Monday: Problem set # 1-2, page 39
Tuesday: Problem set # 1- 5, page 42
Wednesday: Problem set # 1-4, page 45
Thursday: Problem set # 1- 3, page 50 (pay attention to 4 steps in the directions)
This week we are working on operations with decimals. Look for the connections between fraction work and decimal work, then decide which approach makes the problem easier. We are also considering estimates as a way to see if our final answer makes sense.
Monday: Problem set # 1-2, page 39 Tuesday: Problem set # 1- 5, page 42 Wednesday: Problem set # 1-4, page 45 Thursday: Problem set # 1- 3, page 50 (pay attention to 4 steps in the directions)
0 Comments
We are continuing with dividing fractions. This week, we'll connect the models (see my last post, below) to the "old-school" algorithm that we all learned as middle schoolers (dividing two fractions is the same as multiplying the first fraction by the opposite or reciprocal of the second, a.k.a., "flip and multiply". Although the algorithm will make the work easier, I will still be pushing the models. It's very important for students to see what they're really doing with the fractions. Otherwise, answers become meaningless.
Homework this week: Monday: Problem set #1-2, page 33 Tuesday: Problem set #1-4, page 36 Wednesday: Problem set #1-2 (all problems), page 39 Thursday: Problem set #1-5, page 42 Friday: Problem set #1-4, page 45 This week we've been working hard on dividing fractions. Students are using bar models to show how one fraction is divided by another, or how a whole number is divided by a fraction. This is a bit tricky, but on top of this work, we are also working to create contexts (stories) that can go with the division problems. In this model, we make a bar that represents the whole amount of sand (3 tons). We divided the bar into thirds of a ton and simply counted the thirds. There are 9 of them, representing 9 one-third ton truckloads. This is called "measurement division" because we are measuring the 3 tons by truckloads of 1/3 ton each and figuring how many we will make. Got it? A different way of looking at division is called "partitive division." In this context, we are asking a different question: how much of the whole is some other number? An example: Joe wants to bake cupcakes for his class. He has baked 24 cupcakes so far. This is 2/3 of what he needs. How many students are in his class? In this example, we use a different kind of fraction bar model. It helps us to answer a different question: "24 is 2/3 of what number?" In this model, we create a bar that equals the (unknown) answer to the question. We partition the bar into thirds because we know that 24 is 2/3 of the total. From here we can see that if 24 = 2/3, then 12 = 1/3. This is multiplied by 3 since there are three thirds. The answer is 36.
It is true that both models can help students solve any division problem, but they do show different ways of understanding the context. It more difficult to understand the context if we confuse the two models, but both can still help us find the correct answer. Wow, that's a lot to absorb in one blog post! Please email me with questions you have and I'll try to clarify them for you. Good luck helping your child in math! Due Tuesday:
Outline of Chapter 12 of Omnivore's Dilemma
ACE food journal response Students need to write a 3 sentence ACE response about one of their food choices from today. Students have an example of a proficient response in their Field Studies Notebook. Due Thursday: This week in math we are wrapping up our unit about ratio and proportion. We'll have a summative test on this material Tuesday, so no homework. Wednesday, we'll begin a new unit dealing with division. We will get new math books.
If you are still wondering how to help your child with ratio and proportion work, I have links to a few helpful lessons on the post below. I'll also keep a list of these tools on the "resources" page. Homework for the week: Monday: Problem set #1-3, page 130 (and extra question on worksheet) Tuesday: test today: no homework Wednesday: Problem Set 1 & 2, page 4 (in new book--look for the orange cover sheet) Thursday: Problem Set 1 & 2, page 9 Friday: Problem Set 1 & 2, page 16 One thing that has become clear to me during conferences last week is that parents are really looking for ways to understand how their children are learning math. Like me, most of you learned math in a rather rigid, "old school" way. It might have worked well for you--or maybe not. Our students are adding a lot of tools to their belts this year, and you should know how to use them, too. I'll start a list of online resources for you to check out. It's a good start on helping your child use these strategies. The list will be kept on the "resources" page, but the first links are found here, below, as well. Enjoy!
As always, you can email me any time if you have questions about these tools. I'm glad to help guide you through it! Here is a short list of videos that will demonstrate how we are using some of the tools that 6th graders need for math: Tape Diagram Bar model (a.k.a Double Number line) Ratio table Monday:
1) Finish outline & summary of Chapter 2 of Omnivore's Dilemma, if you did not finish it in class today. 2) Read Chapter 10 of Omnivore's Dilemma, if you did not read it in class today. Tuesday: Finish GIST summary of Chapter 10 of Omnivore's Dilemma, if you did not finish it in class today. Wednesday: Finish GIST summary of Chapter 10 of Omnivore's Dilemma, if you did not finish it in class today. Thursday: Due:
Tuesday, November 4th: Finish the ACE prediction on your Reciprocal Reading Graphic Organizer, if you did not finish it in class today. You just need to finish the prediction question for Chapter 1. Wednesday, November 5th: Finish the Informed Food Choices Rubric and record all the food you ate in your Food Journal (Field Studies Notebook). Remember to be as specific as possible. - You do not need to grade yourself yet. I will model grading yourself on Thursday in class. Here is my Informed Food Choices Rubric. Yours does NOT need to be the same as mine. This your rubric and should reflect your thoughts on food. Thursday, November 6th: 1. Turn in the typed and completed Food Story - If you are using Google Classroom, just select "Turn in" - If you are using a google doc because you do not have a DGS email address yet, share the document with Ms. Mundt 2. Record all the food you ate in your Food Journal. Students are working on conversions between fractions, decimals, and percents this week. The way that we are approaching this work is to see it as a continuation of our work with ratios. While helping/reviewing homework with your child, please encourage them to make use of the mathematical models we are practicing in class. We are using a double number line, ratio tables, and 10x10 grids to make these conversions. While you may have grown up just solving these problems using division (so did I), we are trying to make sense of these ratios by visual tools. Maybe your child can teach you how it's done!
Monday: correct your own quiz (worksheet) Tuesday: Problem Set #1 - 5, page 115 Wednesday: Problem Set # 1 - 3, page 120 Thursday: to be determined. Our work with rate, ratio, and proportion continues. This week, we will take our understanding of these concepts and use them to work with percents.
|
Ms Mundt & Mr. PotterIn 6th grade, it is expected that you spend about 30 minutes for literacy homework and 30 minutes for math homework. Archives
May 2015
Categories |