Beginning the Dream Vacation Project

After much anticipation, this week the dream vacation project was introduced! Somehow many students had already heard about the project--perhaps a little bird told them :)

In class, we brainstormed what sorts of categories would we need to budget for in planning a vacation (including airfare, hotel, food, rental car, activities, shopping, and emergency funds) and students selected 4-6 categories they would like to budget for in planning their vacation. Students randomly drew different budgets yesterday, ranging from $1,500-$3,000 with which they would be able to plan their dream vacation for the February Break. Once they had received their budget, they began thinking about how much money they anticipated spending in each of their categories.

After selecting their top 3 destinations (ranging from Yellowstone to Las Vegas, Egypt to Tokyo), we discussed how we could use the internet to help us search for flights and accommodations. In class we used Orbitz travel sight, though students are free to use other travel website. Several students found the flight they were interested in taking, but still have some additional research to do over the weekend so they are prepared to begin analyzing their budget and designing their presentations next week.

By Tuesday, students should have researched their transportation, accommodations and budgeted out how they would like to spend their remaining funds. Many students are interested in exploring different travel options, ranging from RVs to Greyhound, renting a home to camping. Students may need some additional support at home as they look into exploring different creative configurations of how they can allocate their budget.

Rounding Decimals

Welcome back Wildcats! I hope everyone had a wonderful time with friends and family over the Thanksgiving break!

Today we returned to our study of decimals, discussing why we round ("it makes numbers easier to work with," "we can do calculations faster") and how we round to different place values.

We fused the mnemonic devices (memory tricks) of Aden and Zoe Newman to remind ourselves:

Five or above, give it a shove

Four or lower, fall to the floor

(If the number to the right is 5 or higher, we round up, if the number to the right is 4 or lower, we round down)

Here is the link to download the hw in case you missed it

http://dl.dropbox.com/u/10516607/6Math/hw1.46%20roundingwholetenths.doc

Week Summary 11/8-12

This week we continued our work with fractions. After discussing the use of benchmarks, such as 1/2 and 1, that are useful in helping us compare fractions last week (such as 1/4 & 2/3), we started this week by discussing the use of common denominators as another strategy to help us compare fractions. For example, if we are trying to compare 7/8 and 10/12, we could find the common denominator for 8 and 12, which would be 24ths and could convert the fractions into equivalent fractions with a common denominator (7/8 = 21/24 and 10/12 = 20/24, therefore 7/8 must be greater than 10/12).

On Tuesday we learned how to convert improper fractions (such as 9/2) into mixed numbers by dividing the numerator by the denominator. The quotient, or answer to the division problem, becomes the whole number and if there is a remainder, the remainder becomes the new numerator over the original denominator. 9/2 = 4 1/2

On Wednesday we used our newly developed conversions of improper fractions to mixed numbers and benchmarks to help us organize 20-30 fractions in a numberline.

On Thursday, we practiced using numberlines as useful tools in solving word problems involving fractions.

On Friday students took their first Fraction Quiz to show what they have learned so far about fractions.

Check out the newly added math notes section on the right side. Notes from the previous week will be updated at the end of the week, in case you missed a day or would like to review what happened.

How do we pay attention? SLANT!

Following conferences and the goals that students set for themselves for the rest of the year, we began this week with a focus in math on "How do we pay attention?" Students shared a variety of strategies, such as taking notes, not talking, and listening to others. I introduced the acronym SLANT as a memory trick to remind ourselves of 5 ways we can show we are paying attention. Attention, after all, is an active process, something we must do and, though others can help us with reminders, ultimately paying attention must come from within. Each day students practiced adding a different component of SLANT (Sitting up, Listening, Asking/Answering questions, Nodding when you agree or are following along, Tracking the speaker with your eyes). By the end of the week, we have some expect trackers and nodders, and many more who are steadily progressing to becoming more actively attentive. The attention checks we've had throughout the week have been helpful reminders. Now we are going to work towards becoming more independent in monitoring our attention and focus during class.

Week Summary 10/18-10/22

This week students finished working on their Special Number books and had a chance to share and see how other students designed it in our gallery walk Wednesday.

On Thursday we began our new unit, entitled Bits and Pieces, working with fractions. After a pre-assessment to see what we already know about fractions, we began Investigation #1, looking at how fractions could be used to describe progress in a fundraising thermometer.

On Friday, we saw how we could divide a whole into different sized fractions by making fraction strips. Some students used different methods, from measuring with a rule, like Gabe, although most of the class decided to use folding to divide their strips into 1/2s, 1/3s, 1/4s, 1/5s, 1/6s, 1/8s, 1/9s, 1/10s, and 1/12s. While some strips were easy to create, such as 1/2, others were more challenging, like 1/3 or 1/12. Students began noticing relationships between fractions, such as if they first made the strip into thirds, then they could divide those thirds into fourths to create twelfths.

Fraction strips will be useful tools as we continue going deeper with fractions, looking at equivalent fractions, adding and subtracting fractions by giving us visual models to work from.

This weekend students are finishing their fraction strips for homework.

Finishing Special Number Books Tonight

Today in class students worked to add sections to their special number books to get ready for tomorrows gallery walk. Tonight for HW students are finishing adding all sections to their Special Number books in pencil. Students will have about 20 minutes in class tomorrow for finishing touches (such as adding color or illustrations to their books) before the gallery walk.

10/12-10/15 Week Summary

After working with their partners for 3 days on the Locker Problem, this Wednesday students shared their posters (which showed and explained how they solved the problem) during a gallery walk.

Check out the photos of the Locker Problem process!

http://picasaweb.google.com/marcella.anwandter/TheLockerProblem?authkey=Gv1sRgCLPozdGps4yIxwE&feat=directlink

On Thursday we discussed our new project "The Special Number Project" in which students chose 1 number (greater than 20) that was significant to them to explore and develop into a book. Students we're given a "Menu" for the project, with a choice of appetizers to begin their book with, 6 required entrees (finding the factors, multiples, prime factorization, LCM, GCF and a glossary of key terms), and the option for dessert (such as creating a math riddle), if they chose to take it.

Students began planning their books on a layout page, before receiving their books at the end of class, to work on 2 pages over the weekend.

We will be finishing up our Special Number books in the first half of next week and then begin to prepare for our next journey into the land of fractions!

Locker Problem Reflection

Today students began work with a partner or independently on their locker problem poster, in order to show and explain their thinking throughout the locker problem process.

Tonight students are reflecting on their work over the past week and describing what they are proud of, what challenges they faced and how sharing their thinking with others helped their process.

You can click the link below to access the Locker Problem Reflection:

http://dl.dropbox.com/u/10516607/Locker%20Problem%20Reflection%20%20%26%20Rubric.pdf

Locker Problem

This week students began work on a new challenge: "The Locker Problem" which is as follows:

There are 25 lockers in the hallway of middle school. Each August, the custodians add a fresh coat of paint to the lockers and replace any of the broken number plates. The lockers are numbered from 1-25.

When the students arrive the day after Labor Day, they decide to celebrate the start of the school year with a tradition. The first student inside runs down the hall opening all of the lockers. The second student runs down the hall closing every second locker, beginning with locker number 2. The third student reverses the position of ever third locker, beginning with locker number 3. (If the locker is open, she closes it. If it’s closed, she opens it.) The fourth student changes the position of every fourth locker, beginning with number 4.

A) At the end of this ritual, which locker doors are open?

B) Why are the open lockers left open?

C) Which patterns emerged in your work?

Students had the option of working on the medium problem (above), the challenge problem (100 lockers & 100 kids) or the super challenge (1000 lockers and 1000 kids).

On the first day, students worked with partners to understand the scenerio and what the question was asking by making a KNOW, WANT TO KNOW and SPECIAL CONDITIONS table. They then discussed their plans and ideas (without writing, although many students were very eager to jump right in!), before getting some time to work on beginning their plans. Many students, such as Marco and Kailey, decided to begin by drawing pictures of the lockers. Several other students, including Maggie and Josh, Mariah and Evy, chose to organize the sequence by creating a table, showing the lockers and the students, using O to indicate open and C to indicate closed. Other students, including Aden and Nikolas began to notice a pattern about which lockers were open, which helped them the 2nd day move on to the super challenge!

The second day (Thursday) we shared our strategies and also discussed the pros and cons of different approaches (ex. the table was helpful in organizing, but if you made 1 mistake along the way it could throw off your answer. Also, for the 100 locker problem the table would take a long time).

Students continued to work, either independently or with their partner and began to notice certain patterns and have "a-ha" moments throughout Thursday. For homework over the long weekend, students were asked to solve at least the 25 locker problem (or if they had solved that choose a more challenging option). Check out the photo link to the left to see what they've been up to!

This week we have been working on developing characteristics of successful problem solvers as we working on the bikes and skateboard problem:

"A bike shop sold only bikes an skateboards.

All skateboards have 4 wheels and all bikes have 2 wheels.

There were 20 vehicles with a total of 52 wheels in the shop.

How many skateboards and bikes were in the shop?"

On Monday we discussed the importance of being persistent, and not giving up in the face of a challenge. On Tuesday, students finished working on their mini-posters and had a chance to share with their table mates to see different ways of solving the problem and become more flexible in approaching problems in different ways. For homework tonight, students are asked to choose a different method (such as using a table, guess and check, making a drawing, writing an equations, etc), other than what they had tried in class. Here are a few examples of different ways students solved the bike and skateboard problem.

Bike and Skateboard Problem Solving Assessment

Please follow the link below for the Problem Solving Assessment:

https://spreadsheets.google.com/viewform?formkey=dHgzWEpGeVlqSmtLUXoycy05aFF5bWc6MQ

Organization

For some of us organization comes naturally, for others of us (including myself) we need to put a little extra effort to stay organized. If we are able to put time in at the beginning of the year to start developing good organizational habits, it will make our lives a lot easier later in the year, as well as in years to come.

Choose 1 day a week to go through your binder and organize your sections (I suggest Sunday or Monday, that way you can get your week off to a great and organized start). It may take 10-15 minutes at the start of the year, but with a little practice, you should be able to do your weekly organizing in under 5 minutes. The sooner you start, the easier it is going to get...so what are you waiting for?

Here is a little reminder of what you should be doing to stay organized in math:

1) Have 1 binder that is for math only

2) Make sure your binder has 4 dividers (Classwork, Homework, Tests/Quizzes, Projects)

3) Clip all your worksheets, hand-outs and notes into the correct sections

4) Make sure you have the correct heading (Name, Class and Date, with the question of the day underneath) to make it easier to find where in your binder a piece of paper belongs

Cool Site of Math Puzzles

I just found this online site filled with interesting and stimulating math puzzles and problems. Check them out. Just think how sharp your brain would be if you took 15 minutes out of your day that you spend online or watching tv to try these.

It's a workout for your brain!

http://www.transum.org/go/default.asp

Checkerboard Problem Reflection

Please click on the link below to access the online Checkerboard Reflection (due Monday Sept. 13)

https://spreadsheets.google.com/viewform?formkey=dDA3QkdTdjAtZVhHNVhPTUo0c2Zya0E6MQ

Math Interview

Please follow the link below to access your first homework assignment, your Math Interview.  

I look forward to hearing about your experiences and learning in math!

https://spreadsheets.google.com/viewformformkey=dGJDWHZET0EwYmxMRmlkc29uWFlPU1E6MQ 

Welcome!

Welcome Wildcats to an exciting new year together in 6th grade math!

This year we will continue to build and expand off concepts you began exploring in 5th grade, including working with parts of a whole, geometry, and algebra.  We will be using the Connected Math Curriculum, which is focused on building knowledge and understanding of mathematics through hands-on investigations and working together .  

Our year together in math will be focused on the journey to understanding, rather than just getting the "right answer."  I am excited to welcome a class of unique students and appreciate that each of you has your own strengths, and ways of understanding math, as well as your own challenges.  This year we will focus on how can we share our thinking and understanding with one another to become better problem solvers.  

I am very happy to welcome you to the beginning of our special journey together this year in 6th grade math!