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.