-digit numbers with decimals?
What happens to the decimal when you divide multi-digit numbers with decimals?
2. Class Notes on Multiplying and Dividing Decimals
3. Take a close look at the Los Angeles weather diagram.
Think-pair-share with your partner:
How does the temperature change from Thursday evening, to Friday
afternoon?
4. Temperature Challenge A
The table below shows the temperature in Antarctica today. Is the actual temperature colder or warmer than the "feels like" temperature?
5. Mini-Lesson:
Representing Rational Numbers on a Horizontal Number-line and Evaluating Inequalities
Math Challenge:
I will identify the accurate place of a positive or negative number on the numberline.
I will create inequalities by comparing and contrasting the value of positive and negative numbers.
6. Human Number-line and Creating Inequalities
The value of my number is greater than ______'s number.
OR
The value of my number is less than ______'s number.
Representing Rational Numbers on a Horizontal Number-line and Evaluating Inequalities
Math Challenge:
I will identify the accurate place of a positive or negative number on the numberline.
I will create inequalities by comparing and contrasting the value of positive and negative numbers.
6. Human Number-line and Creating Inequalities
The value of my number is greater than ______'s number.
OR
The value of my number is less than ______'s number.
Exit Ticket
Determine whether each statement about the temperatures is true or false.
1. International Falls has a higher temperature than the South pole because -27.5 is greater than -25.4.
2. Los Angeles’ temperature is further from zero than New York’s temperature.
3. New York has a lower temperature than the South Pole because the South Pole's temperature is closer to zero.
Determine whether each statement about the temperatures is true or false.
1. International Falls has a higher temperature than the South pole because -27.5 is greater than -25.4.
2. Los Angeles’ temperature is further from zero than New York’s temperature.
3. New York has a lower temperature than the South Pole because the South Pole's temperature is closer to zero.
january 25 & 26, 2017
1. Do Now:
Think-pair-share:
Why do we add in math?
Why do we multiply in math?
Why do we subtract in math?
Why do we divide in math?
2. Class Business (put IAB on Agenda)
3. White-Board Review:
Multiplying and Dividing Multi-Digit Numbers with Decimals
4. Distribute Homework
5. Prepare for Centers
6. Number Systems Centers
Math Challenge: I will create a passbook of my learning to demonstrate what I know and what I am still figuring out about number systems.
Think-pair-share:
Why do we add in math?
Why do we multiply in math?
Why do we subtract in math?
Why do we divide in math?
2. Class Business (put IAB on Agenda)
3. White-Board Review:
Multiplying and Dividing Multi-Digit Numbers with Decimals
4. Distribute Homework
5. Prepare for Centers
6. Number Systems Centers
Math Challenge: I will create a passbook of my learning to demonstrate what I know and what I am still figuring out about number systems.
january 24, 2017
1. Do Now:
Reread the exit ticket problem from yesterday. Talk to your partner about how much money you think Andy spent on Slurpees and why?
Andy buys a large cup of Slurpee for $4.00 on his way to school everyday. If there are 25.5 school days in the month, how much does Andy spend on Slurpees throughout the entire month?
2. Solve the problem
3. Review misconceptions
3. Number Family Game
4. Math Challenge:
I will use the distributive property to multiply 531 x 74. I will use estimation and my knowledge of multiplying decimals to figure out the product of 5.31 x 7.4.
5. White-Board Practice
6. Homework
Reread the exit ticket problem from yesterday. Talk to your partner about how much money you think Andy spent on Slurpees and why?
Andy buys a large cup of Slurpee for $4.00 on his way to school everyday. If there are 25.5 school days in the month, how much does Andy spend on Slurpees throughout the entire month?
2. Solve the problem
3. Review misconceptions
3. Number Family Game
4. Math Challenge:
I will use the distributive property to multiply 531 x 74. I will use estimation and my knowledge of multiplying decimals to figure out the product of 5.31 x 7.4.
5. White-Board Practice
6. Homework
January 20 and 23, 2017
Do Now:
Directions:
Think about the following questions by solving them in your notebook:
What is 0.3 + 0.3 + 0.3 + 0.3=
Is this the same as 0.3 x 4?
2. Counting Up by 0.3 (three-tenths)
3. White Board Review
i. Multiplying digits with decimals and digits with whole numbers
ii. Small-group to work on Lesson 11: Fraction Multiplication and the Products of Decimals
4. Sprint
5. Mini-Lesson: The Distributive Property of the Products of Decimals
Exercises:
a. Rodolfo earns $11.00 per hour working at the nearby grocery store. Last week, Rodolfo worked for 13.5 hours. How much money did Rodolfo earn last week? Remember to round to the nearest penny.
b. David works at In-N-Out and earns $15.00 an hour. Over Winter Break he worked for 18.5 hours per week. How much money did David earn in two weeks? Remember to round to the nearest penny if needed.
5. Exit Ticket:
Andy buys a large cup of Slurpee for $4.00 on his way to school everyday. If there are 25.5 school days in the month, how much does Andy spend on Slurpees throughout the entire month?
Directions:
Think about the following questions by solving them in your notebook:
What is 0.3 + 0.3 + 0.3 + 0.3=
Is this the same as 0.3 x 4?
2. Counting Up by 0.3 (three-tenths)
3. White Board Review
i. Multiplying digits with decimals and digits with whole numbers
ii. Small-group to work on Lesson 11: Fraction Multiplication and the Products of Decimals
4. Sprint
5. Mini-Lesson: The Distributive Property of the Products of Decimals
Exercises:
a. Rodolfo earns $11.00 per hour working at the nearby grocery store. Last week, Rodolfo worked for 13.5 hours. How much money did Rodolfo earn last week? Remember to round to the nearest penny.
b. David works at In-N-Out and earns $15.00 an hour. Over Winter Break he worked for 18.5 hours per week. How much money did David earn in two weeks? Remember to round to the nearest penny if needed.
5. Exit Ticket:
Andy buys a large cup of Slurpee for $4.00 on his way to school everyday. If there are 25.5 school days in the month, how much does Andy spend on Slurpees throughout the entire month?
january 18 and 19, 2017
1. Do Now: Prepare for peer-tutoring by completing the following problem:
0.2 + 0.44=
2. Peer Tutoring
3. White Board Review
i. Adding decimals as fractions and fractions as decimals
ii. Answer any questions about fraction addition homework
4. Mini-Lesson: The Distributive Property of the Products of Decimals
Opening Examples:
a. 200 x 32.6
b. 500 x 22.12
Exercises:
300 x 25.4
45.9 x 100
800 x 12.3
400 x 21.8
32.6 x 200
5. Exit Ticket: 500 x 12.7
0.2 + 0.44=
2. Peer Tutoring
3. White Board Review
i. Adding decimals as fractions and fractions as decimals
ii. Answer any questions about fraction addition homework
4. Mini-Lesson: The Distributive Property of the Products of Decimals
Opening Examples:
a. 200 x 32.6
b. 500 x 22.12
Exercises:
300 x 25.4
45.9 x 100
800 x 12.3
400 x 21.8
32.6 x 200
5. Exit Ticket: 500 x 12.7
january 17, 2017
1. Place Value Review
2. Counting Collection
3. Small Business Exercise: Calculating Profits
Math Challenge: I will calculate hypothetical annual profits by subtracting earnings from costs.
4. Exit Ticket
2. Counting Collection
3. Small Business Exercise: Calculating Profits
Math Challenge: I will calculate hypothetical annual profits by subtracting earnings from costs.
4. Exit Ticket
january 12 & 13, 2017
1. Do Now: Think to yourself, which college does not belong and why.
2. Which number doesn't belong?
3. New Unit: Multi-Digit Decimal Operations
a. How to explain numbers? (use whiteboards)
Math Challenge:
I will add and subtract multi-digit numbers with decimals by thinking carefully about the value of each part of the number.
4. Example Problems
a. 3.7 + 4.3
b. 25.3 + 376.77
c. 426.2 - 275.45
Stations:
Station 1: IXL: Add and Subtract Decimal Numbers
Station 2:
Real-World Problem
Mercedes made $645.88 working at In-N-Out over the holiday. She spent $457.99 on presents for her family and friends. How much does she have left over for herself?
Station 3: Counting Collection
5. Exit Ticket
3. New Unit: Multi-Digit Decimal Operations
a. How to explain numbers? (use whiteboards)
Math Challenge:
I will add and subtract multi-digit numbers with decimals by thinking carefully about the value of each part of the number.
4. Example Problems
a. 3.7 + 4.3
b. 25.3 + 376.77
c. 426.2 - 275.45
Stations:
Station 1: IXL: Add and Subtract Decimal Numbers
Station 2:
Real-World Problem
Mercedes made $645.88 working at In-N-Out over the holiday. She spent $457.99 on presents for her family and friends. How much does she have left over for herself?
Station 3: Counting Collection
5. Exit Ticket
january 10 & 11, 2017
1. Do Now: Think to yourself, which Emoji doesn't belong and why.
2. White-Board Review: Mixed Numbers & Improper Fractions
3. Fair Share Problem:
If 6 friends share 16 brownies, how many brownies will each friend get?
i. Think
ii. Represent
4. IXL Practice: Converting between improper fractions and mixed numbers
Bonus: IXL Practice: Converting between decimals and fractions or mixed numbers
3. Fair Share Problem:
If 6 friends share 16 brownies, how many brownies will each friend get?
i. Think
ii. Represent
4. IXL Practice: Converting between improper fractions and mixed numbers
Bonus: IXL Practice: Converting between decimals and fractions or mixed numbers
January 9 & 10, 2017
1. Do Now:
Welcome back!!!! Share a rose and thorn from your Winter Break with your partner.
Ms. Shawn's Example:
Ms. Shawn's rose was going skiing with one of her best friends.
Ms. Shawn's thorn was on Sunday night when she felt so sad that Winter Break was over.
2. Counting Collection
i. Count!
ii. Represent!
3. Chorale Count by 1/8s
4. 1/8s Human Number Line
Review the Chocolate Bar Challenge:
If I buy 4 chocolate bars and give each of my friends 3/8, will I have enough for all 11 of my friends?
4. Fair Share Problem:
If 6 friends share 16 brownies, how many brownies will each friend get?
i. Think
ii. Represent
5. Closure
i. Reflect on learning
ii. Decide on homework
Welcome back!!!! Share a rose and thorn from your Winter Break with your partner.
Ms. Shawn's Example:
Ms. Shawn's rose was going skiing with one of her best friends.
Ms. Shawn's thorn was on Sunday night when she felt so sad that Winter Break was over.
2. Counting Collection
i. Count!
ii. Represent!
3. Chorale Count by 1/8s
4. 1/8s Human Number Line
Review the Chocolate Bar Challenge:
If I buy 4 chocolate bars and give each of my friends 3/8, will I have enough for all 11 of my friends?
4. Fair Share Problem:
If 6 friends share 16 brownies, how many brownies will each friend get?
i. Think
ii. Represent
5. Closure
i. Reflect on learning
ii. Decide on homework
December 15 and 16, 2016
1. Do Now:
Open your notebook to the work you did on the Chocolate Bar Challenge Problem. Compare your thinking with your partners:
Chocolate Bar Challenge:
If I buy 4 chocolate bars and give each of my friends 3/8, will I have enough for all 11 of my friends?
2. Discuss strategies for solving the Chocolate Bar Challenge
3. Small-Business Challenge Problem #2
a. Understand the problem
b. Represent the problem
c. Design your own solution path
d. Together, decide on the answer
e. Create a number equation that represents the problem and the answer.
Pizza Party Challenge:
If I buy 5 medium pizzas (with 8 slices each) and allow each student to have 3/8s of the pizza, will I have enough pizza for all 13 of my students with perfect attendance?
4. White-Board Review
5. Division of Fraction Assessment
6. Winter Break HW
Directions: Complete all of the following exercises over Winter Break. Please remember to log in with your username and password so that Ms. Shawn can track your progress using the computer. You can use a phone, tablet, or computer anywhere you go over break. Please talk to Ms. Shawn if you do not have access to the Internet at all over Winter Break and she will give you an alternative assignment. And remember, learn from your mistakes! We are all a work in progress :)
Week 1 of Winter Break
Multiply fractions
K.1Fractions of whole numbers I
K.2Fractions of whole numbers II
K.3Fractions of a number: word problems
K.4Estimate products of fractions and whole numbers
K.5Multiply two fractions using models
K.6Multiply two fractions
K.7Multiply fractions: word problems
K.8Multiply three or more fractions and whole numbers
K.9Estimate products of fractions, whole numbers, and mixed numbers
K.10Multiply mixed numbers and whole numbers
K.11Multiply mixed numbers
K.12Multiply mixed numbers: word problems
K.13Multiply three or more mixed numbers, fractions, and/or whole numbers
Week 2 of Winter Break
Divide fractions
L.1Divide whole numbers by unit fractions using models
L.2Reciprocals
L.3Divide whole numbers and unit fractions
L.4Divide fractions by whole numbers in recipes
L.5Divide fractions
L.6Estimate quotients when dividing mixed numbers
L.7Divide fractions and mixed numbers
L.8Divide fractions and mixed numbers: word problems
Week 3 of Winter Break
Decimals
F.1What decimal number is illustrated?
F.2Decimal place values
F.3Word names for decimal numbers
F.4Convert decimals to mixed numbers
F.5Put decimal numbers in order
F.6Inequalities with decimals
F.7Round decimals
F.8Round whole numbers and decimals: find the missing digit
F.9Decimal number lines
Open your notebook to the work you did on the Chocolate Bar Challenge Problem. Compare your thinking with your partners:
Chocolate Bar Challenge:
If I buy 4 chocolate bars and give each of my friends 3/8, will I have enough for all 11 of my friends?
2. Discuss strategies for solving the Chocolate Bar Challenge
3. Small-Business Challenge Problem #2
a. Understand the problem
b. Represent the problem
c. Design your own solution path
d. Together, decide on the answer
e. Create a number equation that represents the problem and the answer.
Pizza Party Challenge:
If I buy 5 medium pizzas (with 8 slices each) and allow each student to have 3/8s of the pizza, will I have enough pizza for all 13 of my students with perfect attendance?
4. White-Board Review
5. Division of Fraction Assessment
6. Winter Break HW
Directions: Complete all of the following exercises over Winter Break. Please remember to log in with your username and password so that Ms. Shawn can track your progress using the computer. You can use a phone, tablet, or computer anywhere you go over break. Please talk to Ms. Shawn if you do not have access to the Internet at all over Winter Break and she will give you an alternative assignment. And remember, learn from your mistakes! We are all a work in progress :)
Week 1 of Winter Break
Multiply fractions
K.1Fractions of whole numbers I
K.2Fractions of whole numbers II
K.3Fractions of a number: word problems
K.4Estimate products of fractions and whole numbers
K.5Multiply two fractions using models
K.6Multiply two fractions
K.7Multiply fractions: word problems
K.8Multiply three or more fractions and whole numbers
K.9Estimate products of fractions, whole numbers, and mixed numbers
K.10Multiply mixed numbers and whole numbers
K.11Multiply mixed numbers
K.12Multiply mixed numbers: word problems
K.13Multiply three or more mixed numbers, fractions, and/or whole numbers
Week 2 of Winter Break
Divide fractions
L.1Divide whole numbers by unit fractions using models
L.2Reciprocals
L.3Divide whole numbers and unit fractions
L.4Divide fractions by whole numbers in recipes
L.5Divide fractions
L.6Estimate quotients when dividing mixed numbers
L.7Divide fractions and mixed numbers
L.8Divide fractions and mixed numbers: word problems
Week 3 of Winter Break
Decimals
F.1What decimal number is illustrated?
F.2Decimal place values
F.3Word names for decimal numbers
F.4Convert decimals to mixed numbers
F.5Put decimal numbers in order
F.6Inequalities with decimals
F.7Round decimals
F.8Round whole numbers and decimals: find the missing digit
F.9Decimal number lines
december 14, 2016
Do Now:
Think-pair-share:
What is 1/2 divided by 1/8?
What is 1/8 mulitiplied by 4?
2. White-Board Warm Up
3. Review norms of problem solving in a small group
Math Challenge: I will problem solve together with my team to figure out a solution path to the Chocolate Bar Challenge.
4. Small-Business Challenge Problem
a. Understand the problem
b. Represent the problem
c. Design your own solution path
d. Together, decide on the answer
e. Create a number equation that represents the problem and the answer.
Chocolate Bar Challenge:
If I buy 4 chocolate bars and give each of my friends 3/8, will I have enough for all 11 of my friends?
5. Mini-Lesson: Improper Fractions and Mixed Numbers
6. Click here for IXL Practice on Converting between improper fractions and mixed numbers
Think-pair-share:
What is 1/2 divided by 1/8?
What is 1/8 mulitiplied by 4?
2. White-Board Warm Up
3. Review norms of problem solving in a small group
Math Challenge: I will problem solve together with my team to figure out a solution path to the Chocolate Bar Challenge.
4. Small-Business Challenge Problem
a. Understand the problem
b. Represent the problem
c. Design your own solution path
d. Together, decide on the answer
e. Create a number equation that represents the problem and the answer.
Chocolate Bar Challenge:
If I buy 4 chocolate bars and give each of my friends 3/8, will I have enough for all 11 of my friends?
5. Mini-Lesson: Improper Fractions and Mixed Numbers
6. Click here for IXL Practice on Converting between improper fractions and mixed numbers
December 12, 2016
Do Now:
Think-pair-share:
What is the difference between:
1/2 ➗ 3
and
1/2 ➗ 1/6
2. Mini-Lesson: Using the Multiplicative Inverse and the Reciprocal to Divide Fractions
3. Click here for IXL Practice on Dividing Fractions
__________________________________________________
4. Mini-Lesson: Writing Fractions into Lowest Terms
5. Click here for IXL Practice on Writing Fractions in Lowest Terms
6. Click here for IXL Practice on Multiplying and Writing Fractions in Lowest Terms
Think-pair-share:
What is the difference between:
1/2 ➗ 3
and
1/2 ➗ 1/6
2. Mini-Lesson: Using the Multiplicative Inverse and the Reciprocal to Divide Fractions
3. Click here for IXL Practice on Dividing Fractions
__________________________________________________
4. Mini-Lesson: Writing Fractions into Lowest Terms
5. Click here for IXL Practice on Writing Fractions in Lowest Terms
6. Click here for IXL Practice on Multiplying and Writing Fractions in Lowest Terms
December 7 & 8, 2016
Do Now:
Take out your homework. Compare your answers with your table partner.
Today will be your last day with your seat partner.
1. White Board Warm Up
2. Mini-Lesson: Using the Reciprocal to Find the Multiplicative Inverse
a. Example Problem with Math Terms
b. Partner Problem
3. IXL Practice
4. Exit Ticket
Take out your homework. Compare your answers with your table partner.
Today will be your last day with your seat partner.
1. White Board Warm Up
2. Mini-Lesson: Using the Reciprocal to Find the Multiplicative Inverse
a. Example Problem with Math Terms
b. Partner Problem
3. IXL Practice
4. Exit Ticket
December 6, 2016
Do Now:
Think-pair-share: In mathematical terms, what is most important to remember when dividing any amount (whole number or fraction)?
1. Mini-Lesson: Multiplication Patterns in Division of Fraction
2. Select into your group:
a. IXL
b. Small group with Ms. Shawn
3. Review learning
Think-pair-share: In mathematical terms, what is most important to remember when dividing any amount (whole number or fraction)?
1. Mini-Lesson: Multiplication Patterns in Division of Fraction
2. Select into your group:
a. IXL
b. Small group with Ms. Shawn
3. Review learning
Dec 1, 2 and 5, 2016
Do Now:
Division of Fraction Independent work Menu
IXL Practice
November 29/30, 2016
Do Now:
Please take out your Thanksgiving Break Homework
If you have completed your homework, find another person in the class who has also completed the homework.
If you have not completed the homework please move to a desk at the perimeter of the room to finish your homework independently.
2. Submit Thanksgiving Break Homework/ Give Optional Homework
3. Choral Count by 1/4s in Mixed Numbers
4. Choral Count by 2/5s
5. Mini-Lesson: Conceptualizing Equivalent Fractions
6. Continue to work on Equivalent Fractions Exit Ticket
Challenge Problem A
3/4 of the sweet potato casserole is left over from Thanksgiving. If you and five friends want to share the remainder of the casserole equally, what fraction of the casserole would each friend get to eat? Show your solution path with words, diagrams and numbers.
Challenge Problem B
1/2 of the pumpkin pie was left in the fridge. If you cut the remainder of the pie into slices of 1/8, how many people could you share the pie with? Show your solution path with words, diagrams and numbers.
Challenge Problem C
1/2 of the turkey is divided equally among 6 people in the post-Thanksgiving Day feast. How much of the turkey will each person get to eat? Show your solution path with words, diagrams and numbers.
Please take out your Thanksgiving Break Homework
If you have completed your homework, find another person in the class who has also completed the homework.
If you have not completed the homework please move to a desk at the perimeter of the room to finish your homework independently.
2. Submit Thanksgiving Break Homework/ Give Optional Homework
3. Choral Count by 1/4s in Mixed Numbers
4. Choral Count by 2/5s
5. Mini-Lesson: Conceptualizing Equivalent Fractions
6. Continue to work on Equivalent Fractions Exit Ticket
Challenge Problem A
3/4 of the sweet potato casserole is left over from Thanksgiving. If you and five friends want to share the remainder of the casserole equally, what fraction of the casserole would each friend get to eat? Show your solution path with words, diagrams and numbers.
Challenge Problem B
1/2 of the pumpkin pie was left in the fridge. If you cut the remainder of the pie into slices of 1/8, how many people could you share the pie with? Show your solution path with words, diagrams and numbers.
Challenge Problem C
1/2 of the turkey is divided equally among 6 people in the post-Thanksgiving Day feast. How much of the turkey will each person get to eat? Show your solution path with words, diagrams and numbers.
november 28/29, 2016
Do Now:
Think to yourself, on a scale of 1 to 10, how fun was your Thanksgiving?
Not Fun---------------------------------------Okay------------------------------------------Lots of Fun
1..................2..............3.............4................5..............6.............7............8.............9...............10
2. Thanksgiving Day Ratios
3. Complete Google Form to collect Thanksgiving Day Data
4. Choral Count by 1/4s
5. Continue to work on Equivalent Fractions Exit Ticket
Challenge Problem
3/4 of the sweet potato casserole is left over from Thanksgiving. If you and five friends want to share the remainder of the casserole equally, what fraction of the casserole would each friend get to eat? Show your solution path with words, diagrams and numbers.
Think to yourself, on a scale of 1 to 10, how fun was your Thanksgiving?
Not Fun---------------------------------------Okay------------------------------------------Lots of Fun
1..................2..............3.............4................5..............6.............7............8.............9...............10
2. Thanksgiving Day Ratios
3. Complete Google Form to collect Thanksgiving Day Data
4. Choral Count by 1/4s
5. Continue to work on Equivalent Fractions Exit Ticket
Challenge Problem
3/4 of the sweet potato casserole is left over from Thanksgiving. If you and five friends want to share the remainder of the casserole equally, what fraction of the casserole would each friend get to eat? Show your solution path with words, diagrams and numbers.
November 17/18, 2016
Do Now:
Look at the fraction bars to the left
<--------------------------------
Talk to your partner about all the different ways you can make one whole fraction bar.
For example:
1/3 + 1/3 + 1/3= 1 whole
1/4 + 1/4 + 1/2= 1 whole
2. Mini-Lesson: What Are Equivalent Fractions? Why Are They Helpful?
3. Equivalent Fractions Centers
Center 1: Equivalent Fractions with Fraction Bars
Center 2: Equivalent Fractions with Khan Academy
Center 3: Dividing or Multiplying Fractions in Recipes
Center 4: Preparing Thanksgiving Day Recipes by Doubling/ Tripling/ Halfing
Math Challenge:
I will use different fraction units to divide or multiply a Thanksgiving meal recipe.
4. Exit Ticket with Support
5. Thanksgiving Break Homework + Check Out Textbooks
Look at the fraction bars to the left
<--------------------------------
Talk to your partner about all the different ways you can make one whole fraction bar.
For example:
1/3 + 1/3 + 1/3= 1 whole
1/4 + 1/4 + 1/2= 1 whole
2. Mini-Lesson: What Are Equivalent Fractions? Why Are They Helpful?
3. Equivalent Fractions Centers
Center 1: Equivalent Fractions with Fraction Bars
Center 2: Equivalent Fractions with Khan Academy
Center 3: Dividing or Multiplying Fractions in Recipes
Center 4: Preparing Thanksgiving Day Recipes by Doubling/ Tripling/ Halfing
Math Challenge:
I will use different fraction units to divide or multiply a Thanksgiving meal recipe.
4. Exit Ticket with Support
5. Thanksgiving Break Homework + Check Out Textbooks
november 15/16, 2016
Do Now:
On an index card, first write your heading. Then, complete the entrance ticket.
Entrance Ticket
a. How many one-fourths (1/4s) are in three-forths (3/4s)?
b. How many one-fourths (1/4s) are in one-half (1/2)?
Use words, diagrams, and numbers to show your mathematical thinking.
2. Review understandings and misconceptions about fraction units
3. Period 5: Collective Experience: Egyptian Fraction Task
4. Mini-Lesson: Dividing or Doubling Fractions
Math Challenge:
I will use different fraction units to divide or multiply a Thanksgiving meal recipe.
On an index card, first write your heading. Then, complete the entrance ticket.
Entrance Ticket
a. How many one-fourths (1/4s) are in three-forths (3/4s)?
b. How many one-fourths (1/4s) are in one-half (1/2)?
Use words, diagrams, and numbers to show your mathematical thinking.
2. Review understandings and misconceptions about fraction units
3. Period 5: Collective Experience: Egyptian Fraction Task
4. Mini-Lesson: Dividing or Doubling Fractions
Math Challenge:
I will use different fraction units to divide or multiply a Thanksgiving meal recipe.
november 14/15, 2016
Do Now:
First: Take out your Calculating Taxes homework.
Second: Wait to get your student work back.
Third: Read the feedback Ms. Shawn gave you on your thinking.
2. Review solution paths for calculating tax homework
3. Set up divider page for our new unit on Fractions!
4. Mini-Lesson: What is a fraction? Why is the unit SO important?
Math Challenge:
I will practice noticing the unit of a fraction.
I will discover how many different ways to describe the unit of one cup using fractions.
5. Small-Group Discover Time
6. Extension Task: Egyptian Fractions
First: Take out your Calculating Taxes homework.
Second: Wait to get your student work back.
Third: Read the feedback Ms. Shawn gave you on your thinking.
2. Review solution paths for calculating tax homework
3. Set up divider page for our new unit on Fractions!
4. Mini-Lesson: What is a fraction? Why is the unit SO important?
Math Challenge:
I will practice noticing the unit of a fraction.
I will discover how many different ways to describe the unit of one cup using fractions.
5. Small-Group Discover Time
6. Extension Task: Egyptian Fractions
november 9 and 10, 2016
Do Now:
Take out your Calculating Taxes homework. Compare your calculations with your table partner's calculations.
If you did not do any calculations last night, work with your partner to complete one or more of the calculations.
2. Mini-Lesson: Calculating Tax on Dollar Amounts With and Without Cents
Math Challenge: I will calculate 9% tax on the total amount of an order to demonstrate my understanding that for every $1.00 we spend, we must pay an additional $0.09 in tax to the government.
3. Independent Practice to Calculate Tax
a. Small group to support totaling items using multiplication/ addition
b. Small group to support finding 9% of total to calculate tax and total
4. Extension Activities:
a. Calculate tax on items you want to buy
b. Create Math Aids to help classmates with multi-digit division and multiplication with decimals.
c. Challenge yourself with a fraction task
5. Closure + Homework
Take out your Calculating Taxes homework. Compare your calculations with your table partner's calculations.
If you did not do any calculations last night, work with your partner to complete one or more of the calculations.
2. Mini-Lesson: Calculating Tax on Dollar Amounts With and Without Cents
Math Challenge: I will calculate 9% tax on the total amount of an order to demonstrate my understanding that for every $1.00 we spend, we must pay an additional $0.09 in tax to the government.
3. Independent Practice to Calculate Tax
a. Small group to support totaling items using multiplication/ addition
b. Small group to support finding 9% of total to calculate tax and total
4. Extension Activities:
a. Calculate tax on items you want to buy
b. Create Math Aids to help classmates with multi-digit division and multiplication with decimals.
c. Challenge yourself with a fraction task
5. Closure + Homework
november 7 and 8, 2016
Do Now:
Decide why the following statements are either true or false:
Statement 1: 4 cents is equal to 40 cents
Statement 2: $0.09 is equal to $0.90
Statement 3: $7.99 x 3 equals close to $24.00
2. Totaling the cost of items to purchase for small business first aide kit
3. Mini-Lesson: Calculating Tax on my Order Supply List
Math Challenge: I will calculate 9% tax on the total amount of an order to demonstrate my understanding that for every $1.00 we spend, we must pay an additional $0.09 in tax to the government.
4. Independent Practice to Calculate Tax
a. Small group to support totaling items using multiplication/ addition
b. Small group to support finding 9% of total to calculate tax and total
5. Closure + Homework Practice
Decide why the following statements are either true or false:
Statement 1: 4 cents is equal to 40 cents
Statement 2: $0.09 is equal to $0.90
Statement 3: $7.99 x 3 equals close to $24.00
2. Totaling the cost of items to purchase for small business first aide kit
3. Mini-Lesson: Calculating Tax on my Order Supply List
Math Challenge: I will calculate 9% tax on the total amount of an order to demonstrate my understanding that for every $1.00 we spend, we must pay an additional $0.09 in tax to the government.
4. Independent Practice to Calculate Tax
a. Small group to support totaling items using multiplication/ addition
b. Small group to support finding 9% of total to calculate tax and total
5. Closure + Homework Practice
november 4, 2016
Do Now:
Decide if the following statements are true or false:
Percents are just like fractions because they describe a part of a total amount.
50% of 40 is 30.
Percents are just like decimals because they describe a part of a total amount.
2. Mini-Lesson: Posing Problems or Tasks On Halloween Candy (continued)
i. Identifying a problem or a task
ii. Choosing the subject of the problem or task
iii. Choosing the parameters
iv. Choosing the quantities
v. Solving the problem or task
vi. Solving the problem or task in a different way
3. Math Challenge:
I will pose and solve a real problem or a made-up problem/task connected to the topic of Halloween candy.
4. Problem Design Time + Create Poster to Demonstrate Problem/ Task and Solutions
5. Rotations During Problem Design Time
a. Individual Conferences on IAB Module 1
b. Subtraction Center
c. Percent Center
Decide if the following statements are true or false:
Percents are just like fractions because they describe a part of a total amount.
50% of 40 is 30.
Percents are just like decimals because they describe a part of a total amount.
2. Mini-Lesson: Posing Problems or Tasks On Halloween Candy (continued)
i. Identifying a problem or a task
ii. Choosing the subject of the problem or task
iii. Choosing the parameters
iv. Choosing the quantities
v. Solving the problem or task
vi. Solving the problem or task in a different way
3. Math Challenge:
I will pose and solve a real problem or a made-up problem/task connected to the topic of Halloween candy.
4. Problem Design Time + Create Poster to Demonstrate Problem/ Task and Solutions
5. Rotations During Problem Design Time
a. Individual Conferences on IAB Module 1
b. Subtraction Center
c. Percent Center
November 1, 2016
1. Do Now:
Think-pair-share:
a. How much candy did you get
Trick-or-Treating last night?
b. Think of as many ways as possible you could organize your candy?
TIP: If you didn't go Trick-or-Treating, answer the questions using the bowl of candy in the picture.
2. Mini-Lesson: Posing Problems or Tasks On Halloween Candy
i. Identifying a problem or a task
ii. Choosing the subject of the problem or task
iii. Choosing the parameters
iv. Choosing the quantities
v. Solving the problem or task
vi. Solving the problem or task in a different way
3. Math Challenge:
I will pose a real problem or a made-up problem/task connected to the topic of Halloween candy.
4. Problem Design Time
5. Individual Conferences on IAB Module 1
october 27, 2016
1. Do Now:
Think-pair-share:
What are some test-taking strategies that you've used in the past that help you do well on tests?
2. Create test-taking posters
a. Encouragement Poster
b. Math Strategies Poster
c. "Make Sure To..." Poster
3. Go to the computer lab and get set up on the computers
4. Module #1 Based Assessment
Think-pair-share:
What are some test-taking strategies that you've used in the past that help you do well on tests?
2. Create test-taking posters
a. Encouragement Poster
b. Math Strategies Poster
c. "Make Sure To..." Poster
3. Go to the computer lab and get set up on the computers
4. Module #1 Based Assessment
october 26 & 31, 2016
1. Do Now:
Think-pair-share:
a. What is the difference between 1/4 of your Halloween candy and 25% of your Halloween candy? How do you know?
2. Fluency Work:
Selecting the Most Appropriate Representation of the Problem
3. Mini-Lesson: How to Creating Understanding in Groups
Think
Figure out what the problem is all about
What information do we have?
What is the problem asking?
The problem is asking...
What are we trying to figure out?
What other problems have I solved like this one?
4. Math Challenge:
I will use my understanding of percent and fraction to solve a real-world problem about cell phone battery life.
5. Problem-Solving in Teams
6. Closure and Reflection
7. Exit Ticket
Think-pair-share:
a. What is the difference between 1/4 of your Halloween candy and 25% of your Halloween candy? How do you know?
2. Fluency Work:
Selecting the Most Appropriate Representation of the Problem
3. Mini-Lesson: How to Creating Understanding in Groups
Think
Figure out what the problem is all about
What information do we have?
What is the problem asking?
The problem is asking...
What are we trying to figure out?
What other problems have I solved like this one?
4. Math Challenge:
I will use my understanding of percent and fraction to solve a real-world problem about cell phone battery life.
5. Problem-Solving in Teams
6. Closure and Reflection
7. Exit Ticket
october 25, 2016
1. Do Now:
Take a moment to be like Einstein and think deeply about the following question. Write down your ideas in your math notebook.
The Question:
What are all the actions I have taken to learn about ratios, unit rate, and percent?
_____________________________________________________________________________________________________________
2. Pass out student work and build your student portfolio
Math Challenge:
I will reflect on the last 15 weeks of learning and identify the actions I have taken to learn about ratios, unit rate and percent.
3. Independent Reflection Time
What confuses me about ratios, unit rate, or percent?
Some possibilities include:
Why is 25% equal to 0.25 or 1/4?
What is the difference between a number amount and a percent? For example: 20% is 80 of 400?
Why is unit rate important to calculate?
4. Review identified misconceptions
5. Create Test-Taking Tips Posters
Take a moment to be like Einstein and think deeply about the following question. Write down your ideas in your math notebook.
The Question:
What are all the actions I have taken to learn about ratios, unit rate, and percent?
_____________________________________________________________________________________________________________
2. Pass out student work and build your student portfolio
Math Challenge:
I will reflect on the last 15 weeks of learning and identify the actions I have taken to learn about ratios, unit rate and percent.
3. Independent Reflection Time
What confuses me about ratios, unit rate, or percent?
Some possibilities include:
Why is 25% equal to 0.25 or 1/4?
What is the difference between a number amount and a percent? For example: 20% is 80 of 400?
Why is unit rate important to calculate?
4. Review identified misconceptions
5. Create Test-Taking Tips Posters
october 21 and 24, 2016
1. Do Now:
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
2. Idea-wave + Share-out
3. Swap ideas from the Centers
4. Explain today's centers
Centers
Center 1: Create a _% is 80 or 80 is _% Problem
Center 2: Create a Unit-Rate
Center 3: Create a Matching Game
october 19 and 20, 2016
1. Do Now:
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
The Question:
Nathan was hungry and ate 8 cookies which was 25% of the total box. How many cookies were in the box to start?
2. Idea-wave + Share-out
3. Review misconceptions from Tuesday's re-assessment
4. Learn directions for centers
Centers
Center 1: _% is 80 or 80 is _%
Center 2: Unit-Rate
Center 3: Matching Equal Fractions, Decimals and Percents
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
The Question:
Nathan was hungry and ate 8 cookies which was 25% of the total box. How many cookies were in the box to start?
2. Idea-wave + Share-out
3. Review misconceptions from Tuesday's re-assessment
4. Learn directions for centers
Centers
Center 1: _% is 80 or 80 is _%
Center 2: Unit-Rate
Center 3: Matching Equal Fractions, Decimals and Percents
october 18, 2016
1. Do Now:
a. Take out your 100% Block Sheet.
b. What is the fastest way for you to count the 100 blocks in the 100% block?
2. Concept Building Activity
3. Mini-Lesson:
Calculating % Amounts By Breaking 100% into Groups of 10
Math Challenge: I will use my understanding of fractions and/or decimals to calculate the percent or part of a total amount.
4. Discuss Misconceptions and Peer-Tutoring on Calculating 20%
5. Re-Assessment
If Christian takes his football team out to Denny's after their game and spends $200.00, how much should he leave the waiter for a 20% tip? Use words, diagrams, and numbers to show your mathematical thinking.
Extention Problem:
If you buy a vintage Gameboy for $200.00 and the tax is a little less than 10%, what would you pay for the Gameboy?
6. Homework Reminder
a. Take out your 100% Block Sheet.
b. What is the fastest way for you to count the 100 blocks in the 100% block?
2. Concept Building Activity
3. Mini-Lesson:
Calculating % Amounts By Breaking 100% into Groups of 10
Math Challenge: I will use my understanding of fractions and/or decimals to calculate the percent or part of a total amount.
4. Discuss Misconceptions and Peer-Tutoring on Calculating 20%
5. Re-Assessment
If Christian takes his football team out to Denny's after their game and spends $200.00, how much should he leave the waiter for a 20% tip? Use words, diagrams, and numbers to show your mathematical thinking.
Extention Problem:
If you buy a vintage Gameboy for $200.00 and the tax is a little less than 10%, what would you pay for the Gameboy?
6. Homework Reminder
october 17, 2016
1. Do Now:
Answer each of the following questions in your math notebook:
The Questions:
If you like half of something, what percent do you like?
If you like one-fourth of something, what percent do you like?
If you like one-fifth of something, what percent do you like?
2. Share-out + Concept Building Activity
3. Mini-Lesson: Describing a Part Mathematically in Many Ways
a. Describing a Part using Skittles
b. 100-Block
c. Decimals to Fractions Sprint
Math Challenge: I will connect my understanding of fractions and decimals to calculate the percent of a total amount as a rate per 100.
4. Problem-Solving: Paying a 20% Tip (Continued)
5. Exit Ticket:
If Christian takes his football team out to Denny's after their game and spends $75.00, how much should he leave the waiter for a 20% tip? Use words, diagrams, and numbers to show your mathematical thinking.
Answer each of the following questions in your math notebook:
The Questions:
If you like half of something, what percent do you like?
If you like one-fourth of something, what percent do you like?
If you like one-fifth of something, what percent do you like?
2. Share-out + Concept Building Activity
3. Mini-Lesson: Describing a Part Mathematically in Many Ways
a. Describing a Part using Skittles
b. 100-Block
c. Decimals to Fractions Sprint
Math Challenge: I will connect my understanding of fractions and decimals to calculate the percent of a total amount as a rate per 100.
4. Problem-Solving: Paying a 20% Tip (Continued)
5. Exit Ticket:
If Christian takes his football team out to Denny's after their game and spends $75.00, how much should he leave the waiter for a 20% tip? Use words, diagrams, and numbers to show your mathematical thinking.
october 12 and 13, 2016
1. Do Now:
Take 5 minutes to understand the following questions, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
The Questions:
What is the ratio of pigs to horses?
What percent of the animals are pigs?
What percent of the animals are horses?
2. Idea-wave + Share-out
3. Mini-Lesson: Paying a 20% Tip
I will calculate 20% of a total amount to deepen my understanding of percent and to practice paying the tip at a restaurant.
. Practice/ Exercise Problems
Take 5 minutes to understand the following questions, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
The Questions:
What is the ratio of pigs to horses?
What percent of the animals are pigs?
What percent of the animals are horses?
2. Idea-wave + Share-out
3. Mini-Lesson: Paying a 20% Tip
I will calculate 20% of a total amount to deepen my understanding of percent and to practice paying the tip at a restaurant.
. Practice/ Exercise Problems
5. Exit Ticket:
If Christian takes his football team out to Denny's after their game and spends $80.00, how much should he leave the waiter for the tip?
If Christian takes his football team out to Denny's after their game and spends $80.00, how much should he leave the waiter for the tip?
Our Best life connections to percent
I like riding jet skis 99% of the time.
I like to play on the xbox with my brother 100% of the time.
100% i hate you-tubers that fake stuff.
There is a 50% chance my aunt could be pregnant.
My mom had 10% on her phone battery so she freaked out.
There is only 50% of class dojo that I have learned to use.
Manny ate 50% of my pizza.
Kix cereal gives you 40% of the fiber you need for the day.
In a bottle of hydrogen peroxide, there is 3% of the chemical.
My tablet is at 50%; that means it is half-way charged.
my baby horse has grown 50% of his total growth so far.
I'm always 100% tired when I come home from school
30% of the time i get to go on my dad's dirt bike.
I love pizza 2% more than I love candy.
100% of my family doesn't like donald trump.
I want to make 25% of the shots that are made during the total basketball game by all my teammates.
i like 90% of my brother.
50% of the day I am at school.
55% of women's body are made of water.
100% of me loves justin bieber.
20% of my neighbors are annoying.
I wasted 50% of my money on candy.
math schedule
october 11, 2016
1. Do Now:
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard. The Question: If Ms. Shawn uses this coupon to buy the Jetboil Flash Cooking System about how much money will she save? 2. Idea-wave + Share-out |
2. Share out your life connections to percent
3. Mini-Lesson: Representing Percent
i. What is percent? A quantity as a rate per 100.
ii. Why do we have percents? To describe a part of a whole in a way that everyone can understand.
iii. How do we represent percents ratio tables, tape diagrams, and the Giant 1?
Model Problem: Target is offering a discount of 20% off all Halloween costumes. If each costume is $30.00 and I have 50 dollars to buy both, do I have enough money?
3. Mini-Lesson: Representing Percent
i. What is percent? A quantity as a rate per 100.
ii. Why do we have percents? To describe a part of a whole in a way that everyone can understand.
iii. How do we represent percents ratio tables, tape diagrams, and the Giant 1?
Model Problem: Target is offering a discount of 20% off all Halloween costumes. If each costume is $30.00 and I have 50 dollars to buy both, do I have enough money?
math schedule
october 7 and 10, 2016
1. Do Now:
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
The Question:
If you went to In-N-Out and paid $75 for 15 hamburgers, how much did you pay for each hamburger?
2. Idea Swap Meet
3. Demonstrate creative strategies for solving the question
a. What strategies were helpful? What strategies were not as helpful?
4. Finding the Unknown Value Quiz
5. Self-Grade the Value of a Unit
6. Mini-Lesson: How Do You Describe a Part of a Whole Quantity
Take 5 minutes to understand the following question, create a plan to solve the question, and carry out as much of the plan as you can on your whiteboard.
The Question:
If you went to In-N-Out and paid $75 for 15 hamburgers, how much did you pay for each hamburger?
2. Idea Swap Meet
3. Demonstrate creative strategies for solving the question
a. What strategies were helpful? What strategies were not as helpful?
4. Finding the Unknown Value Quiz
5. Self-Grade the Value of a Unit
6. Mini-Lesson: How Do You Describe a Part of a Whole Quantity
math schedule
october 5 and 6, 2016
1. Do Now:
Think and write your answer to the following questions:
a. Make a list of all the units you can think of.
Math Challenge: I will compare prices on items by calculating the unit rate.
2. Finish Shopping for Deals Activity
3. Entrance Slip
4. Self-grade and record assessment score in Target Sheet
5. Mini-Lesson: Small-Business Inventory
6. Small-Business Work Time
Think and write your answer to the following questions:
a. Make a list of all the units you can think of.
Math Challenge: I will compare prices on items by calculating the unit rate.
2. Finish Shopping for Deals Activity
3. Entrance Slip
4. Self-grade and record assessment score in Target Sheet
5. Mini-Lesson: Small-Business Inventory
6. Small-Business Work Time
math schedule
october 4, 2016
1. Do Now:
Think-pair-share:
What is one rose and one thorn that happened to you this weekend?
Math Challenge: I will compare prices on items by calculating the unit rate.
2. Mini-Lesson: Calculating Unit Rate to Compare Prices on Items
3. Play with $!
Think-pair-share:
What is one rose and one thorn that happened to you this weekend?
Math Challenge: I will compare prices on items by calculating the unit rate.
2. Mini-Lesson: Calculating Unit Rate to Compare Prices on Items
3. Play with $!
math schedule
september 30, 2016
Do Now: Copy the following tables into your math notebook. Make sure to remember the titles.
2. Collaborative Group Language Notes
3. How fast do you text?
4. Problem Solving Challenge
Question:
Michaela, Jenna or Maria have recorded their texting rates. Who is the fastest texter?
Mini-Lesson: Calculating Unit Rate (Continued)
5. Small-Business Design Project Work-Time with Ipads
New Roles!
Facilitator: Makes sure everyone participates
Time Keeper: Keeps the process moving and makes sure the work is done on time.
Recorder: Takes notes to keep a record of what is found and to facilitate creating the presentation.
Reporter: Reports out to the class what the group worked on.
Directions: Decide on one item you want to purchase for your small-business. In your groups, use the iPads to find the item for sale on three or more websites. Then, figure out which website offers the best price for the item you want to buy.
math schedule
september 28 and 29, 2016
1. Do Now:
Answer the following questions in your notebook using words, diagrams, and numbers:
a. What does it mean to divide?
b. How is dividing similar to subtracting?
2. Set up Learning Targets Tracker
3. Problem Solving Challenge
I will use my growing understanding of unit rate to determine which toilet paper is the best deal on Soap.com.
4. Mini-Lesson: Calculating Unit Rate
5. Division Sprint
6. Small-Business Design Project Work-Time
Answer the following questions in your notebook using words, diagrams, and numbers:
a. What does it mean to divide?
b. How is dividing similar to subtracting?
2. Set up Learning Targets Tracker
3. Problem Solving Challenge
I will use my growing understanding of unit rate to determine which toilet paper is the best deal on Soap.com.
4. Mini-Lesson: Calculating Unit Rate
5. Division Sprint
6. Small-Business Design Project Work-Time
math schedule
september 27, 2016
1. Do Now:
Get into your project groups.
Together, figure out the answer to the following question:
If the Skittles bag to the left cost $7.50 what is the cost of each ounce?
Get into your project groups.
Together, figure out the answer to the following question:
If the Skittles bag to the left cost $7.50 what is the cost of each ounce?
3. Mini-Lesson: Calculating Unit Rate
4. Ratio and Proportional Relationship Assessment Review
5. Homework
4. Ratio and Proportional Relationship Assessment Review
5. Homework
math schedule
september 23 and 26, 2016
1. Do Now:
Think to yourself: Where would you feel most comfortable taking an assessment in this classroom?
Go through each page of your notebook to remind yourself of the math concepts we have learned, and the problems we have completed together to learn those concepts.
2. Set-up testing environment
3. Ratio and Proportional Relationship Assessment #1
Math Challenge: I will work to complete each level of my assessment to demonstrate what I have learned the last five weeks about ratios and proportional relationships.
4. When you are done with your assessment, and you have defending all of your answers, you may complete a Mind Maze for Kid.
(If Time)
5. Mini-Lesson: Researching and Analyzing Costs Using the Ipads
Math Challenge: I will research and analyze costs of items I will need to start my business by using the iPads and taking organized notes.
Team Roles
Discussion Director: Responsible for asking the questions and making sure all students are contributing to the conversation.
Secretary: Listens carefully and writes down statements that capture what everyone in the team says.
Synthesizer: Restates what others in the group say and combines ideas to make one idea that represents everyone's thinking.
Task Manager: Makes sure the Discussion Director, Secretary and Synthesizer all feel supported in completing their jobs. If they need help or any materials, you make sure they have them. If your teammates are not sure what they are supposed to be doing, you help them understand their role.
Key Questions:
1. What items do we need to purchase to start our business?
2. What quantity of each item do we need to order?
3. What people do we need to hire to start our business?
4. What training will these people need?
5. What is a reasonable wage to pay our employees?
6. Including the items and people we need to hire, what will the total start up cost of our business be?
.
Think to yourself: Where would you feel most comfortable taking an assessment in this classroom?
Go through each page of your notebook to remind yourself of the math concepts we have learned, and the problems we have completed together to learn those concepts.
2. Set-up testing environment
3. Ratio and Proportional Relationship Assessment #1
Math Challenge: I will work to complete each level of my assessment to demonstrate what I have learned the last five weeks about ratios and proportional relationships.
4. When you are done with your assessment, and you have defending all of your answers, you may complete a Mind Maze for Kid.
(If Time)
5. Mini-Lesson: Researching and Analyzing Costs Using the Ipads
Math Challenge: I will research and analyze costs of items I will need to start my business by using the iPads and taking organized notes.
Team Roles
Discussion Director: Responsible for asking the questions and making sure all students are contributing to the conversation.
Secretary: Listens carefully and writes down statements that capture what everyone in the team says.
Synthesizer: Restates what others in the group say and combines ideas to make one idea that represents everyone's thinking.
Task Manager: Makes sure the Discussion Director, Secretary and Synthesizer all feel supported in completing their jobs. If they need help or any materials, you make sure they have them. If your teammates are not sure what they are supposed to be doing, you help them understand their role.
Key Questions:
1. What items do we need to purchase to start our business?
2. What quantity of each item do we need to order?
3. What people do we need to hire to start our business?
4. What training will these people need?
5. What is a reasonable wage to pay our employees?
6. Including the items and people we need to hire, what will the total start up cost of our business be?
.
math schedule
september 21 and 22, 2016
1. Do Now:
Think-pair-share:
a. What is a ratio?
b. Why is a ratio more interesting than two numbers that are not together in a ratio?
2. Tonight's Math Work
3. Error Analysis to prepare for Friday/Monday's Ratio Assessment
Entrance Ticket:
For every 4 boys that were enrolled in college in the year 2016, 6 girls were enrolled. If 1,000,000 more girls were enrolled in college in the year 2016 across the United States, how many total boys were enrolled in college?
4. Mini-Lesson: Creating a Business Idea (Continued)
Math Challenge: I will work cooperatively in my team to develop our first draft of our business idea.
Team Roles
Discussion Director: Responsible for asking the questions and making sure all students are contributing to the conversation.
Secretary: Listens carefully and writes down statements that capture what everyone in the team says.
Synthesizer: Restates what others in the group say and combines ideas to make one idea that represents everyone's thinking.
Task Manager: Makes sure the Discussion Director, Secretary and Synthesizer all feel supported in completing their jobs. If they need help or any materials, you make sure they have them. If your teammates are not sure what they are supposed to be doing, you help them understand their role.
Key Questions:
1. What do we want to sell? Do we want to sell items or services?
2. Who do we want to sell our items or services to?
4. What will the items or services we want to sell cost us to buy?
5. What is a reasonable cost to charge for our item(s) or service(s)?
6. What will our business motto and logo be?
.
Think-pair-share:
a. What is a ratio?
b. Why is a ratio more interesting than two numbers that are not together in a ratio?
2. Tonight's Math Work
3. Error Analysis to prepare for Friday/Monday's Ratio Assessment
Entrance Ticket:
For every 4 boys that were enrolled in college in the year 2016, 6 girls were enrolled. If 1,000,000 more girls were enrolled in college in the year 2016 across the United States, how many total boys were enrolled in college?
4. Mini-Lesson: Creating a Business Idea (Continued)
Math Challenge: I will work cooperatively in my team to develop our first draft of our business idea.
Team Roles
Discussion Director: Responsible for asking the questions and making sure all students are contributing to the conversation.
Secretary: Listens carefully and writes down statements that capture what everyone in the team says.
Synthesizer: Restates what others in the group say and combines ideas to make one idea that represents everyone's thinking.
Task Manager: Makes sure the Discussion Director, Secretary and Synthesizer all feel supported in completing their jobs. If they need help or any materials, you make sure they have them. If your teammates are not sure what they are supposed to be doing, you help them understand their role.
Key Questions:
1. What do we want to sell? Do we want to sell items or services?
2. Who do we want to sell our items or services to?
4. What will the items or services we want to sell cost us to buy?
5. What is a reasonable cost to charge for our item(s) or service(s)?
6. What will our business motto and logo be?
.
Math schedule
september 20, 2016
1. Do Now:
In your math notebook, divide the following numbers:
10 ÷ 2 =
100 ÷ 2 =
1,000 ÷ 2 =
10,000 ÷ 2 =
100,000 ÷ 2 =
1,000,000 ÷ 2 =
2. Entrance Ticket:
For every 4 boys that were enrolled in college in the year 2016, 6 girls were enrolled. If 1,000,000 more girls were enrolled in college in the year 2016 across the United States, how many total boys were enrolled in college?
3. Favorite Misconception
4. Introduce the "Design a Business Plan" Project
5. Mini-Lesson: Creating a Business Idea
Math Challenge: I will work cooperatively in my team to develop our first draft of our business idea.
Team Roles
Discussion Director: Responsible for asking the questions and making sure all students are contributing to the conversation.
Secretary: Listens carefully and writes down statements that capture what everyone in the team says.
Synthesizer: Restates what others in the group say and combines ideas to make one idea that represents everyone's thinking.
Task Manager: Makes sure the Discussion Director, Secretary and Synthesizer all feel supported in completing their jobs. If they need help or any materials, you make sure they have them. If your teammates are not sure what they are supposed to be doing, you help them understand their role.
Key Questions:
1. What do we want to sell? Do we want to sell items or services?
2. Who do we want to sell our items or services to?
4. What will the items or services we want to sell cost us to buy?
3. What is a reasonable cost to charge for our item(s) or service(s)?
4. What will our business motto and logo be?
.
In your math notebook, divide the following numbers:
10 ÷ 2 =
100 ÷ 2 =
1,000 ÷ 2 =
10,000 ÷ 2 =
100,000 ÷ 2 =
1,000,000 ÷ 2 =
2. Entrance Ticket:
For every 4 boys that were enrolled in college in the year 2016, 6 girls were enrolled. If 1,000,000 more girls were enrolled in college in the year 2016 across the United States, how many total boys were enrolled in college?
3. Favorite Misconception
4. Introduce the "Design a Business Plan" Project
5. Mini-Lesson: Creating a Business Idea
Math Challenge: I will work cooperatively in my team to develop our first draft of our business idea.
Team Roles
Discussion Director: Responsible for asking the questions and making sure all students are contributing to the conversation.
Secretary: Listens carefully and writes down statements that capture what everyone in the team says.
Synthesizer: Restates what others in the group say and combines ideas to make one idea that represents everyone's thinking.
Task Manager: Makes sure the Discussion Director, Secretary and Synthesizer all feel supported in completing their jobs. If they need help or any materials, you make sure they have them. If your teammates are not sure what they are supposed to be doing, you help them understand their role.
Key Questions:
1. What do we want to sell? Do we want to sell items or services?
2. Who do we want to sell our items or services to?
4. What will the items or services we want to sell cost us to buy?
3. What is a reasonable cost to charge for our item(s) or service(s)?
4. What will our business motto and logo be?
.
math schedule
september 16 and 19, 2016
1. Do Now:
In your notebook, answer the following questions:
How do you divide 2 into 2 parts?
How do you divide 20 into 2 parts?
How do you divide 200 into 2 parts?
How do you divide 2,000 into 2 parts?
How do you divide 2,000,000 into 2 parts?
2. Fluency Practice: Division
3. Mini-Lesson: Representing Part-to-Whole Ratios to Solve Real-World Problem (Continued)
Math Challenge: I will represent part-to-part and part-to-whole ratios to solve real-world problems.
If Ms. Shawn had 80 more Skittles than Tootsie Rolls, how many Tootsie Rolls would Ms. Shawn need to make her famous candy jars? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Help the Cafeteria Manager:
The ratio of students who prefer tacos to hamburgers at lunch is 9 to 8. If there are 3 more tacos left-over than hamburgers, how many total tacos and hamburgers were left-over? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Blast to the Future:
For every 7 people that voted for Christian for Student-Body President, 4 people voted for Gloria. If 90 more students voted for Christian, how many students voted for Gloria? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Exit Ticket:
For every 4 boys that were enrolled in college in the year 2016, 6 girls were enrolled. If 1,000,000 more girls were enrolled in college in the year 2016 across the United States, how many total boys were enrolled in college?
In your notebook, answer the following questions:
How do you divide 2 into 2 parts?
How do you divide 20 into 2 parts?
How do you divide 200 into 2 parts?
How do you divide 2,000 into 2 parts?
How do you divide 2,000,000 into 2 parts?
2. Fluency Practice: Division
3. Mini-Lesson: Representing Part-to-Whole Ratios to Solve Real-World Problem (Continued)
Math Challenge: I will represent part-to-part and part-to-whole ratios to solve real-world problems.
If Ms. Shawn had 80 more Skittles than Tootsie Rolls, how many Tootsie Rolls would Ms. Shawn need to make her famous candy jars? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Help the Cafeteria Manager:
The ratio of students who prefer tacos to hamburgers at lunch is 9 to 8. If there are 3 more tacos left-over than hamburgers, how many total tacos and hamburgers were left-over? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Blast to the Future:
For every 7 people that voted for Christian for Student-Body President, 4 people voted for Gloria. If 90 more students voted for Christian, how many students voted for Gloria? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Exit Ticket:
For every 4 boys that were enrolled in college in the year 2016, 6 girls were enrolled. If 1,000,000 more girls were enrolled in college in the year 2016 across the United States, how many total boys were enrolled in college?
math schedule
september 14 and 15, 2016
1. Do Now:
Give-One-Take-One: With your table partner, take turns sharing words that you use to describe addition problems in real-life. 2. Fluency Practice: Multiplying and Dividing by 8s and 9s 3. Class Discussion: Share Out Part-to-Whole Ratios 4. Mini-Lesson: Representing Part-to-Whole Ratios to Solve Real-World Problems Math Challenge: I will represent part-to-part and part-to-whole ratios to solve real-world problems. Candy Jar Bonus Problem: The ratio of Tootsie Rolls to Skittles in the candy jars Ms. Shawn wants to create is 5 to 7. If Ms. Shawn creates candy jars with 36 total pieces of candy, how many Skittles would she need? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way. If Ms. Shawn had 80 more Skittles than Tootsie Rolls, how many Tootsie Rolls would Ms. Shawn need to make her famous candy jars? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way. Help the Cafeteria Manager: The ratio of students who prefer tacos to hamburgers at lunch is 9 to 8. If there are 119 total students that order lunch, how many tacos and hamburgers should the cafeteria manager prepare for Studio School students? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way. The ratio of students who prefer tacos to hamburgers at lunch is 9 to 8. If there are 3 more tacos left-over than hamburgers, how many total tacos and hamburgers were left-over? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way. |
math schedule
september 13, 2016
1. Do Now:
On the given piece of paper, answer the Candy Jar Problem Part 2.
Make sure to prove, explain and defend your solution using words and diagrams. Please put your heading on the opposite side of your work.
Candy Jar Problem Part 2
A candy jar contains 7 Tootsie Rolls and 9 Skittles. Suppose you had a new candy jar with the same ratio of Tootsie Rolls to Skittles, but it contained 56 Tootsie Rolls. How many Skittles would you have? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Bonus Problem
(only complete if you're sure you got the Candy Jar Problem Part 2 correct)
A candy jar contains 5 Tootsie Rolls and 7 Skittles. Suppose you had a new candy jar with 36 total pieces of candy (both Tootsie Rolls to Skittles) How many Skittles would you have? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
2. My Favorite Misconception
3. Mini-Lesson: Part-to-Part versus Part-to-Whole Ratios
Concept Discovery:
For every 1 boy in Ms. Shawn's math classes, there is 1 girl. If there are 26 boys in Ms. Shawn's math classes, how many total sixth graders does Ms. Shawn teach in math?
4. Fluency Practice: From a part-to-whole ratio, to the value of the ratio
Homework: Create 10 part-to-whole ratios you observe in your home, school, or neighborhood. For example:
1 out of 3 of my bedrooms has a desk.
3 out of 10 classrooms has an iPad cart.
2 out of 7 kids in my family are boys.
On the given piece of paper, answer the Candy Jar Problem Part 2.
Make sure to prove, explain and defend your solution using words and diagrams. Please put your heading on the opposite side of your work.
Candy Jar Problem Part 2
A candy jar contains 7 Tootsie Rolls and 9 Skittles. Suppose you had a new candy jar with the same ratio of Tootsie Rolls to Skittles, but it contained 56 Tootsie Rolls. How many Skittles would you have? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
Bonus Problem
(only complete if you're sure you got the Candy Jar Problem Part 2 correct)
A candy jar contains 5 Tootsie Rolls and 7 Skittles. Suppose you had a new candy jar with 36 total pieces of candy (both Tootsie Rolls to Skittles) How many Skittles would you have? Explain how you know with diagrams and words. Defend your answer by checking your work in a new way.
2. My Favorite Misconception
3. Mini-Lesson: Part-to-Part versus Part-to-Whole Ratios
Concept Discovery:
For every 1 boy in Ms. Shawn's math classes, there is 1 girl. If there are 26 boys in Ms. Shawn's math classes, how many total sixth graders does Ms. Shawn teach in math?
4. Fluency Practice: From a part-to-whole ratio, to the value of the ratio
Homework: Create 10 part-to-whole ratios you observe in your home, school, or neighborhood. For example:
1 out of 3 of my bedrooms has a desk.
3 out of 10 classrooms has an iPad cart.
2 out of 7 kids in my family are boys.
math schedule
september 9 and 12, 2016
1. Do Now:
Think-pair-share:
a. What makes working in a group fun for you?
b. What makes working in a group challenging for you?
2. Create norms for working together in groups on math problems
3. Math Challenge: I will work together in a group to solve the Candy Jar Problem by creating a poster that demonstrates our thoughts, proof, explanation, and defense of our solution.
Candy Jar Problem
A candy jar contains 5 Tootsie Rolls and 13 Skittles. Suppose you had a new candy jar with the same ratio of Tootsie Rolls to Skittles, but it contained 100 Tootsie Rolls. How many Skittles would you have? Explain how you know with diagrams and words.
4. Prepare presentations
5. Present solutions
6. Reflect on process of working in a team
Think-pair-share:
a. What makes working in a group fun for you?
b. What makes working in a group challenging for you?
2. Create norms for working together in groups on math problems
3. Math Challenge: I will work together in a group to solve the Candy Jar Problem by creating a poster that demonstrates our thoughts, proof, explanation, and defense of our solution.
Candy Jar Problem
A candy jar contains 5 Tootsie Rolls and 13 Skittles. Suppose you had a new candy jar with the same ratio of Tootsie Rolls to Skittles, but it contained 100 Tootsie Rolls. How many Skittles would you have? Explain how you know with diagrams and words.
4. Prepare presentations
5. Present solutions
6. Reflect on process of working in a team
math schedule
september 7 and 8, 2016
1. Do Now:
Think-pair-share:
a. How many inches are in one foot?
b. Create your own ratio of inches to feet.
c. Write your ratio up on the white board behind the blue chair.
2. Homework Props
3. Fluency: Converting Inches/ Feet
3. Mini-Lesson: Equivalent Ratios
Warm-Up Problem:
Exercise 1:
The morning announcements said that two out of every seven sixth-grade students in the school have an overdue library book. Jasmine said, “That would mean 24 of us have overdue books!” Grace argued, “No way. That is way too high.” What information do you need to figure out who's right?
Equivalent Ratios Exercises
a. 6:11 and 42:88
b. 0:5 and 0:20
Exercise 2:
In a bag of mixed walnuts and cashews, the ratio of the number of walnuts to the number of cashews is . Determine the number of walnuts that are in the bag if there are cashews. Use a tape diagram to support your work. Justify your answer by showing that the new ratio you created of the number of walnuts to the number of cashews is equivalent to .
4. Exit Ticket
There are 35 boys in the sixth grade. The number of girls in the sixth grade is 42. Christian says that means the ratio of the number of boys in the sixth grade to the number of girls in the sixth grade is 5:7. Is Christian correct? Show why or why not.
Think-pair-share:
a. How many inches are in one foot?
b. Create your own ratio of inches to feet.
c. Write your ratio up on the white board behind the blue chair.
2. Homework Props
3. Fluency: Converting Inches/ Feet
3. Mini-Lesson: Equivalent Ratios
Warm-Up Problem:
Exercise 1:
The morning announcements said that two out of every seven sixth-grade students in the school have an overdue library book. Jasmine said, “That would mean 24 of us have overdue books!” Grace argued, “No way. That is way too high.” What information do you need to figure out who's right?
Equivalent Ratios Exercises
a. 6:11 and 42:88
b. 0:5 and 0:20
Exercise 2:
In a bag of mixed walnuts and cashews, the ratio of the number of walnuts to the number of cashews is . Determine the number of walnuts that are in the bag if there are cashews. Use a tape diagram to support your work. Justify your answer by showing that the new ratio you created of the number of walnuts to the number of cashews is equivalent to .
4. Exit Ticket
There are 35 boys in the sixth grade. The number of girls in the sixth grade is 42. Christian says that means the ratio of the number of boys in the sixth grade to the number of girls in the sixth grade is 5:7. Is Christian correct? Show why or why not.
math schedule
september 6, 2016
1. Do Now:
Think-pair-share:
a. How many centimeters are in a meter?
b. How many meters are in a kilometer?
2. Homework Props
3. Fluency: Converting Centimeters/ Meters/ Kilometers
3. Mini-Lesson: What is a ratio? What is a proportional relationship?
i. Entrance Slip
ii. Favorite Misconception
iii. Modeling Explanation
a. Alessandra and her brother both option savings accounts. Each begin with a balance of zero dollars. For every two dollars Alessandra saves, her brother saves five dollars in his account.
b. Draw a tape diagram to show the ratio of money in Alessandra's account to the money in her brother's account.
c. If Alessandra has $40 in her account, how much money does her brother have? Explain your answer using a tape diagram, ratio table, and/ or a written explanation.
Think-pair-share:
a. How many centimeters are in a meter?
b. How many meters are in a kilometer?
2. Homework Props
3. Fluency: Converting Centimeters/ Meters/ Kilometers
3. Mini-Lesson: What is a ratio? What is a proportional relationship?
i. Entrance Slip
ii. Favorite Misconception
iii. Modeling Explanation
a. Alessandra and her brother both option savings accounts. Each begin with a balance of zero dollars. For every two dollars Alessandra saves, her brother saves five dollars in his account.
b. Draw a tape diagram to show the ratio of money in Alessandra's account to the money in her brother's account.
c. If Alessandra has $40 in her account, how much money does her brother have? Explain your answer using a tape diagram, ratio table, and/ or a written explanation.
4. Exit Ticket: Using what you have learned about ratios and proportional relationships, explain the ratio of Grandma's Secret Horchata Recipe in complete sentences.
math schedule
august 31, 2016 & September 1, 2016
1. Do Now:
a. In your notebook, copy down Grandma's Secret Horchata Recipe to the left.
b. Using what you know about ratios, find any mistakes Grandma may have made.
2. Homework Props
3. Ratio Table Misconceptions Review
4. Fluency Practice: Long Division
5. Mini-Lesson: Equivalent Ratios (continued)
Math Challenge:
I will explore possible quantities in equivalent ratios by using tape-diagrams.
Example Problems:
A.
Jose and Melanie have been running the mile in P.E. For every 2 laps that Jose runs, Melanie can run 3.
If Jose runs 4 laps, how many laps does Melanie run?
If Melanie runs 930 meters, how many meters can Jose run?
What ratios can we say are equivalent?
B.
Vince took a multiple-choice, end-of-the vocabulary test. The ratio of the number of problems Vince got incorrect to the number of problems he got correct is 2:9.
i. If Vince missed 8 questions, how many did he get correct?
ii. If Vince missed 20 questions, how many did he get correct?
iii. Come up with another possible ratio of the number Vince got incorrect to the number he got correct.
6. Differentiated Groups (if time)
A. Reinforce Group
B. Extend Group
7. Discussion: What is the value of a ratio? What is an equivalent ratio?
8. Exit Ticket
Alessandra and her brother both option savings accounts. Each begin with a balance of zero dollars. For every two dollars Alessandra saves, her brother saves five dollars in his account.
a. Draw a tape diagram to show the ratio of money in Alessandra's account to the money in her brother's account.
b. If Alessandra has $40 in her account, how much money does her brother have? Explain your answer using a tape diagram, ratio table, and/ or a written explanation.
a. In your notebook, copy down Grandma's Secret Horchata Recipe to the left.
b. Using what you know about ratios, find any mistakes Grandma may have made.
2. Homework Props
3. Ratio Table Misconceptions Review
4. Fluency Practice: Long Division
5. Mini-Lesson: Equivalent Ratios (continued)
Math Challenge:
I will explore possible quantities in equivalent ratios by using tape-diagrams.
Example Problems:
A.
Jose and Melanie have been running the mile in P.E. For every 2 laps that Jose runs, Melanie can run 3.
If Jose runs 4 laps, how many laps does Melanie run?
If Melanie runs 930 meters, how many meters can Jose run?
What ratios can we say are equivalent?
B.
Vince took a multiple-choice, end-of-the vocabulary test. The ratio of the number of problems Vince got incorrect to the number of problems he got correct is 2:9.
i. If Vince missed 8 questions, how many did he get correct?
ii. If Vince missed 20 questions, how many did he get correct?
iii. Come up with another possible ratio of the number Vince got incorrect to the number he got correct.
6. Differentiated Groups (if time)
A. Reinforce Group
B. Extend Group
7. Discussion: What is the value of a ratio? What is an equivalent ratio?
8. Exit Ticket
Alessandra and her brother both option savings accounts. Each begin with a balance of zero dollars. For every two dollars Alessandra saves, her brother saves five dollars in his account.
a. Draw a tape diagram to show the ratio of money in Alessandra's account to the money in her brother's account.
b. If Alessandra has $40 in her account, how much money does her brother have? Explain your answer using a tape diagram, ratio table, and/ or a written explanation.
math schedule
august 30, 2016
1. Do Now:
a. Figure out a way to divide $300 amongst 4 people.
b. Please show your thinking in your math notebook.
2. Homework Props
3. Star Notebook + Misconceptions Review
4. Fluency Practice: Long Division
5. Problem of the week: Who runs faster, you or your partner?
Mathematicians' Code: Think, Prove, Explain, Defend
Mini-Lesson: Equivalent Ratios
Math Challenge:
I will explore possible quantities in equivalent ratios by using tape-diagrams.
Example Problems:
Jose and Melanie have been running the mile in P.E. For every 2 laps that Jose runs, Melanie can run 3.
If Jose runs 4 laps, how many laps does Melanie run?
If Melanie runs 930 meters, how many meters can Jose run?
What ratios can we say are equivalent?
a. Figure out a way to divide $300 amongst 4 people.
b. Please show your thinking in your math notebook.
2. Homework Props
3. Star Notebook + Misconceptions Review
4. Fluency Practice: Long Division
5. Problem of the week: Who runs faster, you or your partner?
Mathematicians' Code: Think, Prove, Explain, Defend
Mini-Lesson: Equivalent Ratios
Math Challenge:
I will explore possible quantities in equivalent ratios by using tape-diagrams.
Example Problems:
Jose and Melanie have been running the mile in P.E. For every 2 laps that Jose runs, Melanie can run 3.
If Jose runs 4 laps, how many laps does Melanie run?
If Melanie runs 930 meters, how many meters can Jose run?
What ratios can we say are equivalent?
math schedule
august 26 and 29, 2016
1. Do Now:
a. Take out the five ratios you wrote for homework.
b. Take turns reading your ratios with your table partner.
2. Homework Props & ClassDojo Responsibilities Report
3. Fluency Practice: Dividing & Multiplying
4.Mini-Lesson: Discovering Patterns in Ratio Tables
Math Challenge:
I will investigate proportional relationships in ratio-tables by looking carefully for patterns in multiplication, division, addition and subtraction.
5. Exit Ticket
Homework:
Finish the pink lemonade packet to increase your fluency in multiplication and division.
a. Take out the five ratios you wrote for homework.
b. Take turns reading your ratios with your table partner.
2. Homework Props & ClassDojo Responsibilities Report
3. Fluency Practice: Dividing & Multiplying
4.Mini-Lesson: Discovering Patterns in Ratio Tables
Math Challenge:
I will investigate proportional relationships in ratio-tables by looking carefully for patterns in multiplication, division, addition and subtraction.
5. Exit Ticket
Homework:
Finish the pink lemonade packet to increase your fluency in multiplication and division.
Ratio language:
For every... the...
each time... the...
The simplest value of the ratio is...
math schedule
august 24 and 25, 2016
1. Do Now: (10 minutes)
a. Take out the lemonade and pink lemonade packets. IT'S OKAY IF YOU HAVE NOT COMPLETED THE ENTIRE PACKET YET!
b. In your math notebook, write a complete sentence and/or draw a picture to answer each of the following questions:
What does it mean to double something?
What does it mean to triple something?
What does it mean to quadruple something?
2. Homework Props & Set up ClassDojo Account
3. Fluency Practice: Doubling, Tripling, Quadrupling
4.Mini-Lesson: Using Ratio Tables to Grow Equivalent Ratios
Math Challenge:
I will double, triple, and half a recipe using proportional reasoning in case I ever need to cook for a crowd or just myself.
5. Exit Ticket
Homework:
Describe five or more ratio relationships you find ANYWHERE in or AROUND your house.
Example:
For every one room, I have one television.
For every two pillows, we have one bed.
a. Take out the lemonade and pink lemonade packets. IT'S OKAY IF YOU HAVE NOT COMPLETED THE ENTIRE PACKET YET!
b. In your math notebook, write a complete sentence and/or draw a picture to answer each of the following questions:
What does it mean to double something?
What does it mean to triple something?
What does it mean to quadruple something?
2. Homework Props & Set up ClassDojo Account
3. Fluency Practice: Doubling, Tripling, Quadrupling
4.Mini-Lesson: Using Ratio Tables to Grow Equivalent Ratios
Math Challenge:
I will double, triple, and half a recipe using proportional reasoning in case I ever need to cook for a crowd or just myself.
5. Exit Ticket
Homework:
Describe five or more ratio relationships you find ANYWHERE in or AROUND your house.
Example:
For every one room, I have one television.
For every two pillows, we have one bed.
math schedule
august 23, 2016
1. Do Now: (10 minutes)
a. Take out your homework (Lesson 1 Problem Set 3-3 and Lesson 2 Problem Set 6-1.)
b. Write down and complete the following patterns in your notebook.
1, 3, 5, 7, _, _, _
1, 2, 4, 8, _, _, _
1, 2, 6, 24, _, _, _
2. Brain Exercise Classdojo Report
3. Uncover misconceptions of home brain exercise
4. Fluency Practice: Identifying Patterns (10 minutes)
5. Mini-Lesson: What's the Weather? (30 minutes)
Math Challenges:
I will identify and describe ratio relationships in the weather to predict what I should pack if I were to travel to another place.
I will represent equivalent ratios in ratio tables and tape diagrams.
6. Exit Ticket
Homework:
Complete the Problem Set as quickly and accurately as you can.
math schedule
august 19 & 22, 2016
1. Do Now:
a. Take out the signed portion of your syllabus and leave it on your desk.
b. Ask and answer the following questions with your partner:
i. How many fingers and toes do you have?
ii. What is your favorite type of candy?
iii. How many different places have you lived?
2. Investigation: What is a statistical question? What is not a statistical question?
3. Assign iPads and practice using the class website to complete a Google Form
4. Analyze the results of the Google Form to identify statistical and non-statistical questions
5. Mini-Lesson: Representing Data in a Dot Plot
Math Challenge:
I will select a statistical question and survey my classmates.
I will represent data on my classmates in a dot plot.
I will analyze the data to draw conclusions about my classmates.
6. Team Work
7. Analysis of dot plots
8. What is a ratio?
Homework:
Complete the Problem Set 3-3 as quickly and accurately as you can. Complete the Lesson 2 Problem Set.
a. Take out the signed portion of your syllabus and leave it on your desk.
b. Ask and answer the following questions with your partner:
i. How many fingers and toes do you have?
ii. What is your favorite type of candy?
iii. How many different places have you lived?
2. Investigation: What is a statistical question? What is not a statistical question?
3. Assign iPads and practice using the class website to complete a Google Form
4. Analyze the results of the Google Form to identify statistical and non-statistical questions
5. Mini-Lesson: Representing Data in a Dot Plot
Math Challenge:
I will select a statistical question and survey my classmates.
I will represent data on my classmates in a dot plot.
I will analyze the data to draw conclusions about my classmates.
6. Team Work
7. Analysis of dot plots
8. What is a ratio?
Homework:
Complete the Problem Set 3-3 as quickly and accurately as you can. Complete the Lesson 2 Problem Set.
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math schedule
august 17 & 18, 2016
1. Do Now:
a. Think to yourself: Which candy is better?
b. Using the information you see on the wrapper, prove to your partner why one candy is better than the other candy?
2. Candy Bar Debate
3. Review Syllabus and Take Questions
4. Pass out notebooks, set up first month seating chart, and review expectations for notebooks.
5. Practice routine of entering the classroom prepared
6. Number Talk: Division vs. Multiplication
7. Practice Fluency Routines + Fluency Round 1
8. Skip Counting Practice
9. Fluency Round 2
10. Brainstorm for tomorrow's lesson: What information do you most want to know about your classmates?
Homework: Re-read and sign the syllabus to show you understand the expectations of 6th grade math.
a. Think to yourself: Which candy is better?
b. Using the information you see on the wrapper, prove to your partner why one candy is better than the other candy?
2. Candy Bar Debate
3. Review Syllabus and Take Questions
4. Pass out notebooks, set up first month seating chart, and review expectations for notebooks.
5. Practice routine of entering the classroom prepared
6. Number Talk: Division vs. Multiplication
7. Practice Fluency Routines + Fluency Round 1
8. Skip Counting Practice
9. Fluency Round 2
10. Brainstorm for tomorrow's lesson: What information do you most want to know about your classmates?
Homework: Re-read and sign the syllabus to show you understand the expectations of 6th grade math.
math schedule
august 16, 2016
1. Do Now:
a. Take a seat anywhere you want around the perimeter of the tables.
b. Introduce yourself to your seat partner.
Say: "Hi, my name is.... "
Tell them one word that describes your summer.
2. Eat breakfast + Introductions + Schedule Mapping (20 minutes)
3. Campus Tour/ PBIS Matrix/ Lunch Procedure (20 minutes)
4. Curiosity Challenge (15 minutes)
5. Review Syllabus (15 minutes)
6. Questions (5 minutes)
7. Homework: Re-read and sign the syllabus to show you understand the expectations of 6th grade math.
a. Take a seat anywhere you want around the perimeter of the tables.
b. Introduce yourself to your seat partner.
Say: "Hi, my name is.... "
Tell them one word that describes your summer.
2. Eat breakfast + Introductions + Schedule Mapping (20 minutes)
3. Campus Tour/ PBIS Matrix/ Lunch Procedure (20 minutes)
4. Curiosity Challenge (15 minutes)
5. Review Syllabus (15 minutes)
6. Questions (5 minutes)
7. Homework: Re-read and sign the syllabus to show you understand the expectations of 6th grade math.
math schedule
june 9 and 10, 2016
1. Do Now:
a. Take out your math textbook. Prepare to turn it in.
b. Read the red announcement above if you do not have your textbook.
2. Final Announcements for Sixth Grade Math
a. Textbooks
b. Summer Work: Reading Books and Math Workbooks
3. Mini-Lesson: Self-Grading my Project
4. Students self-grade
5. Presentations
6. Goodbyes!
a. Take out your math textbook. Prepare to turn it in.
b. Read the red announcement above if you do not have your textbook.
2. Final Announcements for Sixth Grade Math
a. Textbooks
b. Summer Work: Reading Books and Math Workbooks
3. Mini-Lesson: Self-Grading my Project
4. Students self-grade
5. Presentations
6. Goodbyes!
math schedule
june 8, 2016
1. Do Now:
a. Take out your math textbook. Prepare to turn it in.
b. Then, take a close look at the California presidential primary results above.
2. Compare class data on presidential primary with actual results
3. Mini-Lesson: Calculating Percent
4. Independent work time on the project
1. Do Now:
a. Take out your math textbook. Prepare to turn it in.
b. Then, take a close look at the California presidential primary results above.
2. Compare class data on presidential primary with actual results
3. Mini-Lesson: Calculating Percent
4. Independent work time on the project
math schedule
june 7, 2016
1. Do Now:
a. Think-pair-share: Prepare to cast your "vote" in today's Presidential Primary Election by lining up to check out your iPad.
2. Caucus for President
3. Presidential Primary Mock Vote
4. Mini-Lesson: Analyzing the Data in Writing
a. Watch as Ms. Shawn models writing
b. Co-create the rubric for the analytical writing part of our project
5. Independent work time on the project
a. Think-pair-share: Prepare to cast your "vote" in today's Presidential Primary Election by lining up to check out your iPad.
2. Caucus for President
3. Presidential Primary Mock Vote
4. Mini-Lesson: Analyzing the Data in Writing
a. Watch as Ms. Shawn models writing
b. Co-create the rubric for the analytical writing part of our project
5. Independent work time on the project
If you would chose to be a part of the republican party... |
if you would chose to be a part of the Democratic party ... |
Math Schedule
june 3 & 6, 2016
1. Do Now:
a. Think-pair-share: What is interesting about the data you have collected for your Statistics Project?
2. Review Sixth Grade Statistics Project
a. Expectations
b. Questions
3. Co-Create Rubric
a. Click here to be a part of the creation.
4. Independent Work Time on Project
a. Conferences
a. Think-pair-share: What is interesting about the data you have collected for your Statistics Project?
2. Review Sixth Grade Statistics Project
a. Expectations
b. Questions
3. Co-Create Rubric
a. Click here to be a part of the creation.
4. Independent Work Time on Project
a. Conferences
please send your survey to:
|
5. Reminder for Math Textbooks
math schedule
june 1 & 2, 2016
_1. Do Now:
a. Think back to the problem you created using the important skill of calculating percent (tax and/or discounts).
b. Prepare to get your grade on the problem you created by thinking back to what you wrote, what your understandings are about calculating percent, and what misconceptions/ confusions you have.
2. Receive grade and self-assess progress towards mastery of percent
3. Discuss Sixth Grade Statistics Project
a. Expectations
b. Questions
4. Co-Create Rubric
a. Click here to be a part of the creation.
5. Independent Work Time on Project
a. Conferences
a. Think back to the problem you created using the important skill of calculating percent (tax and/or discounts).
b. Prepare to get your grade on the problem you created by thinking back to what you wrote, what your understandings are about calculating percent, and what misconceptions/ confusions you have.
2. Receive grade and self-assess progress towards mastery of percent
3. Discuss Sixth Grade Statistics Project
a. Expectations
b. Questions
4. Co-Create Rubric
a. Click here to be a part of the creation.
5. Independent Work Time on Project
a. Conferences
math schedule
may 26 & 27, 2016
1. Do Now:
Prepare to go to the computer lab to complete the Math Placement Test.
You will need:
-a pencil or pen
-your math notebook (for when you are done)
Please leave everything else behind.
2. When you are done with your Math Placement Test, read through the directions below.
Directions:
For your final project in Sixth Grade Math, you will use what you have learned about data and statistics to create your Statistics Project.
First, you will start your Math Statistics Project by choosing a statistics question. The question should be something you think is important to know and analyze about our sixth grade Studio School community.
Once you have your question selected (and it is approved by Ms. Shawn), you will then need to collect data from 25 or more of your classmates. The way you collect your data is up to you. If you want to create a Google Form, you can. If you want to speak to 25 or more classmates individually, you can. Remember, the bigger your sample size (or the more students you ask), the more reliable your data will be.
Next, you will need to organize your data.
After that, you will need to figure out a way to visually represent your data. Depending on the data you collect, you may choose to create a histogram, dot plot, bar graph, etc.
Finally, you will need to analyze the data by writing a paragraph or more. Your analysis should explain what you learned from the data about our sixth grade Studio School community. Your analysis should include both facts and inferences you can draw from the data.
Your final project should be a poster that includes:
-your statistical question
-the data you collected from 25 classmates or more
-the data organized
-the data represented in a visual way (i.e. histogram, bar graph, pie-chart)
-a paragraph or more including your analysis of the data
The project is due on June 9, 2016.
The project must be completed independently.
You will have four 80-minute periods to work on the project in class, and what you don't get done will need to be completed outside of class.
Prepare to go to the computer lab to complete the Math Placement Test.
You will need:
-a pencil or pen
-your math notebook (for when you are done)
Please leave everything else behind.
2. When you are done with your Math Placement Test, read through the directions below.
Directions:
For your final project in Sixth Grade Math, you will use what you have learned about data and statistics to create your Statistics Project.
First, you will start your Math Statistics Project by choosing a statistics question. The question should be something you think is important to know and analyze about our sixth grade Studio School community.
Once you have your question selected (and it is approved by Ms. Shawn), you will then need to collect data from 25 or more of your classmates. The way you collect your data is up to you. If you want to create a Google Form, you can. If you want to speak to 25 or more classmates individually, you can. Remember, the bigger your sample size (or the more students you ask), the more reliable your data will be.
Next, you will need to organize your data.
After that, you will need to figure out a way to visually represent your data. Depending on the data you collect, you may choose to create a histogram, dot plot, bar graph, etc.
Finally, you will need to analyze the data by writing a paragraph or more. Your analysis should explain what you learned from the data about our sixth grade Studio School community. Your analysis should include both facts and inferences you can draw from the data.
Your final project should be a poster that includes:
-your statistical question
-the data you collected from 25 classmates or more
-the data organized
-the data represented in a visual way (i.e. histogram, bar graph, pie-chart)
-a paragraph or more including your analysis of the data
The project is due on June 9, 2016.
The project must be completed independently.
You will have four 80-minute periods to work on the project in class, and what you don't get done will need to be completed outside of class.
math schedule
may 25, 2016
Do Now:
Give One, Take One
a. What facts can we identify from the histogram we created on Friday?
b. What can we infer about our classmates' water use?
2. Compare our histogram to Period 4 and Period 5's
3. Discuss understandings and misconceptions from exit tickets
4. Fluency Practice: Calculating the Average & the Range
5. Sample Mean Investigation
Math Challenge:
I will calculate a sample average to predict a population average by using everything I know about measurement, area, and averages.
6. Exit Ticket:
Directions: In complete sentences, answer the following questions.
What did you learn today about using sample averages to predict population averages?
What question do you have about what we did today?
7. Return real-world problem rubrics to students
Give One, Take One
a. What facts can we identify from the histogram we created on Friday?
b. What can we infer about our classmates' water use?
2. Compare our histogram to Period 4 and Period 5's
3. Discuss understandings and misconceptions from exit tickets
4. Fluency Practice: Calculating the Average & the Range
5. Sample Mean Investigation
Math Challenge:
I will calculate a sample average to predict a population average by using everything I know about measurement, area, and averages.
6. Exit Ticket:
Directions: In complete sentences, answer the following questions.
What did you learn today about using sample averages to predict population averages?
What question do you have about what we did today?
7. Return real-world problem rubrics to students
math schedule
may 20, 2016
Friendly Reminder: Your Sixth Grade Math Placement Test is coming up this Tuesday.
Do Now:
Think-pair-share:
What is the difference between a statistical question and a non-statistical question?
2. Discuss understandings and misconceptions from exit tickets
Math Challenge:
I will visualize my classmates' preferences by organizing and representing data gathered from statistical questions.
3. Visualizing Data Inquiry:
How can I gather data?
How can I represent the data?
4. Mini-Lesson: What is a histogram?
5. Music Rating Activity
6. Exit Ticket
Think-pair-share:
What is the difference between a statistical question and a non-statistical question?
2. Discuss understandings and misconceptions from exit tickets
Math Challenge:
I will visualize my classmates' preferences by organizing and representing data gathered from statistical questions.
3. Visualizing Data Inquiry:
How can I gather data?
How can I represent the data?
4. Mini-Lesson: What is a histogram?
5. Music Rating Activity
6. Exit Ticket
math schedule may 18 and 19, 2016
Do Now:
Look carefully at the table to the left.
What can you learn by looking at this table?
2. Data Set Warm-Up
Math Challenge:
I will investigate the meaning of variability.
I will distinguish between statistical and non-statistical questions.
3. Variability Investigation:
What makes us different?
How can we measure our differences?
What is a statistical question?
4. Statistical Question Investigation
5. Practice identifying statistical and non-statistical questions
6. (If Time) Brainstorm a list of statistical questions in groups
7. Exit Ticket
Look carefully at the table to the left.
What can you learn by looking at this table?
2. Data Set Warm-Up
Math Challenge:
I will investigate the meaning of variability.
I will distinguish between statistical and non-statistical questions.
3. Variability Investigation:
What makes us different?
How can we measure our differences?
What is a statistical question?
4. Statistical Question Investigation
5. Practice identifying statistical and non-statistical questions
6. (If Time) Brainstorm a list of statistical questions in groups
7. Exit Ticket
math schedule
may 17, 2016
1. Do Now:
Read the example word problem and solution at your desk. Highlight or underline the math buzzwords that are used to explain the mathematical reasoning behind the solution.
ANNOUNCEMENT:
IN ONE WEEK YOU WILL TAKE YOUR 6TH GRADE MATH PLACEMENT TEST.
2. Mini-Lesson: Creating Criteria
3. Math Challenge:
I will create my own problems to challenge myself and others to calculate the price of items including tax when applicable.
5. Click here to enter your word problem work.
6. If you finish early, you may continue party planning, or you may go on Khan Academy to preview our next unit: Data and Statistics
Read the example word problem and solution at your desk. Highlight or underline the math buzzwords that are used to explain the mathematical reasoning behind the solution.
ANNOUNCEMENT:
IN ONE WEEK YOU WILL TAKE YOUR 6TH GRADE MATH PLACEMENT TEST.
2. Mini-Lesson: Creating Criteria
3. Math Challenge:
I will create my own problems to challenge myself and others to calculate the price of items including tax when applicable.
5. Click here to enter your word problem work.
6. If you finish early, you may continue party planning, or you may go on Khan Academy to preview our next unit: Data and Statistics
math schedule
may 13 and 16, 2016
1. Do Now:
Take out your math notebook, your pencil, and your calculator.
When you get your exit ticket back, look through each problem to identify your understandings, and your misconceptions.
2. Small Group Project Presentations
3. Mini-Lesson: Creating Our Own Problems
I will create my own problems to challenge myself and others to calculate the price of items including tax when applicable.
4. Click here to enter your word problem work.
Take out your math notebook, your pencil, and your calculator.
When you get your exit ticket back, look through each problem to identify your understandings, and your misconceptions.
2. Small Group Project Presentations
3. Mini-Lesson: Creating Our Own Problems
I will create my own problems to challenge myself and others to calculate the price of items including tax when applicable.
4. Click here to enter your word problem work.
math schedule
may 11 and 12, 2016
Do Now:
While shopping on the Party City website, I saw this deal for party supplies. I went to complete my order, and realized the cost seemed WAY TOO MUCH!
What misconception did I have when I placed the order?
What should the actual price be? How do you know?
While shopping on the Party City website, I saw this deal for party supplies. I went to complete my order, and realized the cost seemed WAY TOO MUCH!
What misconception did I have when I placed the order?
What should the actual price be? How do you know?
I will use what I know about calculating percent to investigate the cost on items in Los Angeles.
2. Grocery Shopping Inquiry
What is taxed at the supermarket? What isn't taxed?
3. Continue Group A and Group B from Tuesday.
4. Exit Ticket
2. Grocery Shopping Inquiry
What is taxed at the supermarket? What isn't taxed?
3. Continue Group A and Group B from Tuesday.
4. Exit Ticket
math schedule
may 10, 2016
1. Do Now:
As a team, figure out a way to count the Cap'n Crunch.
Be prepared to tell the class how many Cap'n Crunch pieces there are on your table.
2. Divide into two groups
__________________________________________________________________
Group A: Deep-dive into what a percentage is, and how to calculate percentage.
Group B: Using computers or Ipads, answer the following question:
What would it cost to throw a fun party for all 84 sixth grade students?
Make sure to organize a list of:
-the items you plan to buy
-the costs
-the sub-total of the purchase
-the sales tax at the rate of 9%
-the final total of the party
Possible websites to use include:
As a team, figure out a way to count the Cap'n Crunch.
Be prepared to tell the class how many Cap'n Crunch pieces there are on your table.
2. Divide into two groups
__________________________________________________________________
Group A: Deep-dive into what a percentage is, and how to calculate percentage.
Group B: Using computers or Ipads, answer the following question:
What would it cost to throw a fun party for all 84 sixth grade students?
Make sure to organize a list of:
-the items you plan to buy
-the costs
-the sub-total of the purchase
-the sales tax at the rate of 9%
-the final total of the party
Possible websites to use include:
math schedule
may 6 and 9, 2016
1. Do Now:
When you get your Sewing Performance Task back, look carefully over each problem.
a. What were you able to figure out and why?
b. What parts of the task are still confusing?
2. Peer-Review of Sewing Performance Task
3. Fluency Review: Rounding to the Nearest Cents
4. "Out to Eat" Inquiry
math schedule
may 3, 2016
1. Do Now:
Think-pair-share: If I pay $250 for my family to go to Speedzone, out to the movies and out to dinner, what will I pay in tax? How do you know your answer makes sense?
2. Ratio--> Fraction --> Percent Review with White Boards
3. Tune the Sewing Performance Task
Math Challenge: I will use the mathematics of measurement, fraction, and percentage to figure out a sewing problem.
4. Self-Assessment
Extension Performance Task
You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is 1 and 1/2 miles away. You are timing your progress and find that you can travel 2/3 of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? Solve the problem with a diagram and explain your answer.
Extension Exercise:
To help us prepare for our Statistics Project, think of five or more statistical questions you would want to ask to the sixth grade class.
For example:
What kind of dog do you have?
What emotion do you feel the most?
What do you want to be when you grow up?
How many siblings do you have?
What is your favorite chip flavor?
Guiding Standard:
CCSS.MATH.CONTENT.6.SP.A.1
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
math schedule
May 2 and 3, 2016
1. Do Now:
Look carefully at the receipt to the left. Find the tax.
Think-pair-share the following questions:
What was the subtotal of all the purchases?
What percent was charged for tax?
What was the cost of the tax?
What was the total?
2. Ratio--> Fraction --> Percent Review with White Boards
3. Individual Performance Task
Math Challenge: I will use the mathematics of measurement, fraction, and percentage to figure out a sewing problem.
4. Self-Assessment
Extension Performance Task
You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is 1 1/2 miles away. You are timing your progress and find that you can travel 2/3 of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? Solve the problem with a diagram and explain your answer.
Look carefully at the receipt to the left. Find the tax.
Think-pair-share the following questions:
What was the subtotal of all the purchases?
What percent was charged for tax?
What was the cost of the tax?
What was the total?
2. Ratio--> Fraction --> Percent Review with White Boards
3. Individual Performance Task
Math Challenge: I will use the mathematics of measurement, fraction, and percentage to figure out a sewing problem.
4. Self-Assessment
Extension Performance Task
You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is 1 1/2 miles away. You are timing your progress and find that you can travel 2/3 of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? Solve the problem with a diagram and explain your answer.
math classroom activity
Think-pair-share:
How does this hip-hop dancer exhibit talent?
How does this hip-hop dancer exhibit talent?
essential questions:
what is talent?
what are some examples of talents you have or other people have?
what is a talent show, and what kind of technical equipment would you need to put on a talent show?
math schedule
april 27 and 28, 2016
1. Do Now:
Get ready to go to the computer lab for fluency practice.
Menu of Options:
Volume of Rectangular Prisms and Cubes
Maps with Decimal Distances
Calculate Mean, Median, Mode and Range
Interpreting Charts to Find Mean, Median, and Mode
Coordinate Planes as Maps
2. Group Performance Task
3. Individual Practice Performance Task #2
3. Self-Assess
Extension Performance Task
You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is 1 1/2 miles away. You are timing your progress and find that you can travel 2/3 of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? Solve the problem with a diagram and explain your answer.
Get ready to go to the computer lab for fluency practice.
Menu of Options:
Volume of Rectangular Prisms and Cubes
Maps with Decimal Distances
Calculate Mean, Median, Mode and Range
Interpreting Charts to Find Mean, Median, and Mode
Coordinate Planes as Maps
2. Group Performance Task
3. Individual Practice Performance Task #2
3. Self-Assess
Extension Performance Task
You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is 1 1/2 miles away. You are timing your progress and find that you can travel 2/3 of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? Solve the problem with a diagram and explain your answer.
math schedule
april 26
April 28 (for Period 4)
1. Do Now:
a. Wait to get your Performance Task back.
b. Look over each question and check to make sure you:
i. annotated the problem
ii. identified the given information
iii. identified what was being asked of you to figure out
2. Number Talk on Math Actions
3. Swap Meet the Practice Performance Task
4. Self-Assess
Extension Problem
You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is 1 1/2 miles away. You are timing your progress and find that you can travel 2/3 of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? Solve the problem with a diagram and explain your answer.
math schedule
april 22 & 25, 2016
1. Do Now:
Think-Pair-Share: What do you know about the mean, median, mode, and range of a set of numbers?
2. Exploration:
What is the most common age of the students in this classroom?
How many years difference is there between the youngest student and the oldest student in this classroom?
3. Mini-Lesson: Mean, Median, Range, and Mode
3. Performance Task Model
4. Individual Performance Task
I will do my best possible work on my practice performance task by creating understanding at a 4-level.
5. Self-Rating on the Create Understanding Rubric
math schedule
april 20 & 21, 2016
_1. Do Now:
Prepare to go to the computer lab by taking out your math notebook and your pencil.
Sprint #1: Converting between Fractions and Mixed Numbers
Sprint #2: Simplifying Fractions
Sprint #3: Multiply Two Fractions
Extension:
Introduction to Volume
Volume of Cubes and Rectangular Prisms
Volume of Rectangular Prisms with Fractional Dimensions
Relating Volume with Surface Area
2. Math Challenge: I will discover the formula for calculating the area of right triangles by participating in an exploratory challenge.
a. Exploratory Challenge
b. Exercises
c. Closure:
Review of finding the area of a parallelogram and the area of a triangle
3. Exit Ticket
Prepare to go to the computer lab by taking out your math notebook and your pencil.
Sprint #1: Converting between Fractions and Mixed Numbers
Sprint #2: Simplifying Fractions
Sprint #3: Multiply Two Fractions
Extension:
Introduction to Volume
Volume of Cubes and Rectangular Prisms
Volume of Rectangular Prisms with Fractional Dimensions
Relating Volume with Surface Area
2. Math Challenge: I will discover the formula for calculating the area of right triangles by participating in an exploratory challenge.
a. Exploratory Challenge
b. Exercises
c. Closure:
Review of finding the area of a parallelogram and the area of a triangle
3. Exit Ticket
math schedule
april 19, 2016
_1. Do Now:
Review your notes on multiplication of fraction to prepare for the sprint.
2. Sprint
3. Math Challenge: I will use all I have learned about geometry and rectangles to discover how to calculate the area of a parallelogram.
3. Mini-Lesson (continued)
4. Classwork
5. Exercises
5b. Extension Challenge
Introduction to Volume
Volume of Cubes and Rectangular Prisms
Volume of Rectangular Prisms with Fractional Dimensions
Relating Volume with Surface Area
6. Exit Ticket
Review your notes on multiplication of fraction to prepare for the sprint.
2. Sprint
3. Math Challenge: I will use all I have learned about geometry and rectangles to discover how to calculate the area of a parallelogram.
3. Mini-Lesson (continued)
4. Classwork
5. Exercises
5b. Extension Challenge
Introduction to Volume
Volume of Cubes and Rectangular Prisms
Volume of Rectangular Prisms with Fractional Dimensions
Relating Volume with Surface Area
6. Exit Ticket
math schedule
april 15 & 18, 2016
_1. Do Now:
Take out your notes from Tuesday's lesson on dividing fractions by whole numbers.
Read through your notes step by step to review how to divide fractions by whole numbers.
2. Return Entrance Tickets
3. Fluency Practice: Multiplication of Fractions
a. Multiply Two Fractions with Models
b. Multiply Two Fractions
c. Converting between Fractions and Mixed Numbers
d. Multiply Three Fractions
4. Math Challenge: I will use all I have learned about geometry and rectangles to discover how to calculate the area of a parallelogram.
3. Mini-Lesson
4. Classwork
5. Exercises
6. Exit Ticket
Take out your notes from Tuesday's lesson on dividing fractions by whole numbers.
Read through your notes step by step to review how to divide fractions by whole numbers.
2. Return Entrance Tickets
3. Fluency Practice: Multiplication of Fractions
a. Multiply Two Fractions with Models
b. Multiply Two Fractions
c. Converting between Fractions and Mixed Numbers
d. Multiply Three Fractions
4. Math Challenge: I will use all I have learned about geometry and rectangles to discover how to calculate the area of a parallelogram.
3. Mini-Lesson
4. Classwork
5. Exercises
6. Exit Ticket
math schedule
april 13 & 14, 2016
_1. Do Now:
Take out your notes from Tuesday's lesson on dividing fractions by whole numbers.
Read through your notes step by step to review how to divide fractions by whole numbers.
2. Problem Set Review
3. Entrance Ticket
4. Explore Misconceptions in Entrance Tickets
4. Math Skill : Interpreting Division of a Whole Number by a Fraction
Math Challenge: I will understand the difference between a whole number being divided by a fraction, and a fraction being divided by a whole number.
3. Classwork
4. Examples
5. Exercises
6. IXL
Take out your notes from Tuesday's lesson on dividing fractions by whole numbers.
Read through your notes step by step to review how to divide fractions by whole numbers.
2. Problem Set Review
3. Entrance Ticket
4. Explore Misconceptions in Entrance Tickets
4. Math Skill : Interpreting Division of a Whole Number by a Fraction
Math Challenge: I will understand the difference between a whole number being divided by a fraction, and a fraction being divided by a whole number.
3. Classwork
4. Examples
5. Exercises
6. IXL
math schedule
april 12, 2016
1. Do Now:
With your team, figure out the following problem.
Six of your friends come over to share the last of your pumpkin pie. If you divided the pie into equal slices, what size slice would each friend get?
2. Math Skill : Interpreting Division of a Fraction by a Whole Number
Math Challenge: I will interpret how to divide fractions by whole numbers by using tape diagrams and an algorithm.
3. Classwork
4. Examples
5. Exercises
6. Exit Ticket
With your team, figure out the following problem.
Six of your friends come over to share the last of your pumpkin pie. If you divided the pie into equal slices, what size slice would each friend get?
2. Math Skill : Interpreting Division of a Fraction by a Whole Number
Math Challenge: I will interpret how to divide fractions by whole numbers by using tape diagrams and an algorithm.
3. Classwork
4. Examples
5. Exercises
6. Exit Ticket
math schedule
april 8 and 11, 2016
1. Do Now:
Deal out the cards to your table members and play a round of Zip, Zilch, Zero.
2. Mini-Lesson: Ordering and Comparing Rational Numbers
Math Challenge: I will interpret and explain statements of order for rational numbers in the real world.
Extension Challenge: I will add, subtract, multiply and divide rational numbers.
4. Level 2 in Computer Lab
Deal out the cards to your table members and play a round of Zip, Zilch, Zero.
2. Mini-Lesson: Ordering and Comparing Rational Numbers
Math Challenge: I will interpret and explain statements of order for rational numbers in the real world.
Extension Challenge: I will add, subtract, multiply and divide rational numbers.
4. Level 2 in Computer Lab
4th grade
|
6th grade level 2level 3 |
Level 2:
Comparing rational numbers
math schedule
april 6 and 7, 2016
1. Do Now:
Look to the left.
Write a number sentence that explains what's happening.
2. Open House Expectations
a. Zip, Zilch, Zero
b. Challenge Problem
c. Ratio Estimate Contest
3. IXL Accounts
4. Mini-Lesson: Practicing Math Concepts on IXL
Math Challenge: I will interpret and explain statements of order for rational numbers in the real world.
Extension Challenge: I will add, subtract, multiply and divide rational numbers.
4. Level 1 in Computer Lab
5. Mini-Lesson: Rational Numbers
6. Level 2 in Computer Lab
Look to the left.
Write a number sentence that explains what's happening.
2. Open House Expectations
a. Zip, Zilch, Zero
b. Challenge Problem
c. Ratio Estimate Contest
3. IXL Accounts
4. Mini-Lesson: Practicing Math Concepts on IXL
Math Challenge: I will interpret and explain statements of order for rational numbers in the real world.
Extension Challenge: I will add, subtract, multiply and divide rational numbers.
4. Level 1 in Computer Lab
5. Mini-Lesson: Rational Numbers
6. Level 2 in Computer Lab
Level 1:
integers
level 3:
rational number actions
math schedule
april 5, 2016
1. Do Now: Think-pair-share:
a. What is more money: $15 or $25?
b. What is colder: -7 degrees or -10 degrees?
Math Challenge: I will compare the (absolute) value of integers to see which number is more or less value in real-world contexts.
Extension Challenge: I will write story problems that compare the (absolute) value of integers in real-world contexts.
2. Mini-Lesson: Inequalities with Absolute Value
3. Fluency Practice
4. Review Group: More fluency practice
Extension Group: Write word problems
5. Whole-group: Solve word problems
a. What is more money: $15 or $25?
b. What is colder: -7 degrees or -10 degrees?
Math Challenge: I will compare the (absolute) value of integers to see which number is more or less value in real-world contexts.
Extension Challenge: I will write story problems that compare the (absolute) value of integers in real-world contexts.
2. Mini-Lesson: Inequalities with Absolute Value
3. Fluency Practice
4. Review Group: More fluency practice
Extension Group: Write word problems
5. Whole-group: Solve word problems
math schedule
April 1 and 4, 2016
1. Do Now: Think-pair-share:
a. How would you show 150 on a numberline?
a. How would you show 150 on a numberline?
2. Math Topic: Real-World Positive and Negative Numbers and Zero
Math Challenge: I will use positive and negative numbers to show a change (gain or loss) in the balance in a bank account and in temperature.
I will choose an appropriate scale for the number line when given a set of positive and negative numbers to graph
2. Example 1: Take it to the Bank
3. Exercises 1 and 2
4. Example 2
5. Exercises 3 and 4
6. Pass back grades and discuss test scores
Math Challenge: I will use positive and negative numbers to show a change (gain or loss) in the balance in a bank account and in temperature.
I will choose an appropriate scale for the number line when given a set of positive and negative numbers to graph
2. Example 1: Take it to the Bank
3. Exercises 1 and 2
4. Example 2
5. Exercises 3 and 4
6. Pass back grades and discuss test scores
math schedule
march 30 and 31, 2016
1. Do Now: Choose one of the following problems, and complete it on the back of your index card.
a. Convert 1/5 to a percent. Create a model to show your thinking.
b. Convert 0.30 to a fraction and a percent. Explain in a sentence how you got your answer.
c. Convert 9% to a fraction and a decimal. Explain in a sentence how you got your answer.
d. Convert 3/6 to a decimal and a percent. Create a model to show your thinking.
2. White-board sprints to review percentage conversions.
Math Challenge: I will use positive integers to locate negative integers by moving in the opposite direction from zero.
2. Number Line Activity
3. Notes
4. Exercises
5. Problem Set
6. Pass back grades and discuss test scores
a. Convert 1/5 to a percent. Create a model to show your thinking.
b. Convert 0.30 to a fraction and a percent. Explain in a sentence how you got your answer.
c. Convert 9% to a fraction and a decimal. Explain in a sentence how you got your answer.
d. Convert 3/6 to a decimal and a percent. Create a model to show your thinking.
2. White-board sprints to review percentage conversions.
Math Challenge: I will use positive integers to locate negative integers by moving in the opposite direction from zero.
2. Number Line Activity
3. Notes
4. Exercises
5. Problem Set
6. Pass back grades and discuss test scores
math schedule
march 29, 2016
1. Do Now:
On the index card given, answer each of the following questions:
a. What fraction of your Spring Break was fun?
b. What percentage of your Spring Break was fun?
c. What is a percent? Explain in your own words
Math Challenge: I will write a fraction and a decimal as a percent of a whole quantity and write a percent of a whole quantity as a fraction or decimal.
2. Connection:
Create two ratios that accurately describe the picture.
3. Whole Class Examples
Example 1:
Sam says 𝟓𝟎% of the vehicles are cars. Give three different reasons or models that prove or disprove Sam’s statement. Models can include tape diagrams, 𝟏𝟎 × 𝟏𝟎 grids, double number lines, etc.
How is the fraction of cars related to the percent?
Use a model to prove that the fraction and percent are equivalent.
What other fractions or decimals also represent ?
Example 2:
A survey was taken that asked participants whether or not they were happy with their job. An overall score was given. 𝟑𝟎𝟎 of the participants were unhappy while 𝟕𝟎𝟎 of the participants were happy with their job. Give a part-to-whole fraction for comparing happy participants to the whole. Then write a part-to-whole fraction of the unhappy participants to the whole. What percent were happy with their job, and what percent were unhappy with their job?
4. Group Exercises
5. Modeling with calculators
6. Independent Practice
7. Closure
8. Exit Ticket
On the index card given, answer each of the following questions:
a. What fraction of your Spring Break was fun?
b. What percentage of your Spring Break was fun?
c. What is a percent? Explain in your own words
Math Challenge: I will write a fraction and a decimal as a percent of a whole quantity and write a percent of a whole quantity as a fraction or decimal.
2. Connection:
Create two ratios that accurately describe the picture.
3. Whole Class Examples
Example 1:
Sam says 𝟓𝟎% of the vehicles are cars. Give three different reasons or models that prove or disprove Sam’s statement. Models can include tape diagrams, 𝟏𝟎 × 𝟏𝟎 grids, double number lines, etc.
How is the fraction of cars related to the percent?
Use a model to prove that the fraction and percent are equivalent.
What other fractions or decimals also represent ?
Example 2:
A survey was taken that asked participants whether or not they were happy with their job. An overall score was given. 𝟑𝟎𝟎 of the participants were unhappy while 𝟕𝟎𝟎 of the participants were happy with their job. Give a part-to-whole fraction for comparing happy participants to the whole. Then write a part-to-whole fraction of the unhappy participants to the whole. What percent were happy with their job, and what percent were unhappy with their job?
4. Group Exercises
5. Modeling with calculators
6. Independent Practice
7. Closure
8. Exit Ticket
math schedule
march 16 and 17, 2016
1. Do Now: Think to yourself: What does test-taking have to do with boxing?
2. Mini-Lesson:
Mentally Preparing Yourself for a Test
Connection
Teach
Active-Engagement
Link
Math Challenge: I will fight to earn the best score on the Ratio and Percentage Test I can by demonstrating the math skills and ideas I have learned this unit.
3. Go to the computer lab equipped with pencils
4. Ratio and Percentage Test
2. Mini-Lesson:
Mentally Preparing Yourself for a Test
Connection
Teach
Active-Engagement
Link
Math Challenge: I will fight to earn the best score on the Ratio and Percentage Test I can by demonstrating the math skills and ideas I have learned this unit.
3. Go to the computer lab equipped with pencils
4. Ratio and Percentage Test
math schedule
march 14 and 15, 2016
1. Do Now: In your notebook, write down the follow math ideas:
Equivalent Ratios
Unit Rate
Percentages
Give yourself a grade of 4, 3, 2, or 1 on your understanding of each of the math ideas using the Math Mastery Rubric.
2. Mini-Lesson: Study Strategies Part 1
Connection
Teach
Active-Engagement
Link
Math Challenge: I will create a poster in my team to demonstrate the steps to accurately solve a ratio and percentage problem.
3. Cross-team comparison + Revisions
4. Create presentation + Practice
5. Set up notebook to prepare for presentations
6. Watch and study from presentations on problems
Equivalent Ratios
Unit Rate
Percentages
Give yourself a grade of 4, 3, 2, or 1 on your understanding of each of the math ideas using the Math Mastery Rubric.
2. Mini-Lesson: Study Strategies Part 1
Connection
Teach
Active-Engagement
Link
Math Challenge: I will create a poster in my team to demonstrate the steps to accurately solve a ratio and percentage problem.
3. Cross-team comparison + Revisions
4. Create presentation + Practice
5. Set up notebook to prepare for presentations
6. Watch and study from presentations on problems
math schedule
march 8 & 9
1. Do Now: Think-pair-share
What is 50% of 100?
What is 50% of 80?
What is 50% of 40?
What is 50% of 20?
What is 50% of 10?
2. Math Topic: Finding Percents of Whole Numbers
Math Challenge: I will find percents of whole numbers by representing the situation using tape diagrams and by using a calculator.
Team Challenge Problem:
Christian and Samuel each bought a professional FIFA soccer ball for $40.
Christian sold his soccer ball to his friend for 20% more than the original price.
Samuel sold his soccer ball to his friend for 25% more than the original price.
After selling them, how much more money did Samuel receive for his soccer ball than Christian?
Mini-Lesson
Team practice
Independent practice
5. Exit Ticket
What is 50% of 100?
What is 50% of 80?
What is 50% of 40?
What is 50% of 20?
What is 50% of 10?
2. Math Topic: Finding Percents of Whole Numbers
Math Challenge: I will find percents of whole numbers by representing the situation using tape diagrams and by using a calculator.
Team Challenge Problem:
Christian and Samuel each bought a professional FIFA soccer ball for $40.
Christian sold his soccer ball to his friend for 20% more than the original price.
Samuel sold his soccer ball to his friend for 25% more than the original price.
After selling them, how much more money did Samuel receive for his soccer ball than Christian?
Mini-Lesson
Team practice
Independent practice
5. Exit Ticket
math schedule
march 8
1. Do Now:
Take out your problem set on converting percents, decimals and fractions.
b. Compare your answers with your elbow partner.
2. Discuss answers to Converting Percents, Decimals, and Fractions in small-groups
3. Entrance Slips for Lesson 24 and Lesson 25
4. Math Topic: Finding Mystery Numbers by Starting with Percents
Math Challenge: I will find mystery numbers by starting with percent amounts by representing the situation using tape diagrams.
Team Challenge Problem:
Ana got to her bedroom and realized that her little brother had eaten 25% of her candy. He ate 6 of her chocolate bars! How many chocolate bars did Ana have before her brother started eating them?
Mini-Lesson
Team practice
Independent practice
5. Exit Ticket
Take out your problem set on converting percents, decimals and fractions.
b. Compare your answers with your elbow partner.
2. Discuss answers to Converting Percents, Decimals, and Fractions in small-groups
3. Entrance Slips for Lesson 24 and Lesson 25
4. Math Topic: Finding Mystery Numbers by Starting with Percents
Math Challenge: I will find mystery numbers by starting with percent amounts by representing the situation using tape diagrams.
Team Challenge Problem:
Ana got to her bedroom and realized that her little brother had eaten 25% of her candy. He ate 6 of her chocolate bars! How many chocolate bars did Ana have before her brother started eating them?
Mini-Lesson
Team practice
Independent practice
5. Exit Ticket
math schedule
march 7, 2016
1. Do Now:
Take out your pink paper on percents.
2. Exit Ticket
3. Review converting between percents, decimal and fractions
4. Exit Ticket
Take out your pink paper on percents.
2. Exit Ticket
3. Review converting between percents, decimal and fractions
4. Exit Ticket
Math schedule
march 3 & 4, 2016
1. Do Now:
Think-pair-share: What is unit rate?
Tell your partner an example.
2. Discuss Answers from Lesson 15 Problem Set
3. Lesson 24: Percents, Decimals and Fractions
Math Challenge: I will understand that a percentage is a way to represent a part-to-whole ratio out of 100.
I will convert a percentage to a decimal, fraction, and ratio. I will represent the percentage in a colored model.
4. Discuss change in problem set for tonight's homework
5. Exit Ticket
Think-pair-share: What is unit rate?
Tell your partner an example.
2. Discuss Answers from Lesson 15 Problem Set
3. Lesson 24: Percents, Decimals and Fractions
Math Challenge: I will understand that a percentage is a way to represent a part-to-whole ratio out of 100.
I will convert a percentage to a decimal, fraction, and ratio. I will represent the percentage in a colored model.
4. Discuss change in problem set for tonight's homework
5. Exit Ticket
math schedule
february 26, 2016
1. Do Now:
Think-pair-share:
Look at our Math Mastery Rubric on the window.
What grade do you think you earned on the Ratios Mid-Module Assessment?
2. Test Reflection
3. Math Challenge:
Think-pair-share:
Look at our Math Mastery Rubric on the window.
What grade do you think you earned on the Ratios Mid-Module Assessment?
2. Test Reflection
3. Math Challenge:
- I will set a SMART goal to prepare to increase my understanding of ratios and to prepare for the IAB in two and a half weeks.
math schedule
february 24 and 25, 2016
1. Do Now:
Think-pair-share:
How might an artist have used ratios to create this mural?
2. Test Reflection
3. Math Challenge:
Think-pair-share:
How might an artist have used ratios to create this mural?
2. Test Reflection
3. Math Challenge:
- I will enlarge an image and examine the relationship between the original image and the enlargement.
math schedule
february 23, 2016
1. Do Now:
Think-pair-share:
What steps do you take to plot points on a coordinate plane?
Math Challenges:
Think-pair-share:
What steps do you take to plot points on a coordinate plane?
Math Challenges:
- I will demonstrate my understanding of ratios to complete the mid-module assessment to the best of my ability.
math schedule
february 19/22, 2016
1. Do Now:
Think-pair-share:
What steps do you take to plot the points (3, 4) on the coordinate plane?
Math Challenges:
3. Lesson 14
Whole-group exercise 1 and 2 + Example 1
Small Group exercise
Example 2
If there are 20 grams of sugar in 12 ounces of cola, how many grams of sugar are there in 48 ounces of cola?
Create a ratio table in your notebook to determine your ordered pairs.
Then create a coordinate plane that includes:
-the x- axis labeled with "Sugar" and the intervals given in the ratio table
-the y- axis labeled with "Cola" and the intervals given in the ratio table
-plotted points on the ordered pairs
-a line connecting the plotted points and showing the relationship of sugar to cola
-a sticker demonstrating the answer to the question: If there are 20 grams of sugar in 12 ounces of cola, how many grams of sugar are there in 48 ounces of cola?
Independent Exit Ticket
Think-pair-share:
What steps do you take to plot the points (3, 4) on the coordinate plane?
Math Challenges:
- I will represent ratios in ratio tables, double number line diagrams, and coordinate planes to figure out the details of an ADVENTURE.
- I will connect each ratio A:B to the ordered pair (A, B) and plot it in the x-y coordinate plane.
3. Lesson 14
Whole-group exercise 1 and 2 + Example 1
Small Group exercise
Example 2
If there are 20 grams of sugar in 12 ounces of cola, how many grams of sugar are there in 48 ounces of cola?
Create a ratio table in your notebook to determine your ordered pairs.
Then create a coordinate plane that includes:
-the x- axis labeled with "Sugar" and the intervals given in the ratio table
-the y- axis labeled with "Cola" and the intervals given in the ratio table
-plotted points on the ordered pairs
-a line connecting the plotted points and showing the relationship of sugar to cola
-a sticker demonstrating the answer to the question: If there are 20 grams of sugar in 12 ounces of cola, how many grams of sugar are there in 48 ounces of cola?
Independent Exit Ticket
math schedule
february 17 & 18, 2016
1. Do Now:
Turn your notebook open to your notes from yesterday's problem on Yellow and Red Paint.
Think-pair-share: What is the relationship between the amount of yellow paint and the amount of red paint?
Sentence Frame: The amount of yellow paint is always... than the red paint.
Math Challenge:
Whole-group exercise
Partner exercises (with small-group reteaching)
Review homework problem set
Independent Exit Ticket
Turn your notebook open to your notes from yesterday's problem on Yellow and Red Paint.
Think-pair-share: What is the relationship between the amount of yellow paint and the amount of red paint?
Sentence Frame: The amount of yellow paint is always... than the red paint.
Math Challenge:
- I will use the value of a ratio to problem-solve by writing and solving equations.
-
Whole-group exercise
Partner exercises (with small-group reteaching)
Review homework problem set
Independent Exit Ticket
math schedule
february 16, 2016
1. Do Now:
Think-pair-share
a. What number is between 10 and 30?
b. What number is between 20 and 40?
c. What number is between 10 and 40?
d. Explain your strategy for finding the middle number
2. Discuss upcoming mid-module assessment.
3. Review math skill of Ratio Tables to Double Number Line Diagrams
Math Challenge:
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
Think-pair-share
a. What number is between 10 and 30?
b. What number is between 20 and 40?
c. What number is between 10 and 40?
d. Explain your strategy for finding the middle number
2. Discuss upcoming mid-module assessment.
3. Review math skill of Ratio Tables to Double Number Line Diagrams
Math Challenge:
- I will use the value of a ratio to problem-solve by writing and solving equations.
-
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
math schedule
february 11 and 12, 2016
1. Do Now:
a. Think-pair-share: How do you find an equivalent ratio?
b. How do you represent an equivalent ratio using tape diagrams?
2. Discuss upcoming mid-module assessment.
3. Math Skill: From Ratio Tables to Double Number Line Diagrams
Math Challenge:
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
a. Think-pair-share: How do you find an equivalent ratio?
b. How do you represent an equivalent ratio using tape diagrams?
2. Discuss upcoming mid-module assessment.
3. Math Skill: From Ratio Tables to Double Number Line Diagrams
Math Challenge:
- I will create equivalent ratios using a ratio table and represent these ratios on a double number line diagram.
-
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
math schedule
february 8 and 11, 2016
1. Do Now:
Create four equivalent ratios to the ratio 30 to 80.
Extension: Write a ratio to describe the relationship shown in the table to the right.
2. Review Lesson 9 and 10 Exit Tickets
3. Math Skill: Comparing Ratios Using Tables
Math Challenge:
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
Create four equivalent ratios to the ratio 30 to 80.
Extension: Write a ratio to describe the relationship shown in the table to the right.
2. Review Lesson 9 and 10 Exit Tickets
3. Math Skill: Comparing Ratios Using Tables
Math Challenge:
- I will solve problems by comparing different ratios using two or more ratio tables.
-
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
math schedule
february 3 & 4, 2016
1. Do Now:
To make paper mache, the art teacher mixes water and flour. For every two cups of water, she needs to mix in three cups of flour to make the paste. Find equivalent ratios for the ratio relationship cups of water to cups of flour. Represent the equivalent ratios in the table below: 2. Math Skill: Ratio Tables Math Challenge:
Whole-group exercise Partner exercises (with small-group reteaching) Independent Exit Ticket |
math schedule
february 2, 2016
1. Do Now:
a. First, take out your Math notebook and open to the work you did on this week's problem set. Also take out the paper with the questions on it.
b. Begin comparing answers in your notebooks.
2. Review answers to problem sets
Math Challenge: I will identify and correct my misconceptions about equivalent ratios by participating in problem review.
3. Pass out this week's problem sets
4. Review and Extend Lesson 7
5. Lesson 8 Exit Ticket: You created a new playlist, and 100 of your friends listened to it and shared if they liked the new playlist or not. Ari said the ratio of the number of people who liked the playlist to the number of people who did not like the playlist is 75:25. Michael said that for every three people who liked the playlist, one person did not. Do Ari and Michael agree? Prove your answer using the values of the ratios.
a. First, take out your Math notebook and open to the work you did on this week's problem set. Also take out the paper with the questions on it.
b. Begin comparing answers in your notebooks.
2. Review answers to problem sets
Math Challenge: I will identify and correct my misconceptions about equivalent ratios by participating in problem review.
3. Pass out this week's problem sets
4. Review and Extend Lesson 7
5. Lesson 8 Exit Ticket: You created a new playlist, and 100 of your friends listened to it and shared if they liked the new playlist or not. Ari said the ratio of the number of people who liked the playlist to the number of people who did not like the playlist is 75:25. Michael said that for every three people who liked the playlist, one person did not. Do Ari and Michael agree? Prove your answer using the values of the ratios.
math schedule
february 1 & 3, 2016
1. Do Now:
a. Read each of the following statements:
i. Linette got 6 valentine cards.
ii. Allen got 4 valentine cards.
iii. What is the ratio of the number of valentines Linette got to the number of valentines Allen got?
iv. What is the ratio of the number of valentines cards Linette received to the total number of valentines cards both Linette and Allen received?
v. What is the value of the ratio of Linette's valentines to the total?
2. Math Skill: Relationship between Ratio and Fractions
Math Challenge:
I will see the relationship between a ratio such as A:B to the value of the ratio A to B to the fraction A/B.
I will create different ratios by thinking about the ratio relationships of part-to-part and part-to-whole.
3. Lesson 7:
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
a. Read each of the following statements:
i. Linette got 6 valentine cards.
ii. Allen got 4 valentine cards.
iii. What is the ratio of the number of valentines Linette got to the number of valentines Allen got?
iv. What is the ratio of the number of valentines cards Linette received to the total number of valentines cards both Linette and Allen received?
v. What is the value of the ratio of Linette's valentines to the total?
2. Math Skill: Relationship between Ratio and Fractions
Math Challenge:
I will see the relationship between a ratio such as A:B to the value of the ratio A to B to the fraction A/B.
I will create different ratios by thinking about the ratio relationships of part-to-part and part-to-whole.
3. Lesson 7:
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
math schedule
january 27 and 28, 2016
1. Do Now:
a. Give yourself a grade on how well you know the meaning of each of the following math buzzwords:
i. ratio
ii. part-to-part ratio
iii. part-to-whole ratio
iv. equivalent ratio
v. constant
2. Ratios Mathematic Buzzwords
3. Math Skill: Solving Problems by Finding Equivalent Ratios
Math Challenge:
I will refine and improve my understanding of equivalent ratios by using key math buzzwords to describe my solutions to problems involving ratios.
4. Math Lesson 6
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
a. Give yourself a grade on how well you know the meaning of each of the following math buzzwords:
i. ratio
ii. part-to-part ratio
iii. part-to-whole ratio
iv. equivalent ratio
v. constant
2. Ratios Mathematic Buzzwords
3. Math Skill: Solving Problems by Finding Equivalent Ratios
Math Challenge:
I will refine and improve my understanding of equivalent ratios by using key math buzzwords to describe my solutions to problems involving ratios.
4. Math Lesson 6
Whole-group exercise
Partner exercises (with small-group reteaching)
Independent Exit Ticket
math schedule
january 26, 2016
1. Do Now:
a. Take out your Math notebook and your problem sets. Open your notebook to your problem set answers.
b. Begin comparing answers
2. Review answers to problem sets
Math Challenge: I will identify and correct my misconceptions about equivalent ratios by participating in problem review.
3. Pass out this week's problem sets
4. Review answers Lesson 5 exercises
5. Lesson 5 exit ticket
a. Take out your Math notebook and your problem sets. Open your notebook to your problem set answers.
b. Begin comparing answers
2. Review answers to problem sets
Math Challenge: I will identify and correct my misconceptions about equivalent ratios by participating in problem review.
3. Pass out this week's problem sets
4. Review answers Lesson 5 exercises
5. Lesson 5 exit ticket
math schedule
january 25, 2016
1. Do Now:
a. Think-pair-share:
i. Give your partner an example of a part-to-part ratio.
ii. Give your partner an example of a part-to-whole ratio.
iii. Explain what a ratio is in your own words.
2. Lesson 5: Solving Problems by Finding Equivalent Ratios
Math Challenge: I will solve problems by using tape diagrams to visualize part-to-part equivalent ratios and the total of each quantity.
3. Classwork- Whole Group
Exercises- In pairs
Exit Ticket- Independently
a. Think-pair-share:
i. Give your partner an example of a part-to-part ratio.
ii. Give your partner an example of a part-to-whole ratio.
iii. Explain what a ratio is in your own words.
2. Lesson 5: Solving Problems by Finding Equivalent Ratios
Math Challenge: I will solve problems by using tape diagrams to visualize part-to-part equivalent ratios and the total of each quantity.
3. Classwork- Whole Group
Exercises- In pairs
Exit Ticket- Independently
math schedule
january 20, 2016
1. Do Now:
a. Think-pair-share: What is an equivalent ratio?
2. Go to the computer lab
Math Challenge: I will develop my understanding of ratios by watching Khan Videos, completing activities, and playing the Ratio Rumble game.
3. Watch the Khan Academy videos and practice the concepts by clicking here.
a. Think-pair-share: What is an equivalent ratio?
2. Go to the computer lab
Math Challenge: I will develop my understanding of ratios by watching Khan Videos, completing activities, and playing the Ratio Rumble game.
3. Watch the Khan Academy videos and practice the concepts by clicking here.
4. When given permission, play Ratio Rumble by clicking here.
math schedule
january 19, 2016
1. Do Now:
a. Take out your Math notebook and your problem sets. Open your notebook to your problem set answers.
b. Begin comparing answers
2. Student-Led Problem Review
3. Return Lesson 3 exit tickets.
4. Peer Tutoring
5. Pass out this week's problem sets
6. Math Journal: What is a ratio? What is an equivalent ratio?
a. Take out your Math notebook and your problem sets. Open your notebook to your problem set answers.
b. Begin comparing answers
2. Student-Led Problem Review
3. Return Lesson 3 exit tickets.
4. Peer Tutoring
5. Pass out this week's problem sets
6. Math Journal: What is a ratio? What is an equivalent ratio?
math schedule
january 14 and 15, 2016
1. Do Now:
a. Take out your math notebook, and a pencil.
b. On the index card, work independently to solve the following problem:
Jorge and Teresa ran laps to train for the long-distance running team. The ratio of the number of laps Jorge ran to the number of laps Teresa ran was 2 to 3.
If Jorge ran 4 miles, how far did Teresa run?
Draw a tape diagram on your index card to demonstrate how you found the answer.
2. Lesson 3: Equivalant Ratios
Math Challenge: I will use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.
i. Guided Instruction
ii. Exercises
a. If Teresa ran 930 meters, how far did Jorge run? Draw a tape diagram to determine how you found the answer.
b. What ratios can we say are equivalent?
Josue took a long multiple-choice, end-of-the-year vocabulary test. The ratio of the number of problems Josue got incorrect to the number of problems he got correct is 2:9.
a. If Josue missed 8 questions, how many did he get right? Draw a tape diagram to demonstrate how you found the answer.
b. If Josue missed 20 questions, how many did she get right? Draw a tape diagram to demonstrate how you found the answer.
c. What ratios can we say are equivalent to 2:9?
d. Come up with another possible ratio of the number Josue got wrong to the number she got right.
e. How did you find the numbers?
f. Describe how to create equivalent ratios.
iii. Closing
iv. Exit ticket
a. Take out your math notebook, and a pencil.
b. On the index card, work independently to solve the following problem:
Jorge and Teresa ran laps to train for the long-distance running team. The ratio of the number of laps Jorge ran to the number of laps Teresa ran was 2 to 3.
If Jorge ran 4 miles, how far did Teresa run?
Draw a tape diagram on your index card to demonstrate how you found the answer.
2. Lesson 3: Equivalant Ratios
Math Challenge: I will use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.
i. Guided Instruction
ii. Exercises
a. If Teresa ran 930 meters, how far did Jorge run? Draw a tape diagram to determine how you found the answer.
b. What ratios can we say are equivalent?
Josue took a long multiple-choice, end-of-the-year vocabulary test. The ratio of the number of problems Josue got incorrect to the number of problems he got correct is 2:9.
a. If Josue missed 8 questions, how many did he get right? Draw a tape diagram to demonstrate how you found the answer.
b. If Josue missed 20 questions, how many did she get right? Draw a tape diagram to demonstrate how you found the answer.
c. What ratios can we say are equivalent to 2:9?
d. Come up with another possible ratio of the number Josue got wrong to the number she got right.
e. How did you find the numbers?
f. Describe how to create equivalent ratios.
iii. Closing
iv. Exit ticket
math schedule
january 12, 2016
1. Do Now:
a. Take out your math notebook, your Winter Break homework, and a pencil. Make sure your heading is on your homework.
b. In your math notebook, complete the following problem:
Jessica and Jose are using ribbon to decorate a project in their art class. The ratio of the length of Jessica's ribbon to the length of Jose's ribbon is 7: 3. Try drawing a tape diagram to represent this ratio.
2. Lesson 3: Ratios
Math Challenge: I will develop an understanding of equivalent fractions by using tape diagrams.
i. Guided Instruction
ii. Exercises
iii. Closing
iv. Exit ticket
a. Take out your math notebook, your Winter Break homework, and a pencil. Make sure your heading is on your homework.
b. In your math notebook, complete the following problem:
Jessica and Jose are using ribbon to decorate a project in their art class. The ratio of the length of Jessica's ribbon to the length of Jose's ribbon is 7: 3. Try drawing a tape diagram to represent this ratio.
2. Lesson 3: Ratios
Math Challenge: I will develop an understanding of equivalent fractions by using tape diagrams.
i. Guided Instruction
ii. Exercises
iii. Closing
iv. Exit ticket
math schedule
january 11/ 12, 2016
1. Do Now:
a. Take out your math notebook, your Winter Break homework, and a pencil.
b. Make sure your heading is on your homework.
2. Lesson 2: Ratios
Math Challenge: I will use precise language and notation to describe ratio relationships in real-world situations.
i. Classwork
ii. Examples
iii. Exercises
iv. Closing
v. Exit ticket
a. Take out your math notebook, your Winter Break homework, and a pencil.
b. Make sure your heading is on your homework.
2. Lesson 2: Ratios
Math Challenge: I will use precise language and notation to describe ratio relationships in real-world situations.
i. Classwork
ii. Examples
iii. Exercises
iv. Closing
v. Exit ticket
math schedule
december 17 and 18, 2015
1. Do Now: a. Take out your math notebook , your yellow home brain exercise, and a pencil to prepare for today's math class. You will not need your textbook. b. Think-pair-share: i. Is there an equal ratio of green and blue M & Ms in the picture? Explain your thinking. 2. Review the exit slip from Lesson 1 + the home brain exercise + Mid-Module Assessment 3. Pass out and prepare for Winter Break Home Brain Exercise 4. Lesson 2: Ratios Math Challenge: I will use precise language and notation to describe ratio relationships in real-world situations. i. Classwork ii. Examples iii. Exercises iv. Closing v. Exit ticket Exit Ticket 1. Using your notes and what you've learned in class today, write two different ratios with a description of the ratio relationship using the following information. There are 15 male teachers in the school. There are 35 female teachers in the school. |
math schedule
december 15, 2015
1. Do Now:
a. Take out your math notebook and your yellow problem set you completed for home brain exercise.
b. With your table partners, figure out the following questions in your math notebook:
i. Your family is thinking of buying a pool for your backyard, but they're not sure if you have enough space. If the pool has a length of 12 feet and a width of 6 feet, how much space does it take up on the grass in the backyard?
ii. If the pool is 6 feet deep, how much water is needed to fill the pool?
2. Number Talk: Area vs. Volume
3. Review answers to homework and peer tutor
4. Discuss homework for over the break.
a. Take out your math notebook and your yellow problem set you completed for home brain exercise.
b. With your table partners, figure out the following questions in your math notebook:
i. Your family is thinking of buying a pool for your backyard, but they're not sure if you have enough space. If the pool has a length of 12 feet and a width of 6 feet, how much space does it take up on the grass in the backyard?
ii. If the pool is 6 feet deep, how much water is needed to fill the pool?
2. Number Talk: Area vs. Volume
3. Review answers to homework and peer tutor
4. Discuss homework for over the break.
math schedule
december 14 and 16, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. For each slice of pizza, approximately how many pepperonis and jalapenos are on each slice?
ii. What is the relationship between pepperonis and jalapenos?
2. Lesson 1: Ratios
Math Challenge: I will use precise language and notation to describe ratio relationships in real-world situations.
i. Classwork
ii. Examples
iii. Exercises
iv. Closing
v. Exit ticket
Exit Ticket
1. Write a ratio for the following description: Zak made three times as many baskets as John during basketball practice.
2. Describe a situation with the ratio 4:1.
3. Write a ratio for the following description: For e very 6 cups of flour in a bread recipe, there are 2 cups of milk.
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. For each slice of pizza, approximately how many pepperonis and jalapenos are on each slice?
ii. What is the relationship between pepperonis and jalapenos?
2. Lesson 1: Ratios
Math Challenge: I will use precise language and notation to describe ratio relationships in real-world situations.
i. Classwork
ii. Examples
iii. Exercises
iv. Closing
v. Exit ticket
Exit Ticket
1. Write a ratio for the following description: Zak made three times as many baskets as John during basketball practice.
2. Describe a situation with the ratio 4:1.
3. Write a ratio for the following description: For e very 6 cups of flour in a bread recipe, there are 2 cups of milk.
math schedule
december 10 and 11, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What are the four steps of problem-solving?
1. First...
2. Then...
3. Next...
4. Finally....
2. Group work on the Mid-Module Assessment Task
Math Challenge: I will apply what I've learned about area, volume, exponents and expressions to complete the mid-module assessment task.
3. Independent work on the Mid-Module Assessment Task
math schedule
december 7 and 9, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
What does it mean when a value is squared?
What does it mean when a value is doubled?
2. Review the exit ticket by creating a three-column chart:
1. d squared
2. A number x increased by 6 and then the sum is doubled
3. The total of h and b is split into 5 equal groups
4. Bill has d more than 3 times the number of baseball cards as Frank. Frank has f baseball cards.
3. Group study for the Mid-Module Assessment Task
i. Review math concepts in notes from first semester
ii. Identify and review math buzzwords
iii. Discuss problem-solving strategies
4. Begin the Mid-Module Assessment Task
Math Challenge: I will apply what I've learned about area, volume, exponents and expressions to complete the mid-module assessment task.
math schedule
december 2 and 3, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. On your entrance ticket, write an expression using variables and numbers for each statement below. Make sure to notice key math action words.
1. Omar picked x amount of apples, took a break, and then picked v more.
2. A number h is tripled and then decreased by 8.
3. Sidney bought s carrots to school and combined them with Jenan's j carrots. She then split them equally between 8 friends.
4. 15 less than the quotient of e and d.
2. Grade our own exit ticket.
3. Math Challenge:
I will write expressions that record all operations with numbers and variables by completing each station and a gallery walk.
a. Set up graphic organizer
b. Complete stations
c. Create poster for the last station
d. Gallery walk and feedback
4. Exit Ticket: Write an expression using letters and numbers for each problem below.
1. d squared
2. A number x increased by 6 and then the sum is doubled
3. The total of h and b is split into 5 equal groups
4. Bill has d more than 3 times the number of baseball cards as Frank. Frank has f baseball cards.
math schedule
december 1, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Begin comparing your home brain exercise answers with your partner.
2. Correct brain exercise packet
I will identify what I know and what my misconceptions are to prepare to demonstrate a proficient understanding of solving exponents and expressions.
3. Peer Tutoring
4. Pass out this week's home brain exercise and December's Problem of the Month.
5. Greatest Common Factor Number Talk (if time)
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Begin comparing your home brain exercise answers with your partner.
2. Correct brain exercise packet
I will identify what I know and what my misconceptions are to prepare to demonstrate a proficient understanding of solving exponents and expressions.
3. Peer Tutoring
4. Pass out this week's home brain exercise and December's Problem of the Month.
5. Greatest Common Factor Number Talk (if time)
Math schedule
november 30, 2015/ December 2, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share: How did you solve the November Problem of the Month?
2. Pass back November Problem of the Month & Discuss Problem Solving Strategies
3. Math Challenge:
I will use variables to write expressions involving addition and subtraction from real-world problems.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
math schedule
november 19 and 20, 2015
1. Do Now:
a. Turn in your Problem of the Month for November.
b. Clear your desks of everything except for a pencil.
2. Discuss test format
3. Pass out log-in information
4. Go to the computer lab
5. Math Challenge: I will demonstrate what I have learned about expressions and equations by doing my personal best on the Quarter 1 Assessment.
a. Turn in your Problem of the Month for November.
b. Clear your desks of everything except for a pencil.
2. Discuss test format
3. Pass out log-in information
4. Go to the computer lab
5. Math Challenge: I will demonstrate what I have learned about expressions and equations by doing my personal best on the Quarter 1 Assessment.
math schedule
november 17, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Begin comparing your home brain exercise answers with your partner.
2. Inverse Property Number Talk
3. Review answers to homework
4. Pass out new math homework and discuss upcoming test and November Problem of the Month due date
5. Study session for Quarter 1 Assessment
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Begin comparing your home brain exercise answers with your partner.
2. Inverse Property Number Talk
3. Review answers to homework
4. Pass out new math homework and discuss upcoming test and November Problem of the Month due date
5. Study session for Quarter 1 Assessment
Math schedule
november 16 and 18, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Take a look at the example of distributive property to the right. In your own words, write down what the distributive property means to you in your notebook.
2. Partner Quiz
Use the Greatest Common Factor and the distributive property to write each expression in the factored form.
Example:
4x + 12y = 4 (x + 3y)
35x + 50y = _ (_ _ + _ _)
18x + 9y = _ (_ _ + _)
32x + 8y= _ (_ _ + _ )
100x + 700y = _ ( _ + _ _)
2. Math Challenge:
I will model and write equivilant expressions in factored and expanded form by using the distributive property.
i. Opening Exercises
ii. Examples
iii. Exercises
iv. Closing
v. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Take a look at the example of distributive property to the right. In your own words, write down what the distributive property means to you in your notebook.
2. Partner Quiz
Use the Greatest Common Factor and the distributive property to write each expression in the factored form.
Example:
4x + 12y = 4 (x + 3y)
35x + 50y = _ (_ _ + _ _)
18x + 9y = _ (_ _ + _)
32x + 8y= _ (_ _ + _ )
100x + 700y = _ ( _ + _ _)
2. Math Challenge:
I will model and write equivilant expressions in factored and expanded form by using the distributive property.
i. Opening Exercises
ii. Examples
iii. Exercises
iv. Closing
v. Exit Ticket
math schedule
november 12 & 13, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Go to your "Division of Fractions" notes.
c. By yourself, study for your Division of Fractions quiz.
Suggested Study Skill
i. Read through the steps for dividing fractions.
ii. Look at the examples we completed in class.
2. Division of Fractions Quiz
3. Distributive Property Exercises
i. Connection: Review "Distributive Property" exercises
ii. Complete an exercise together
iii. White-board practice
4. Peer Tutoring on Distributive Property
5. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Go to your "Division of Fractions" notes.
c. By yourself, study for your Division of Fractions quiz.
Suggested Study Skill
i. Read through the steps for dividing fractions.
ii. Look at the examples we completed in class.
2. Division of Fractions Quiz
3. Distributive Property Exercises
i. Connection: Review "Distributive Property" exercises
ii. Complete an exercise together
iii. White-board practice
4. Peer Tutoring on Distributive Property
5. Exit Ticket
math schedule
november 10, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, your division of fractions and this week's home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Independently:Think about your understanding of how to divide fractions. Think to yourself: What grade would you earn on a division of fractions quiz?
2. Homework Check
3. Division of Fractions Peer Tutoring
4. Check in on the November Problem of the Month
5. Correct This Week's Homework
6. Pass out new math homework
5. Math Challenge:
I will find the value of expressions with one and two variables efficiently and accurately.
a. Take out your Math Notebook, your Math Folder, your division of fractions and this week's home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Independently:Think about your understanding of how to divide fractions. Think to yourself: What grade would you earn on a division of fractions quiz?
2. Homework Check
3. Division of Fractions Peer Tutoring
4. Check in on the November Problem of the Month
5. Correct This Week's Homework
6. Pass out new math homework
5. Math Challenge:
I will find the value of expressions with one and two variables efficiently and accurately.
math schedule
november 9 and 11, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What is a factor?
ii. What is the Greatest Common Factor?
2. Pass back exit slips and discuss misconceptions in pairs
Period 4: Watch video on Solving for Greatest Common Factor
3. Math Challenge:
I will model and write equivilant expressions using the distributive property.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
math schedule
november 4 & 5, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What is the biggest number that can be divided into:
i. 10 and 50
ii. 8 and 20
iii. 50 and 42
ii. MATH TIP: Use your Multiplication Chart the same we were on Tuesday.
2. GCF Sprint Part 1 and Part 2
3. Pass back exit slips and discuss misconceptions in pairs
4. Math Challenge:
I will model and write equivilant expressions using the distributive property.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What is the biggest number that can be divided into:
i. 10 and 50
ii. 8 and 20
iii. 50 and 42
ii. MATH TIP: Use your Multiplication Chart the same we were on Tuesday.
2. GCF Sprint Part 1 and Part 2
3. Pass back exit slips and discuss misconceptions in pairs
4. Math Challenge:
I will model and write equivilant expressions using the distributive property.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
math schedule
november 3, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, your division of fractions home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Begin comparing your answers with your partner.
2. Homework Check
3. Division of Fractions Number Talk
4. Pass out new math homework, including the November Problem of the Month
5. Peer-Tutoring on Problem Solving Strategies
Math Challenge: I will identify and understand the problem-solving strategy my classmate used to attack October's Problem of the Month so that I that may attack November's Problem of the Month with success.
a. Take out your Math Notebook, your Math Folder, your division of fractions home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Begin comparing your answers with your partner.
2. Homework Check
3. Division of Fractions Number Talk
4. Pass out new math homework, including the November Problem of the Month
5. Peer-Tutoring on Problem Solving Strategies
Math Challenge: I will identify and understand the problem-solving strategy my classmate used to attack October's Problem of the Month so that I that may attack November's Problem of the Month with success.
math schedule
november 2 and 4, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. How is multiplication different from addition? ii. How is multiplication the same as addition?
2. Discuss turning in October's Problem of the Month
3. Math Challenge:
I will accurately represent the action of mutiplication by writing expressions and by participating in a BINGO game.
a. Opening Discussion
b. Practice Examples & Exercises
c. Bingo
d. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. How is multiplication different from addition? ii. How is multiplication the same as addition?
2. Discuss turning in October's Problem of the Month
3. Math Challenge:
I will accurately represent the action of mutiplication by writing expressions and by participating in a BINGO game.
a. Opening Discussion
b. Practice Examples & Exercises
c. Bingo
d. Exit Ticket
math schedule
october 29 & 30, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. If you have not turned in your Problem of the Month for October please turn it in now.
c. #2 get the whiteboards and the eraser rags. #3 come to Ms. Shawn to get the markers.
2. Discuss the Problem of the Month winners of the homework pass
3. Math Challenge:
I will write expressions that record addition and subtraction with numbers and variables.
I will identify parts of an expression using mathematical terms for multiplication.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. If you have not turned in your Problem of the Month for October please turn it in now.
c. #2 get the whiteboards and the eraser rags. #3 come to Ms. Shawn to get the markers.
2. Discuss the Problem of the Month winners of the homework pass
3. Math Challenge:
I will write expressions that record addition and subtraction with numbers and variables.
I will identify parts of an expression using mathematical terms for multiplication.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
math schedule
october 26 & 28, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
How do you find the area of a rectangle?
How do you find the volume of a rectangular prism?
2. Area and Volume Entrance Slip
3. Math Challenge:
I will demonstrate that a variable in an expression or equation can represent any number.
I will discover the commutative properities of addition and multiplication, the additive identity property of zero, and the multiplicative identity property of one.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
How do you find the area of a rectangle?
How do you find the volume of a rectangular prism?
2. Area and Volume Entrance Slip
3. Math Challenge:
I will demonstrate that a variable in an expression or equation can represent any number.
I will discover the commutative properities of addition and multiplication, the additive identity property of zero, and the multiplicative identity property of one.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
math schedule
october 22 and 23, 2015
1. Do Now:
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. In your math notebook, answer each of the following questions in complete sentences:
i. How would you find the perimeter of the pool?
ii. How would you find the area of the pool?
2. Math Challenge:
I will use variables to represent numbers in expressions.
I will evaluate expressions to figure out the area or volume of shapes.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
a. Take out your math notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. In your math notebook, answer each of the following questions in complete sentences:
i. How would you find the perimeter of the pool?
ii. How would you find the area of the pool?
2. Math Challenge:
I will use variables to represent numbers in expressions.
I will evaluate expressions to figure out the area or volume of shapes.
a. Opening Discussion
b. Practice Examples & Exercises
c. Closing
d. Exit Ticket
math schedule
october 20, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. #1 get the whiteboards and the eraser rags. #2 come to Ms. Shawn to get the markers.
c. Look at the numbers carefully. Write a sentence explaining what they all have in common.
a. 5,445
b. 54,345
c. 646
d. 33
2. Homework Check
3. Number Talk
4. Fluency Skill: Inverse Actions
Math Challenge: I will recognize that multiplication is the inverse of division and division is the inverse of multiplication to divide and multiply numbers fluently.
5. Assign homework for this week
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. #1 get the whiteboards and the eraser rags. #2 come to Ms. Shawn to get the markers.
c. Look at the numbers carefully. Write a sentence explaining what they all have in common.
a. 5,445
b. 54,345
c. 646
d. 33
2. Homework Check
3. Number Talk
4. Fluency Skill: Inverse Actions
Math Challenge: I will recognize that multiplication is the inverse of division and division is the inverse of multiplication to divide and multiply numbers fluently.
5. Assign homework for this week
math schedule
october 19 and 21, 2015
1. Do Now:
a. Take out your Math Notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. #3 get the whiteboards. #2 get the eraser rags. #1 get the whiteboard markers.
c. Using your whiteboard evaluate the expression: 3 + 4 X 2
3. Math Challenge: I will evaluate numerical expressions in the order of most powerful math action to least powerful math action, using PEMDAS and parentheses as my guide.
a. Opening Exercise & Discussion
b. Practice Examples & Exercises
c. Exit Ticket
a. Take out your Math Notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. #3 get the whiteboards. #2 get the eraser rags. #1 get the whiteboard markers.
c. Using your whiteboard evaluate the expression: 3 + 4 X 2
3. Math Challenge: I will evaluate numerical expressions in the order of most powerful math action to least powerful math action, using PEMDAS and parentheses as my guide.
a. Opening Exercise & Discussion
b. Practice Examples & Exercises
c. Exit Ticket
math schedule
october 15 and 16, 2015
1. Do Now:
a. Take out your Math Notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. #4 get the whiteboards. #3 get the eraser rags. #2 get the whiteboard markers.
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2. White Board Exchange: Multiplication of Decimals
3. Math Challenge: I will evaluate expressions in which the base number is represented with a whole number, fraction, decimal or variable.
a. Vocabulary
b. Opening Exercise & Discussion
c. Practice Examples
d. Exercises
e. Exit Ticket
a. Take out your Math Notebook and a pencil to prepare for today's math class. You will not need your textbook.
b. #4 get the whiteboards. #3 get the eraser rags. #2 get the whiteboard markers.
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2. White Board Exchange: Multiplication of Decimals
3. Math Challenge: I will evaluate expressions in which the base number is represented with a whole number, fraction, decimal or variable.
a. Vocabulary
b. Opening Exercise & Discussion
c. Practice Examples
d. Exercises
e. Exit Ticket
math schedule
october 13, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Write down and evaluate the following expressions in your notebook.
a. 20 decreased by 5
b. 10 decreased by 9
c. 59 decreased by 21
d. 80 decreased by 6
e. 67 decreased by 29
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2. Homework Check
3. Number Talk
4. Fluency Skill: Subtraction
Math Challenge: I will use a strategy that works for me to accurately subtract numbers.
3. Assign homework for this week
a. Take out your Math Notebook, your Math Folder, your home brain exercise packet, and a pencil to prepare for today's math class. You will not need your textbook.
b. Write down and evaluate the following expressions in your notebook.
a. 20 decreased by 5
b. 10 decreased by 9
c. 59 decreased by 21
d. 80 decreased by 6
e. 67 decreased by 29
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2. Homework Check
3. Number Talk
4. Fluency Skill: Subtraction
Math Challenge: I will use a strategy that works for me to accurately subtract numbers.
3. Assign homework for this week
math schedule
october 12 and 14, 2015
1. Do Now:
a. Take out your Math Notebook and a pencil to prepare for today's math class. b. Look at the two equations to the left. c. Together with your partner, try to figure out the value of X. 2. Math Challenge: I will build and demonstrate my understanding of the relationship between subtraction and division by evaluating identities. a. Opening Exercise b. Discussion c. Exercises with white boards 3. Closing 4. Exit Ticket |
math schedule
october 8 & 9, 2015
1. Do Now:
a. Take out your Math Notebook and a pencil to prepare for today's math class.
b. With your partner or individually, study your math action vocabulary to prepare for the quiz.
2. Math Action Quiz
3. Math Challenge:
I will build and demonstrate my understanding of the relationship between multiplication and addition by evaluating identities.
a. Opening Exercise
b. Discussion
c. Exercises
3. Closing
4. Exit Ticket
a. Take out your Math Notebook and a pencil to prepare for today's math class.
b. With your partner or individually, study your math action vocabulary to prepare for the quiz.
2. Math Action Quiz
3. Math Challenge:
I will build and demonstrate my understanding of the relationship between multiplication and addition by evaluating identities.
a. Opening Exercise
b. Discussion
c. Exercises
3. Closing
4. Exit Ticket
math schedule
october 6, 2015
1. Do Now:
a. Take out your Math Notebook, the sprints you completed for homework (p. 34 through 52, even), and a pencil to prepare for today's math class.
b. Think-pair-share:
How can you add 64 + 24 in your head?
2. Homework Check
3. Number Talk
4. Addition Sprint
5. Check Homework Sprints; Discuss Misconceptions
6. Assign new homework
7. Play Around the World
Math Challenge: I will study math vocabulary by actively participating in Around the World.
a. Take out your Math Notebook, the sprints you completed for homework (p. 34 through 52, even), and a pencil to prepare for today's math class.
b. Think-pair-share:
How can you add 64 + 24 in your head?
2. Homework Check
3. Number Talk
4. Addition Sprint
5. Check Homework Sprints; Discuss Misconceptions
6. Assign new homework
7. Play Around the World
Math Challenge: I will study math vocabulary by actively participating in Around the World.
math schedule
october 5 and 7, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, and a pencil to prepare for today's math class. You will not need your textbook for this week, so you may leave it at home.
b. Write out each of the following equations. Fill in the blanks.
a. Take out your Math Notebook, your Math Folder, and a pencil to prepare for today's math class. You will not need your textbook for this week, so you may leave it at home.
b. Write out each of the following equations. Fill in the blanks.
2. Math Challenge:
I will build and demonstrate my understanding of the relationship between multiplication and division by evaluating identities.
a. Opening Exercise
b. Discussion
c. Team Exploration Time
3. Closing
4. Exit Ticket
I will build and demonstrate my understanding of the relationship between multiplication and division by evaluating identities.
a. Opening Exercise
b. Discussion
c. Team Exploration Time
3. Closing
4. Exit Ticket
math schedule
october 1 and 2, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What do the following expressions mean?
a. 10 decreased by z
b. The quotient of d and 4
c. Triple the sum of d and 17
d. E doubled
e. S cubed
f. Seven more than twice a Number y
2. Compare and Contrast Math Buzzwords
Math Challenge: I will use my understanding of math buzzwards to notice the differences and similarities between certain math actions.
3. Going on a Trip Math Challenge
Math Challenge: I will investigate how fast Ms. Shawn will need to drive to San Francisco to get there on time for a party by using the equation: distance equals rate times time (d = r * t) .
4. Exit Slip
a. Take out your Math Notebook, your Math Folder, and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What do the following expressions mean?
a. 10 decreased by z
b. The quotient of d and 4
c. Triple the sum of d and 17
d. E doubled
e. S cubed
f. Seven more than twice a Number y
2. Compare and Contrast Math Buzzwords
Math Challenge: I will use my understanding of math buzzwards to notice the differences and similarities between certain math actions.
3. Going on a Trip Math Challenge
Math Challenge: I will investigate how fast Ms. Shawn will need to drive to San Francisco to get there on time for a party by using the equation: distance equals rate times time (d = r * t) .
4. Exit Slip
math schedule
september 30, 2015
1. Do Now:
a. Take out your Math Notebook, your Math Folder, and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What do you know about expressions?
ii. What do you know about the expression: 6a + 2
2. Class Discussion: What is an expression?
3. T-Chart: Similarities and Differences between Expressions and Equations
4. Math Buzzwords Search
5. Reading and Writing Simple Expressions Pop-Quiz
Math Challenge: I will use my understanding of math buzzwards to accurately write simple expressions.
3. Pattern Analysis:
Math Challenge: I will find the variable and constant of a pattern to write a simple expression.
4. Exit Slip
a. Take out your Math Notebook, your Math Folder, and a pencil to prepare for today's math class. You will not need your textbook.
b. Think-pair-share:
i. What do you know about expressions?
ii. What do you know about the expression: 6a + 2
2. Class Discussion: What is an expression?
3. T-Chart: Similarities and Differences between Expressions and Equations
4. Math Buzzwords Search
5. Reading and Writing Simple Expressions Pop-Quiz
Math Challenge: I will use my understanding of math buzzwards to accurately write simple expressions.
3. Pattern Analysis:
Math Challenge: I will find the variable and constant of a pattern to write a simple expression.
4. Exit Slip
math schedule
september 29, 2015
1. Do Now:
a. Take out your Math Notebook, the sprints you completed for homework pg. 2-16 even), and a pencil to prepare for today's math class.
b. Think-pair-share:
What is the number 3,467 closest to?
2. Homework Check
3. Number Talk
4. Fluency Skill: Rounding
Math Challenge: I will use my understanding of place value to accurately round numbers.
3. Assign homework for this week
a. Take out your Math Notebook, the sprints you completed for homework pg. 2-16 even), and a pencil to prepare for today's math class.
b. Think-pair-share:
What is the number 3,467 closest to?
2. Homework Check
3. Number Talk
4. Fluency Skill: Rounding
Math Challenge: I will use my understanding of place value to accurately round numbers.
3. Assign homework for this week
math schedule
september 25, 2015
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Write your heading on the index card to prepare for your entrance slip.
2. Entrance Slip: Describing and Extending Patterns
3. Unveiling Misconceptions
4. Group Challenge
1-18
a. Design pattern cooperatively in groups
i. Reporter/Recorder
ii. Facilitator
iii. Resource Manager
iv. Task Manager
b. Get pattern design approved
c. Create poster (everyone must be actively participating to be cooperative)
5. Gallery Walk
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Write your heading on the index card to prepare for your entrance slip.
2. Entrance Slip: Describing and Extending Patterns
3. Unveiling Misconceptions
4. Group Challenge
1-18
a. Design pattern cooperatively in groups
i. Reporter/Recorder
ii. Facilitator
iii. Resource Manager
iv. Task Manager
b. Get pattern design approved
c. Create poster (everyone must be actively participating to be cooperative)
5. Gallery Walk
math schedule
september 23 and 24, 2015
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Write your heading on the index card to prepare for your entrance slip.
2. Entrance Slip: Describing and Extending Patterns
3. Unveiling Misconceptions
4. Group Challenge
1-18
a. Design pattern cooperatively in groups
i. Reporter/Recorder
ii. Facilitator
iii. Resource Manager
iv. Task Manager
b. Get pattern design approved
c. Create poster (everyone must be actively participating to be cooperative)
5. Gallery Walk
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Write your heading on the index card to prepare for your entrance slip.
2. Entrance Slip: Describing and Extending Patterns
3. Unveiling Misconceptions
4. Group Challenge
1-18
a. Design pattern cooperatively in groups
i. Reporter/Recorder
ii. Facilitator
iii. Resource Manager
iv. Task Manager
b. Get pattern design approved
c. Create poster (everyone must be actively participating to be cooperative)
5. Gallery Walk
math schedule
september 22, 2015
1. Do Now:
a. Take out your Math Notebook, the three sprints you completed for homework, and a pencil to prepare for today's math class.
b. Think-pair-share:
What does the number 3,467 mean?
2. Homework Check
3. Number Talk
4. Fluency Skill: Place Value
Math Challenge: I will conceptualize [con-sep-shu-ah-lize] what numbers mean by completing place value sprints accurately and quickly to the best of my ability.
3. Assign homework for this week
a. Take out your Math Notebook, the three sprints you completed for homework, and a pencil to prepare for today's math class.
b. Think-pair-share:
What does the number 3,467 mean?
2. Homework Check
3. Number Talk
4. Fluency Skill: Place Value
Math Challenge: I will conceptualize [con-sep-shu-ah-lize] what numbers mean by completing place value sprints accurately and quickly to the best of my ability.
3. Assign homework for this week
math schedule
september 17, 2015
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Take a close look at the figure to the right.
In your notebook, answer the following questions:
c. How many dots are in Figure 1?
d. Describe two different ways the pattern grows.
2. Math Skill: Describing and Extending Patterns
Math Challenge: I will extend a pattern and generalize in order to make a prediction by working cooperatively in groups and creating a "stand-alone" poster.
3. Group Challenge
1-18
a. Design pattern cooperatively in groups
i. Reporter/Recorder
ii. Facilitator
iii. Resource Manager
iv. Task Manager
b. Get pattern design approved
c. Create poster (everyone must be actively participating to be cooperative)
4. Gallery Walk
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Take a close look at the figure to the right.
In your notebook, answer the following questions:
c. How many dots are in Figure 1?
d. Describe two different ways the pattern grows.
2. Math Skill: Describing and Extending Patterns
Math Challenge: I will extend a pattern and generalize in order to make a prediction by working cooperatively in groups and creating a "stand-alone" poster.
3. Group Challenge
1-18
a. Design pattern cooperatively in groups
i. Reporter/Recorder
ii. Facilitator
iii. Resource Manager
iv. Task Manager
b. Get pattern design approved
c. Create poster (everyone must be actively participating to be cooperative)
4. Gallery Walk
math schedule
september 16, 2015
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Open your textbook to page 16.
c. Complete 1-21 in your notebook. You do not need to write the questions in your notebook.
2. Math Skill: Describing and Extending Patterns
Math Challenge: I will extend a pattern and generalize in order to make a prediction by working cooperatively in groups and creating a "stand-alone" poster.
3. Group Challenge
1-16
1-18
4. Exit Slip
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Open your textbook to page 16.
c. Complete 1-21 in your notebook. You do not need to write the questions in your notebook.
2. Math Skill: Describing and Extending Patterns
Math Challenge: I will extend a pattern and generalize in order to make a prediction by working cooperatively in groups and creating a "stand-alone" poster.
3. Group Challenge
1-16
1-18
4. Exit Slip
math schedule
september 15, 2015
1. Do Now:
a. Take out your math notebook, and your completed math homework. You do NOT need your math textbook for today.
2. Check homework and return perimeter and area entrance slips (to Periods 4 and 5).
3. Mini-Lesson: Fill in the Missing Number
Math Challenges:
I will use my understanding of 9s patterns to fill in the missing numbers quickly and accurately to the best of my ability.
I will use the frayer model to conceptualize mathematical buzzwords.
Home Brain Excercise:
Complete "Fill-in the missing number sprint" (pg. 158, 160).
Complete the "Multiply or divide sprint" (pg. 162, 164).
Complete the"Multiply or divide sprint" (pg. 166, 168).
Complete a frayer model on the math buzzword "place value". Refer to 1.1.3 of your textbook for help reviewing place value. You can also click here to watch a review video.
Bonus Home Math Exercise Options:
Complete 6s and 7s sprints. Complete place value and rounding sprints.
Play games on the Stanford Gifted and Talented Math Website
a. Take out your math notebook, and your completed math homework. You do NOT need your math textbook for today.
2. Check homework and return perimeter and area entrance slips (to Periods 4 and 5).
3. Mini-Lesson: Fill in the Missing Number
Math Challenges:
I will use my understanding of 9s patterns to fill in the missing numbers quickly and accurately to the best of my ability.
I will use the frayer model to conceptualize mathematical buzzwords.
Home Brain Excercise:
Complete "Fill-in the missing number sprint" (pg. 158, 160).
Complete the "Multiply or divide sprint" (pg. 162, 164).
Complete the"Multiply or divide sprint" (pg. 166, 168).
Complete a frayer model on the math buzzword "place value". Refer to 1.1.3 of your textbook for help reviewing place value. You can also click here to watch a review video.
Bonus Home Math Exercise Options:
Complete 6s and 7s sprints. Complete place value and rounding sprints.
Play games on the Stanford Gifted and Talented Math Website
math schedule
september 11 and 17
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Complete problems a, b, and c. (on the left) in your math notebook. You do not need to write the questions in your notebook.
2. Problem Review with Amazing Questions
3. Math Skill: Perimeter and Area Relationships
Math Challenge: I will analyze the relationship between perimeter and area and experiment with changing area while keeping perimeter the same by completing the Thanksgiving table challenge.
4. Math Journal
5. Exit Slip
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Complete problems a, b, and c. (on the left) in your math notebook. You do not need to write the questions in your notebook.
2. Problem Review with Amazing Questions
3. Math Skill: Perimeter and Area Relationships
Math Challenge: I will analyze the relationship between perimeter and area and experiment with changing area while keeping perimeter the same by completing the Thanksgiving table challenge.
4. Math Journal
5. Exit Slip
math schedule
september 10
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Complete problems a, b, and c. (on the left) in your math notebook. You do not need to write the questions in your notebook.
2. Entrance Slip
3. Math Skill: Perimeter and Area Relationships
Math Challenge: I will analyze the relationship between perimeter and area and experiment with changing area while keeping perimeter the same by completing the Thanksgiving table challenge.
4. Exit Slip
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Complete problems a, b, and c. (on the left) in your math notebook. You do not need to write the questions in your notebook.
2. Entrance Slip
3. Math Skill: Perimeter and Area Relationships
Math Challenge: I will analyze the relationship between perimeter and area and experiment with changing area while keeping perimeter the same by completing the Thanksgiving table challenge.
4. Exit Slip
math schedule
september 8
1. Do Now:
a. Take out your math notebook, and your completed math homework. You do NOT need your math textbook for today.
2. Check homework.
3. Complete our 9s sprint.
Math Challenges:
I will add and subtract equations using 9 quickly and accurately to the best of my ability.
I will use the frayer model to conceptualize mathematical buzzwords.
Home Brain Exercise: Complete your pattern and your multiplication sprints by next Tuesday.
Home Bonus Exercise: Go on the Stanford Gifted and Talented Education site and play math games 30 minutes every night.
a. Take out your math notebook, and your completed math homework. You do NOT need your math textbook for today.
2. Check homework.
3. Complete our 9s sprint.
Math Challenges:
I will add and subtract equations using 9 quickly and accurately to the best of my ability.
I will use the frayer model to conceptualize mathematical buzzwords.
Home Brain Exercise: Complete your pattern and your multiplication sprints by next Tuesday.
Home Bonus Exercise: Go on the Stanford Gifted and Talented Education site and play math games 30 minutes every night.
math schedule
september 2 and 3
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Think-pair-share: What do you know about area and perimeter?
2. Math Skill: Perimeter and Area Relationships
Math Challenge: I will analyze the relationship between perimeter and area and experiment with changing area while keeping perimeter the same.
1-5 as a whole class
1-6 as a whole class
1-7 as teams
3. Exit Slip
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Think-pair-share: What do you know about area and perimeter?
2. Math Skill: Perimeter and Area Relationships
Math Challenge: I will analyze the relationship between perimeter and area and experiment with changing area while keeping perimeter the same.
1-5 as a whole class
1-6 as a whole class
1-7 as teams
3. Exit Slip
math schedule
september 1
1. Do Now:
a. Take out your Math Notebook, your covered textbook, your mathography and a pencil to prepare for today's math class.
b. Give #3 your mathography to turn in to Ms. Shawn
c. Quiz your partner on his or her 8s in multiplication.
i. Example: What is 4 x 8?
d. If you finish early, quiz your partner on 8s in division.
i. Example: What is 4 divided by 8?
2. What's a sprint?
3. Complete our first 8s Sprint
Math Challenge: I will complete my 8s Sprint quickly and accurately to the best of my ability.
--->Ms. Shawn will do a Class Dojo check for covered textbooks
4. Pass out and design Math folders
Home Brain Exercise: Complete your pattern sprint by next Tuesday.
Home Bonus Exercise: 1-10 through 1-14 in your CPM textbook.
a. Take out your Math Notebook, your covered textbook, your mathography and a pencil to prepare for today's math class.
b. Give #3 your mathography to turn in to Ms. Shawn
c. Quiz your partner on his or her 8s in multiplication.
i. Example: What is 4 x 8?
d. If you finish early, quiz your partner on 8s in division.
i. Example: What is 4 divided by 8?
2. What's a sprint?
3. Complete our first 8s Sprint
Math Challenge: I will complete my 8s Sprint quickly and accurately to the best of my ability.
--->Ms. Shawn will do a Class Dojo check for covered textbooks
4. Pass out and design Math folders
Home Brain Exercise: Complete your pattern sprint by next Tuesday.
Home Bonus Exercise: 1-10 through 1-14 in your CPM textbook.
math schedule
august 28 and 31
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Think-pair-share: Have you ever created a multiplication chart? How did you go about trying to complete the chart?
3. Multiplication Chart Challenge
4. Math Topic: Patterns in the Multiplication Chart
Math Challenge: I will discover patterns in the multiplication chart. I will explain my thinking about my patterns using words, pictures, and numbers.
5. Math Journal
Math Buzzwords: vertical column, horizontal column, skip, repeat
6. Exit Slip
Homework: Complete your Mathography by next Tuesday, September 1st, 2015.
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. Think-pair-share: Have you ever created a multiplication chart? How did you go about trying to complete the chart?
3. Multiplication Chart Challenge
4. Math Topic: Patterns in the Multiplication Chart
Math Challenge: I will discover patterns in the multiplication chart. I will explain my thinking about my patterns using words, pictures, and numbers.
5. Math Journal
Math Buzzwords: vertical column, horizontal column, skip, repeat
6. Exit Slip
Homework: Complete your Mathography by next Tuesday, September 1st, 2015.
math schedule
august 26 and 27, 2015
1. Do Now:
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. If you do not have any of your materials, please report to my front desk.
c. Review your "Analyzing Histograms" math journal responses.
3. Math Topic: Analyzing Histograms and Scatter Plots
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
1-1 Key Questions:
1-2 Key Questions:
4. Explain/ Start the Mathography
Possible Ideas to Include:
Number of sibilings, pets, toys, T.V.s, etc.
Your favorite subjects, hobbies, and other topics
Your birthday
The time you wake up and the time you go to sleep
Anything else about you involving numbers and data
Your Math History:
A description of your math experiences in elementary school
How you learn math, for example, in groups, one-on-one, through activities, studying with your family, completing book work, on the computer, etc.
Homework: Complete your Mathography by next Tuesday, September 1st, 2015.
a. Take out your Math Notebook, your textbook, and a pencil to prepare for today's math class.
b. If you do not have any of your materials, please report to my front desk.
c. Review your "Analyzing Histograms" math journal responses.
3. Math Topic: Analyzing Histograms and Scatter Plots
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
1-1 Key Questions:
- Which month has the most birthdays in your class? Which has the fewest? How can you tell by looking at the histogram?
- Can you tell by looking at the graph whether anyone shares the same birthday as you? Why or why not?
- As a class, discuss how you could find the other students in class who were born in the same month that you were. Look for an organized way to accomplish this.
- Ask the name and birth date for each student born in the same month as you. Did you find a "birthday twin"? If you are the only student in class born in your month, find the students born in the month just before or just after yours.
1-2 Key Questions:
- What is the most common bedtime for your class members? How can you tell?
- Which dots represent the students who get the most sleep? The least sleep? How much sleep does each of these students get?
- If you were to go to bed an hour earlier, how would your sticky dot move? What if you were to get up an hour earlier?
- In general, how much sleep do students in your class get?
4. Explain/ Start the Mathography
Possible Ideas to Include:
Number of sibilings, pets, toys, T.V.s, etc.
Your favorite subjects, hobbies, and other topics
Your birthday
The time you wake up and the time you go to sleep
Anything else about you involving numbers and data
Your Math History:
A description of your math experiences in elementary school
How you learn math, for example, in groups, one-on-one, through activities, studying with your family, completing book work, on the computer, etc.
Homework: Complete your Mathography by next Tuesday, September 1st, 2015.
math schedule
august 25, 2015
2. Discuss Math Textbook Care
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3. Math Topic: Analyzing Histograms
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
Key Questions:
- Which month has the most birthdays in your class? Which has the fewest? How can you tell by looking at the histogram?
- Can you tell by looking at the graph whether anyone shares the same birthday as you? Why or why not?
- As a class, discuss how you could find the other students in class who were born in the same month that you were. Look for an organized way to accomplish this.
- Ask the name and birth date for each student born in the same month as you. Did you find a "birthday twin"? If you are the only student in class born in your month, find the students born in the month just before or just after yours.
6. Complete an example Math Journal entry together.
math schedule
august 24, 2015
1. Do Now:
a. Take out your Math Notebook and a pencil to prepare for today's math class.
b. Each of your table members need to do the following:
#1 get two glue sticks
#2 get two scissors
#3 grab a stack of magazines
#4 come to Ms. Shawn to get two sharpies
2. Assign textbooks and decorate notebooks.
3. Set up Math Notebook with table of contents, vocabulary index, and page numbers.
4. Textbook Orientation
5. Math Topic: Analyzing Histograms
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
Key Questions:
6. (If time) Complete an example Math Journal entry together.
a. Take out your Math Notebook and a pencil to prepare for today's math class.
b. Each of your table members need to do the following:
#1 get two glue sticks
#2 get two scissors
#3 grab a stack of magazines
#4 come to Ms. Shawn to get two sharpies
2. Assign textbooks and decorate notebooks.
3. Set up Math Notebook with table of contents, vocabulary index, and page numbers.
4. Textbook Orientation
5. Math Topic: Analyzing Histograms
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
Key Questions:
- Which month has the most birthdays in your class? Which has the fewest? How can you tell by looking at the histogram?
- Can you tell by looking at the graph whether anyone shares the same birthday as you? Why or why not?
- As a class, discuss how you could find the other students in class who were born in the same month that you were. Look for an organized way to accomplish this.
- Ask the name and birth date for each student born in the same month as you. Did you find a "birthday twin"? If you are the only student in class born in your month, find the students born in the month just before or just after yours.
6. (If time) Complete an example Math Journal entry together.
math schedule
august 21, 2015
1. Do Now:
a. Take out your signed ClassDojo report and a pencil.
b. Take three deep breaths to prepare for your Math Pre-Assessment
2. Discuss expectations for test-taking environment
3. Math Pre-Assessment
4. Set up Math Notebook with table of contents, vocabulary index, and page numbers.
Math Topic: Analyzing Histograms
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
Key Questions:
5. Complete an example Math Journal entry together.
a. Take out your signed ClassDojo report and a pencil.
b. Take three deep breaths to prepare for your Math Pre-Assessment
2. Discuss expectations for test-taking environment
3. Math Pre-Assessment
4. Set up Math Notebook with table of contents, vocabulary index, and page numbers.
Math Topic: Analyzing Histograms
Math Challenge: I will analyze the strengths and weaknesses of understanding data on a histogram.
Key Questions:
- Which month has the most birthdays in your class? Which has the fewest? How can you tell by looking at the histogram?
- Can you tell by looking at the graph whether anyone shares the same birthday as you? Why or why not?
- As a class, discuss how you could find the other students in class who were born in the same month that you were. Look for an organized way to accomplish this.
- Ask the name and birth date for each student born in the same month as you. Did you find a "birthday twin"? If you are the only student in class born in your month, find the students born in the month just before or just after yours.
5. Complete an example Math Journal entry together.
math
august 20, 2015
1. Do Now:
1st: Take out your signed syllabus.
2nd: Think of three or more important numbers in your life. For example, your birthday, your age, the number of pets you have, etc.
2. Give one-take one activity then say goodbye to partners and reconfigure the seating chart.
3. Complete our first classwide Responsibilities Report with Class Dojo.
Response A: I will get my syllabus signed by _______.
Response B: I got my syllabus signed last night.
4. Discuss expectations for test-taking environment
5. Math Pre-Assessment + Check out textbooks
Math Challenge: I will show my understanding of math concepts from elementary by doing my best work on my pre-assessment.
Homework: Get your syllabus and Class Dojo report signed.
1st: Take out your signed syllabus.
2nd: Think of three or more important numbers in your life. For example, your birthday, your age, the number of pets you have, etc.
2. Give one-take one activity then say goodbye to partners and reconfigure the seating chart.
3. Complete our first classwide Responsibilities Report with Class Dojo.
Response A: I will get my syllabus signed by _______.
Response B: I got my syllabus signed last night.
4. Discuss expectations for test-taking environment
5. Math Pre-Assessment + Check out textbooks
Math Challenge: I will show my understanding of math concepts from elementary by doing my best work on my pre-assessment.
Homework: Get your syllabus and Class Dojo report signed.
math
august 19, 2015
1. Do Now:
1st: Take out your signed syllabus, math notebook, and any materials you brought for decorating your math notebook.
2nd: Think of three or more important numbers in your life. For example, your birthday, your age, the number of pets you have, etc.
2. Give one-take one activity then say goodbye to partners and reconfigure the seating chart.
3. Complete our first classwide Responsibilities Report with Class Dojo.
Response A: I will get my syllabus signed by _______.
Response B: I got my syllabus signed last night.
4. Assign textbooks and decorate notebooks.
5. Review clean up procedure.
6. Set up math notebooks
Homework: Get your syllabus and Class Dojo report signed. Cover your textbook. Get rest to prepare your brain for your pre-assessment.
1st: Take out your signed syllabus, math notebook, and any materials you brought for decorating your math notebook.
2nd: Think of three or more important numbers in your life. For example, your birthday, your age, the number of pets you have, etc.
2. Give one-take one activity then say goodbye to partners and reconfigure the seating chart.
3. Complete our first classwide Responsibilities Report with Class Dojo.
Response A: I will get my syllabus signed by _______.
Response B: I got my syllabus signed last night.
4. Assign textbooks and decorate notebooks.
5. Review clean up procedure.
6. Set up math notebooks
Homework: Get your syllabus and Class Dojo report signed. Cover your textbook. Get rest to prepare your brain for your pre-assessment.
math
august 18, 2015
1. Do Now:
1st: Turn to your table partner.
2nd: Figure out who has more sibilings (brothers + sisters). That person will ask the questions first.
3rd: Ask the following questions to your partner. Give them time to think and answer.
What was the name of your elementary school?
Do you think the brain is a muscle? Why or why not?
4th: The partner who has less sibilings (brothers + sisters) will ask the questions next.
5th: Give your partner time to think and answer.
2. Review expectations for entering the classroom and assign seats
3. Share out responses to the Do Now
4. Ms. Shawn's Introduction
5. Review the discipline matrix (Period 4) and the syllabus.
6. Review expectations for storing papers in safe place.
7. Read letters from former students
8. Q & A
Homework: Get your syllabus signed tonight. Bring any stickers, magazines, pictures or decorating items you want to use for your Math notebook.
1st: Turn to your table partner.
2nd: Figure out who has more sibilings (brothers + sisters). That person will ask the questions first.
3rd: Ask the following questions to your partner. Give them time to think and answer.
What was the name of your elementary school?
Do you think the brain is a muscle? Why or why not?
4th: The partner who has less sibilings (brothers + sisters) will ask the questions next.
5th: Give your partner time to think and answer.
2. Review expectations for entering the classroom and assign seats
3. Share out responses to the Do Now
4. Ms. Shawn's Introduction
5. Review the discipline matrix (Period 4) and the syllabus.
6. Review expectations for storing papers in safe place.
7. Read letters from former students
8. Q & A
Homework: Get your syllabus signed tonight. Bring any stickers, magazines, pictures or decorating items you want to use for your Math notebook.