OrangeFriday

SubjectArea:Estimation/Angles Date:3/8/2013 Objective:Studentswillbeabletocorrectlylabelandmeasureangles. StudentswillbeabletocompletePicture/Orderproblemsolvingproblems. Standards: DistrictStandards: Applyconceptsofangles.Useproblemsolvingstrategies. CCSS.Math.Content.5.NF.B.6:Solverealworldproblemsinvolvingmultiplicationof fractionsandmixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresentthe problem. Timeframe:20mins MaterialsNeeded: measurementworksheet(angles),pencil,notebook,textbook(problemsolving) DetailedProceduralSteps: Nate,Sydney,andSam:problemsolving Usingthestrategieswetalkedaboutyesterday,dothreeproblemsfromthebook (#4,5,6onp.79)onyourown,thencomebackwithmathnotebook Ryan,Elvis,Eldin:startangles:usingaprotractor/measuringangles reviewworkfromyesterdayIknowyouallmissedacouple,andweregoingto talkabouthowwecanfixthem,butrightnowIwanttostartatthebeginningand makesurewereallonthesamepage. talkaboutdifferenttypesofangles(vocabulary)andwhatmakesitobtuse,right, acute(showmewithyourarms) lookatangle,decideifitsobtuse/acutewhatdoesthemeasurementneedto be? lookatprotractor,whatsideamIgoingtousetomeasure?(insideoroutside) why?(angleisacuteorobtuse) practicelabelingandmeasuringanglesImnoticingthattheraysonthisangle arereallyshort,andImnot100%surethatimmeasuringtheanglecorrectly. WhatcouldIdotofixthat?(extendthelines)ifyourenot100%surethatyour measurementiscorrect,youneedtoextendthelinesontheangletobeableto doublecheckyourmeasurement. measurementworksheetdothefirstonehere,thenmovetoyourdesk. Nate,Sydney,Sam:ProblemSolving checkanddiscussanswersfromtheproblemsinthebook

 howdidyoufindyouranswer?Whydidyouusethatstrategy? writedownstrategiesinmathnotebook: ProblemSolving:Picture/Order underlineimportantinformationintheproblem drawapictureanduseittofigureouttheanswer. doublechecktheproblemforotherimportantinformation StudentEvaluation:correctlycompleteworksheetunderstandandevaluatethemathconcept. Reflection: Ryan,ElvisandEldin(anglesgroup)wereoverconfidentandthoughtthattheywere readyfortheassessment,butwhenIpassedbacktheirpapersIexplainedtothemthattheyhad gottenalotoftheangleswrongbecausetheirmeasurementswerenotexact,sowediscussed howtouseastraightedgetodrawthelinescorrectlytogetanaccuratemeasurement. However,whentheyturnedtheirpapersbackinattheendofthelessonaftercorrectingthemI noticedthatnoneofthemhadusedastraightedgefortheanglessoIwillhavetogobackand reteachanddemonstratehowmymeasurementisoffifIjustguessanddrawthelinevs.using astraightedgetomakesurethelineisaccurate. Nate,SydneyandSam(problemsolvinggroup)workedreallywelltogetherontheir problemsfromthebook,andwespentmoretimediscussingtheiranswersattheendthanI thoughtweweregoingto,butitwasbetterforthemtohavetimetodiscusstheanswerswithme sotheyknowwhathappenedinsteadofmovingontothenexttopicwithoutfullyunderstanding thefirsttopic.

BlueFriday
SubjectArea:Estimation/Measurement Date:3/8/2013 Objective: Studentswillbeabletounderstandhowtouseroundinginestimationforadd/sub/mult/division. Studentswillbeabletotakethemathassessmentsonmeasurement. Standards: DistrictStandards: Applyconceptsofestimation.Applyconceptsofmeasurement. CCSS.Math.Content.5.MD.A.1:Convertamongdifferentsizedstandardmeasurement unitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),andusethese conversionsinsolvingmultistep,realworldproblems. Timeframe:20mins MaterialsNeeded: pencil,mathnotebook,rulers,meterstick,assessments DetailedProceduralSteps: Estimationpracticedivisionreviewrulesinnotebooks(Maggie,Ezra,Mahayla,Krystal) practicewiththequotientsworksheet(backsideofproductsws) practicewithproblemsfromthebookp.172 lookingforacompatibledivisionfactreviewmultiplication/divisionfactsif studentsarentunderstandingtheconcept WhatnumbercanIroundthistosoIcaneasilydivide? CanIrounditsoitisaneasydivisionproblem?(reviewdivisionfacts) Ifstudentsarecomfortablewithallaspectsofestimation,theycantakethe assessment.OtherstudentswilltaketheassessmentonMonday. Shamar:takeassessmentformeasurement(1/8thinch,1/8thinchestimation) Aubri:multiplicationpracticeintheworksheet(estimation) roundbothnumberstothehighestplacevalue,thenmultiplytogether whenyouroundthenumbers,theyturnintoaneasymultiplicationfact ifyouneedextrahelp,reviewmultiplicationfacts StudentEvaluation: workwithmeorinpartnersonestimatingdivision completeassessment Reflection: Studentswhowerereadyfortheassessmenttookitwhentheyfinishedreviewingtheirdivision practiceworksheet.Iworkedwithotherstudentsindividually,buttheydidntneedmyhelptoo muchandmostlyworkedontheirown.Attheend,wecheckedtheanswersanddiscussed themtoseewhattheywouldhavedonedifferently.

PinkFriday
SubjectArea:Fractions Date:3/8/2013 Objective:Studentswillbeabletowritefractionsinsimplestform. Studentswillbeabletoaddandsubtractfractionswithlikedenominators Standards: DistrictStandards: Demonstrateanunderstandingofdecimals,fractions,andpercentages. CCSS.Math.Content.5.NF.A.1:Addandsubtractfractionswithunlikedenominators (includingmixednumbers)byreplacinggivenfractionswithequivalentfractionsinsuchaway astoproduceanequivalentsumordifferenceoffractionswithlikedenominators. Timeframe:20mins MaterialsNeeded: pencil,posterofsimplifyingfractions,fractionlabelworksheet DetailedProceduralSteps: mentalmathexercises:compareandcontrastdifferentsizesoffractions3rds,5ths, 6ths,8ths,12ths(usemagnets)whichisbigger,3/8thsor5/8ths? addfractionswithlikedenominatorsusemagnetsormanipulatives movetonomanipulativesaddingfractionswithlikedenominators wordproblemsMymomboughtapizzaihadthreeslices,mysisterhad2slices,and mydadsavedthelastfivepiecesinthefridge.WhatfractionofthepizzadidIeat? morepracticeproblemsinagroup lookthroughpracticeworksheetoffractionstripsandstartadding everyonelookatthethirds,putyourfingertheresoIknowwerealllookingatthe sameone ifIhaveonethird,andIaddanotherone,howmanydoIhave? Writeontheboard:+= IfIhave+whatdoesthatequal?3/3=1! Dontforgetaboutreducing! doapracticeproblemwithfourths,dontforgettoreducetoinsteadof2/4 Ifstudentsunderstandtheconcept:passoutworksheetforthemtoworkonindividually youcanusethefractionstripstohelpyouanswerthequestion ifstudentsdontunderstandtheconcept:staywithmeanddomorepracticeproblems withthemagnetsontheboardsotheycanseehowtoaddthefractionstogether StudentEvaluation: Studentswillsuccessfullycompletepracticeproblems. Reflection: StudentsgraspedtheconceptaloteasierthanIthoughttheyweregoingto,whichwas awesome.IfIwastoteachthelessonagain,Iwouldusemoremanipulativesandhavemore practiceproblemsreadyforthemastheyfinished.