## Wednesday, March 22, 2017

### TASK STATION ROTATION TOOLS

DISTANCE
CAPACITY
WEIGHT
Converting Metric Units - moving the decimal point
converting U.S measurements

## Tuesday, March 21, 2017

### GOOGLE CLASSROOM - PRACTICE

Today's work was mostly on Google Classroom. I am practicing. Today's events were in this order

- 3 Question Quiz - Differentiated Lesson to ensure all students are on task toward mastery. Score determined what each student did next
- 3 out of 3 - go to bonus points https://classroom.google.com/u/1/c/NDM0MTE0MjI0Mlpa/a/NTE5MTc0Mzk5MVpa/details
- 2 out of 3 - students went to the specific content they missed to watch a video and do a few practice problems.
- 1 out of 3 - students went to the specific content they missed to watch a video and do a few practice problems.
- 0 out of 3 - students worked directly with me.
- Move on to Customary Units of Measure
- students copied the list of measurements from the bonus page and then searched the internet for the correct answers.
- Early finishers -

## Thursday, March 16, 2017

## Wednesday, March 15, 2017

### HAPPY PI DAY - SMARTIES ACTIVITY - DAY 1

This is my 1st ever Pi Day Celebration. Today my 6th graders will be hearing the word Pi, possibly for the 1st time. Though Pi is not actually part of our content I am going to associate it with our activities for the day.

We are currently studying ratios so everything we do today will relate back to ratios and rates.

I love "Noticing Activities" students are always right, no matter what answer they give it is always correct.

-students told me all kinds of things like: it looks like a Chinese symbol, looks like it a T and a backwards J, looks similar to the paragraph symbol, etc.

-a few students knew that this was the symbol for Pi and knew that is represents 3.14

-1 student knew it was Pi Day before school started.

-Students were asked to create a rate from the data shown.

-Students were asked to then find the unit rate.

-We then discussed what we could do with the information they came up with. They said figure out how much it would cost to buy 2 boxes, 4 boxes, 12 boxes, then someone asked if we could use the information to figure out how much 1 moon pie cost.

-We figured out what 1 moon pie cost and then talked about why that is important to a shopper.

-Students were asked to create a rate from the data shown.

-Students were asked to find the unit rate.

-Students then determined what 1 roll of smarties cost. ($0.05)

-Students then determined that 1 piece of smarties candy costs $0.003 (what hard for them to picture

Students were then give a package of smarties, asked to sort them out by color and then fill out the worksheet.

-Students sorted their smarties and then wrote the ratio, fraction, decimal, and percent.

We are currently studying ratios so everything we do today will relate back to ratios and rates.

I love "Noticing Activities" students are always right, no matter what answer they give it is always correct.

-students told me all kinds of things like: it looks like a Chinese symbol, looks like it a T and a backwards J, looks similar to the paragraph symbol, etc.

-a few students knew that this was the symbol for Pi and knew that is represents 3.14

-1 student knew it was Pi Day before school started.

-Students were asked to create a rate from the data shown.

-Students were asked to then find the unit rate.

-We then discussed what we could do with the information they came up with. They said figure out how much it would cost to buy 2 boxes, 4 boxes, 12 boxes, then someone asked if we could use the information to figure out how much 1 moon pie cost.

-We figured out what 1 moon pie cost and then talked about why that is important to a shopper.

-Students were asked to create a rate from the data shown.

-Students were asked to find the unit rate.

-Students then determined what 1 roll of smarties cost. ($0.05)

-Students then determined that 1 piece of smarties candy costs $0.003 (what hard for them to picture

Students were then give a package of smarties, asked to sort them out by color and then fill out the worksheet.

-Students sorted their smarties and then wrote the ratio, fraction, decimal, and percent.

## Monday, March 13, 2017

### RATIO RUMBLE

In class students finished up their Moby Max lessons covering ratios and unit rates. Then students practiced their skills and documented their work in their math notebooks. Students also worked on a review to show their understanding of equivalent ratios, which are just like equivalent fractions. For those who were all finished and caught up, they were able to review plotting points, (which I now know we must review this more next week.) As a reward and fun way to end our week the students played Ratio Rumble. We used the reflector app and were able to reflect the app from my iPad to the smartboard. Every student participated and we had a great time being competitive and helpful to each other.

Plotting Points - Ice Cream Cone

Ratio Rumble - Online Version

Plotting Points - Ice Cream Cone

Ratio Rumble - Online Version

## Friday, March 10, 2017

### BUSY BUSY WITH RATES AND EQUIVALENT RATIOS

Yesterday in class

- Quick notes on Page 89
- Self paced lessons on rates and equivalent ratios on Moby Max
- Worksheet on Ratios and Unit Rates
- Check it Out - students checked their answers, folded their paper hamburger style and attached the worksheet to page 90
- Quick notes on Page 91
- Worksheet on Equivalent Ratios
- Check it Out - students checked their answers, folded their paper hamburger style and attached the worksheet to page 91

## Thursday, March 9, 2017

### FRACTION-DECIMAL-PERCENT SHAKER ACTIVITY

This week students have been working on converting between fractions, decimals, and percents. So to show their understanding the shakers came out.

Groups were given a shaker with 1 six sided die and 1 twelve sided die. I did this to cut down on improper fractions. To make sure we avoided improper fractions students were instructed to flip them over if they rolled one.

The six sided die represented the numerator and the twelve sided die represented the denominator.

Students shook their shakers to create a fraction. They then recorded it on the "Shaker Sheet" I created for them.

After the fraction was written down, they had to convert it to a decimal and then to a percent.

## Thursday, March 2, 2017

### SKITTLES RATIOS

- Every student was given a small package of skittles
- Students then sorted their skittles
- Spin the spinner to determine the first color in the ratio
- Spin the spinner again to determine the second color in the ratio
- Remember you can write it any of the 3 ways

## Friday, February 17, 2017

### FRACTION PROJECT (100 POINTS)

The fractions project is a choice project. Students have many options as to what they would like to complete in order to earn 100 points. Below is the assignment students were given. Samples of student products coming soon.

## Tuesday, February 7, 2017

### SUBTRACTING FRACTIONS WITH UNLIKE DENOMINATORS - WALKING WORKSHEETS

I love these. A clipboard and a blank sheet, the students are on the move and working at the same time. There is just something about a clipboard.

Today there are 18 problems placed around the room in a random order. They find a problem and place it in its correct location on their paper. These are all mixed number problems that do not require regrouping.

The last 4 problems I gave them the answer to the problem and they have to create the problem. This really tests their knowledge.

### FRACTION FUNDAMENTALS - PRACTICE

Yesterday and today in class students used the Pre-Algebra app by MATH Domain to review/assess their fraction skills.

## Tuesday, January 31, 2017

### WALKING WORKSHEETS (ADDING & SUBTRACTING FRACTIONS)

I posted 15 add/subtract fractions with unlike denominator problems all around the room. The students were given this worksheet to fill out. Students were instructed to go to a problems, work it and then come back to me for a conference. I signed it and gave a check (correct) or an x (incorrect). At the end of class students added their checks for bonus points.

This was a great opportunity for me to see where the struggles still were. For the most part the struggle is still remembering to simplify.

This was a great opportunity for me to see where the struggles still were. For the most part the struggle is still remembering to simplify.

## Thursday, January 26, 2017

### MINI PROJECT - HOW TO ADD/SUBTRACT FRACTIONS WITH UNLIKE DENOMINATORS

Students are working on preparing an informational piece to tell how to add and subtract fractions with unlike denominators. SHHHHHH don't tell them but it doesn't matter what they choose to make to demonstrate, they are learning!!!!! (Maniacal Laugh)

### MIXED NUMBERS & IMPROPER FRACTIONS ASSESSMENT

We used our new tablets with the QR code reader again to make the assessment a bit more enjoyable. Students began with the assessment code. They scanned their code to get the task they needed to complete. In this particular task they were asked to find the group of fractions that were all equivalent to the given mixed number.

Each code was programmed with a different message based on what I think they may have done to get their answer. If they were correct the code directed them to the next step, which was to write a quick set of notes in their math notebook and practice a few problems.

Behind each card was the answer. After completion students were directed to answer questions on Moby Max Student Response System.

The final step was a worksheet that we checked before class ended.

Very productive day in the 6th grade.

I love QR codes, it is cool that you can program them to take you to websites or give messages. After students got busy on the task they then scanned the answers they wanted from the board.

Each code was programmed with a different message based on what I think they may have done to get their answer. If they were correct the code directed them to the next step, which was to write a quick set of notes in their math notebook and practice a few problems.

Behind each card was the answer. After completion students were directed to answer questions on Moby Max Student Response System.

The final step was a worksheet that we checked before class ended.

Very productive day in the 6th grade.

## Friday, January 20, 2017

### CHANGING IMPROPER FRACTIONS IN TO MIXED NUMBERS AND VICE VERSA

CHANGING IMPROPER TO MIXED

Most likely a review for most students, but here is a quick video I made to remind students where the numbers go when they have to divide to turn improper fractions in to a mixed number.

Most likely a review for most students, but here is a quick video I made to remind students where the numbers go when they have to divide to turn improper fractions in to a mixed number.

### SIMPLIFYING & CREATING EQUIVALENT FRACTIONS

Students worked more on simplifying and creating equivalent fractions. They were given a fraction bar and a deck of cards to create their fractions. They were also allowed to work with a partner. The students each flipped a card to create their fraction. They were to write it in the fraction box and then tell "yes" or "no" if the fraction could be simplified, if "yes" then they were to give the fraction in simplest form. Next they had to create 3 equivalent fractions.

## Wednesday, January 18, 2017

### NEARPOD

It is like PowerPoint, but on steroids. I love NEARPOD! My students are loving the new tablets and we are loving that we can use them everyday. Yesterday we worked on reacquainting ourselves with fractions. We talked about what a fraction is, demonstrated a fraction, shared what a whole is and how to demonstrate it, the students also made sure they could complete a whole, and finally they worked on simplifying fractions.

Another thing we discussed is that simplified, lowest terms, reduced, and simplest form all mean the same thing (might have had a mini lesson on synonyms). Students completed a worksheet to make sure they could identify if a fraction had been simplified or not. If it had they were directed to color it yellow. If it had not been simplified it was to be colored blue.

### QR CODES

I LOVE QR CODES!

I was pleasantly surprised that my students were not overly familiar with these. It was great when they got their messages after scanning. This was a fun activity and did not require a lot of planning time.

Each student was given a worksheet with nothing but a QR code, they scanned it, and were given a message along with a problem to work out. On the board in the front of the class were 3 answer choices, 1 correct and 2 almost correct options. Each had a different message when they scanned them. I used this as a quick formative assessment. If they selected the correct answer, they got praise and directions for their next step. If they were incorrect they were given a small hint and sent back to their seat to work where I could step in and assist.

Afterwards, students worked on a set of questions from Moby Max. I like using the Student Response System. I used a set of questions made by Moby (you can make your own too!)

I was pleasantly surprised that my students were not overly familiar with these. It was great when they got their messages after scanning. This was a fun activity and did not require a lot of planning time.

Each student was given a worksheet with nothing but a QR code, they scanned it, and were given a message along with a problem to work out. On the board in the front of the class were 3 answer choices, 1 correct and 2 almost correct options. Each had a different message when they scanned them. I used this as a quick formative assessment. If they selected the correct answer, they got praise and directions for their next step. If they were incorrect they were given a small hint and sent back to their seat to work where I could step in and assist.

Afterwards, students worked on a set of questions from Moby Max. I like using the Student Response System. I used a set of questions made by Moby (you can make your own too!)

### LCM & GCF BALLOON POP

Making math fun is my plan. My family and I put numbers inside 140 balloons (about 35 per class). Each round I chose 2 students at random to pop a balloon. With those 2 numbers we found the GCF & LCM using the L method or the traditional way if they chose it.

## Tuesday, January 10, 2017

### THE "L" METHOD

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