Chapter 6.1.4 2/17/16 PROS AND CONS - PowerPoint Presentation

Slide1

Chapter 6.1.4

2/17/16Slide2

PROS AND CONS

50

+ 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

30-

49Positive

Points

Your choice of one the following: 10 merits or a SILVER Certificate of Good Citizenship

to take home or a c

hoice of one items from the grab bag

1

-

29

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 t

o 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

bef

ore 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

Slide3

MATERIALS CHECK

Two class textbooks

Four pencils rubber banded

Scissors

Glue stickTen markers rubber bandedThree highlighters rubber bandedPost itsSlide4

Notebooks Entries Are:

In

pencil

Labeled with the date

Labeled with the entry number

Labeled 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 effortCompleteSlide5

STANDARDS FOR

QUIET 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.Slide6

Warm Up Entry ____

Add or subtract the following pairs of fractions and mixed numbers.

Find the missing side lengths of each rectangleSlide7

Entry ____

Objectives for Chap. 6.1.4

I will extend my understanding of division to include division of fractions by fractions and represent division problems in multiple ways.

How can we represent this problem with a diagram? Can we represent it in more than one way?

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 fractionsSlide8

ENTRY

__:

Problem

6-43

MATH CORNELL NOTESNUMBERS PICTURESWORDSSlide9

Quiet Work

Stand & Deliver

Open

Discussion

Team Work

THE CURRENT CLASSROOM “MODE”Slide10

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.Slide11

Entry ___

6-43

6-43.

Dria is writing a piece of music.  She has decided to replace a  3/4 note which takes up 3/4  of a small section of the music called a measure, with  1/8 notes which each take up 1/8 of a measure.  Work with your team to use diagrams to help you figure out how many  notes she will need.  Then represent the problem and its solution with a mathematical division sentence and a diagram.  Be prepared to describe your strategies to the class.Slide12

Entry ____

6-44

Liam drew the two diagrams below and wrote down

5 · 1/5 = 1 and 1 ÷ 1/5  = 5

. Is dividing by 1/5 always the same as multiplying by 5?”Slide13

Entry ___

6-44 Part B

Malik was looking at problem 6-43 and asked,

“Does this work when both numbers are fractions?  Can you find how many 1/8 s are in 3/4 by multiplying 3/4 by 8?” 

What do you think?  Refer back to the diagram you drew for problem 6-43Slide14

Quiet Work

Stand & Deliver

Open

Discussion

Team Work

THE CURRENT CLASSROOM “MODE”Slide15

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 othersBeing a helpful contributor to the team.Slide16

Group Norms

Assign task manager, facilitator, recorder and resource.

Facilitator will start reading or ask others to read.

All students

MUST participate. If a student is not they may have to work solo at lunch to make up this problem. Slide17

Entry __

6-45

6-45.

DORA’S DOLLHOUSE, Part 1 Dora is building a dollhouse for her cousin.  She needs several boards that are each 3/4  of a foot long.  She went to the store and found that the lumber she needs is sold only in lengths of 8 feet.  She laid a tape measure next to a board and drew the diagram below.Slide18

Entry ___

6-46

6-46.

 DORA’S DOLLHOUSE, Part 2 Dora has taken a closer look at her blueprints and figured out that one 8 foot board is exactly 3/4 of the length of wood that she needs for her whole project. 

Show your team work on your resource page Slide19

Entry ___

6-47

6-47.

DIVISION AND AREA The Ferndale High School Golden Eagles have a large playfield at their school that covers 2/3 of a square mile.  One side of the playfield is 1/2 mile in width.

With Your Team Draw a diagram that shows this situation.  Be sure to include labels. What operation can you do to find the length of the field?  Write a number sentence for this operation.   Find the length of the playing field.  What strategy did you use?    Slide20

Entry ____

6-48

6-48.

TEAM DIVISION For each of the division problems below, work with your team to: Write a question in words that could be answered using the expression.

Draw a diagram that represents the problem and your question.Find the quotient and explain what it means.Be ready to explain your ideas to the class. 3/4 ÷ 1/2 1/2 ÷ 3/4Slide21

Entry ___

Review Trapezoids

Find the area of each of these trapezoids

A

= 1/2 h(a + b)Slide22

Entry ___

Homework

Please review problems and start. I will walk around to check on your progress.

6-51 through 6-60