january 19, 2016. entering the classroom rest prior to tardy bell (means it is ok to talk and move...

January 19, 2016

ENTERING THE CLASSROOM

• REST prior to tardy bell (means it is OK to talk and move around) IN LINE

• TARDY BELL RINGS – Class Leader calls class to ATTENTION

• File from right/left (column left/right) MARCH• At ATTENTION by side of desk• Take SEATS – Per Ardua Ad Astra • Work on starter

PROS AND CONS35 + Positive Points

Your choice of one the following: 20 merits or a GOLD Certificate of Exceptional Citizenship to take home or a choice of two items from the grab bag

20-34 Positive Points

Your choice of one the following: 10 merits or a SILVER Certificate of Good Citizenship to take home or a choice of one items from the grab bag

1-19 Positive Points

Your choice of one the following: 5 merits or a BRONZE Certificate of Good Citizenship to take home or a positive phone call home

1-5 Negative Points

2 point permanent demerit (D206) for failing to perform the duties of an NVMI cadet in the classroom

6-10 Negative Points

Phone call home plus 3 point permanent demerit (D306) for failing to perform the duties of an NVMI cadet in the classroom

11-15 Negative Points

Face to face parent conference before you are allowed back in class plus a 5 point permanent demerit (D504)

16 or more Negative Points

Parent must come sit with you in class for an entire class period before you are allowed back in class plus a 5 point permanent demerit (D504)

Severity Clause

A student whose behavior disrupts others from learning despite warnings and redirection will be sent to my buddy teacher’s classroom with work to do AND receive 20 negative hole punches. Should that student not cooperate with my buddy teacher, they will be sent to the TAC team and given a 5 point D504 demerit

Quiet Work Stand & Deliver

Open Discussion

Team Work

THE CURRENT CLASSROOM “MODE”

MATERIALS CHECK• Two class textbooks• Four pencils rubber

banded– Purple– Red– Green– Blue

• Scissors• Glue stick• Ten markers rubber

banded

• Three hole punch top and bottom

• Ruler• Stapler• Calculator • Three highlighters

rubber banded– Yellow– Blue– pink

STANDARDS FORQUIET WORK

• I am listening to the teacher.• I am not talking.• I am taking notes or doing other silent work as

directed.• I am paying complete attention to the teacher.

Notebooks Entries Are:

In pencilLabeled with the dateLabeled with the entry numberLabeled with a proper titleWritten very neatlyClearly legibleFollowed by a horizontal line to separate entries on a single

pageWritten so as to maximize the use of each pageRepresentative of the student’s best effortComplete

ENTRY 14 - STARTER

1. 4 X 32. 40 X 33. 400 X 34. 4,000 X 35. 40,000 X 3

Entry 14: Today’s Objective

• I will use a model (picture) to multiply fractions (continued)

• HOW WILL I BE ASSESSED?– Quiz Friday with at least one of the problems from

today on it EXACTLY AS IS – HW tonight with 5 problems, at least 1 of which will

also be on Friday’s quiz– Chapter test where I will have to draw a model of

multiplying fractions

ENTRY 15: Problem 5-4MATH CORNELL NOTES

NUMBERS PICTURES

WORDS

5-4 Mural Madness

The diagrams below show the portion of another class mural that Josephine was supposed to paint and how much she actually did paint. Use the pictures to answer the questions that follow.


Open Discussion

Team Work


DURING OPEN DISCUSSION…

• I contribute my ideas to class discussion.• I listen to others when they are speaking.• I wait for the appropriate time to contribute

my ideas.• I am polite in my interactions with other

students and the teacher.

5-4 Continued

Portion she was supposed to paint. Portion she painted in her time.

5-4 Continued

– Approximately what portion of the painting was Josephine supposed to paint?

– Approximately what fraction of her assigned portion did Josephine actually complete?

– Write a product to show what portion of the mural Josephine actually painted.

5-4 Continued

What she was supposed to paint.

What she actually painted broken into equal sections.

How many sections can you break the painting?

5-4 Continued

She was supposed to paint ONE

QUARTER or ¼.

She completed ONE

HALF or ½ of her painting.

She completed ONE HALF ½ of her ONE QUARTER ¼

½ of ¼ = ½ x ¼ equals 1/8

Entry 16: Justifying my thinking

In the diagram, the divided portion represents the fraction _____ because the WHOLE shape is divided into _____ EQUAL parts and ______ of those ______EQUAL PARTS is painted. In a fraction, the numerator (top number) is the PORTION OF EQUAL PARTS of the denominator (bottom number) which isthe TOTAL NUMBER OF EQUAL PARTS IN THE WHOLE shape.


Open Discussion

Team Work


STANDARDS FORQUIET WORK

• I am listening to the teacher.• I am not talking.• I am taking notes or doing other silent work as

directed.• I am paying complete attention to the teacher.

Entry 18: Problem 5-5

• Draw a rectangle with a width of 8 units and a length of 6 units.– What is the enlargement ratio if you enlarge the

figure to have a width of 16 units and a length of 12 units?

– If you wanted to reduce the 8 by 6 rectangle by a ratio of ½, what would the dimensions of the new rectangle be?


Recall the definition of absolute value from the Math Notes box in Lesson 3.2.4. For each pair of points below, find the distance between the given points. Show your work using absolute value symbols. (13, 14) and (−3, 14) (−9, 1) and (−9, 11)


Change each improper fraction to a mixed number or change each mixed number to an improper fraction.

1. 2. 3.

4.


Simplify each of the following expressions. Be sure to simplify each of your answers as much as possible. Write any answers greater than one as mixed numbers.

1. 2. 3.

4.


Open Discussion

Team Work


DURING TEAM WORK…

• I work cooperatively with my team members to accomplish a particular goal by:

• Performing assigned tasks/roles• Listening to my team members• Respecting the ideas of others• Being a helpful contributor to the team.

Entry 22: Board Work

• I will call out problems out loud• One person from each group at a time goes to the

board, prints their name on the board, listens to the problem and copies it down and solves it

• Everyone else copies the problem onto their notebook as an entry– Resource Manager– Facilitator /Timer– Recorder/Reporter– Task Manager/Justifier


Open Discussion

Team Work


WHEN I STAND AND DELIVER…

• I go quickly to the white board when it is my turn.• I print my name on the white board neatly and

complete the assigned task on the white board.• I complete the problem as a notebook entry if it is

not my turn to be at the board. • I stand at attention to show my teacher when I am

done and requesting permission to be seated.• I address the teacher as “sir” or “ma’am”.• I ask or answer a question in a clear, loud voice.

Entry 23: Today’s Objective

• I will find portions of other portions using models (pictures). Specifically, I will find portions of fractions.

• HOW WILL I BE ASSESSED?– Quiz Friday with at least one of the problems from today

on it EXACTLY AS IS – HW tonight with 5 problems, at least 1 of which will also

be on Friday’s quiz– Chapter test where I will have to draw a model of

multiplying fractions


Grant, Oliver, and Sonya were working on the problem below. • Jenny’s house is of a mile from the bus

stop. If Jenny had to run of the way from her house to the bus stop, what portion of a mile did Jenny run?

Problem 5-9 Continued

Grant’s drawing Oliver’s drawing

Sonya’s drawing


Open Discussion

Team Work


DURING TEAM WORK…

• I work cooperatively with my team members to accomplish a particular goal by:

• Performing assigned tasks/roles• Listening to my team members• Respecting the ideas of others• Being a helpful contributor to the team.

– Did Jenny run more or less than half a mile? Discuss this question with your team and record your answer. Be ready to explain your reasoning.

– Copy all three diagrams and work with your team to figure out how to use each diagram to show 2/3 of 4/7 .

– Which of the drawings does your team prefer? Using the diagram your team prefers, explain how it can be used and why you chose the drawing that you did.

– What fraction of a whole is 2/3 x 4/7 ?

Entry 25: Closure

• I can use an AREA MODEL to show how to multiply fractions like 3/4 X 4/7

• Start with a square.• Divide it into seven equal parts.• Color IN YELLOW four of the seven parts (4/7)• Turn the paper 90 degrees• Divide it into two equal parts.• Color in BLUE three of the four parts (3/4) • The portion that is now GREEN is 12/28 or 3/7

Entry 22: Homework Problems 5-5 through 5-8

• These are the problems for entry 17 to 20• Remember your quiz Friday will be about 50%

problems from your homework

MATERIALS CHECK• Two class textbooks• Four pencils rubber

banded– Purple– Red– Green– Blue

• Scissors• Glue stick• Ten markers rubber

banded

• Three hole punch top and bottom

• Ruler• Stapler• Calculator • Three highlighters

rubber banded– Yellow– Blue– pink

END OF CLASS

• 3 minute warning from class leader• Planner check by class leader (homework

must be recorded for each class period today)• SECURE YOUR GEAR• Class, ATTENTION• Dismissal by group

Quiz

1.Convert this to an improperfraction

2.3.

4.

5. Convert to a mixed number

january 19, 2016. entering the classroom rest prior to tardy bell (means it is ok to talk and move...

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