Topic 5- Number and Fraction Concepts
October 14-21 (Oct. 22 posttest 5/pretest 6)
Lesson5-1 Factors, Multiples, and Divisibility |
CCSS6.NS.4* |
AZ AIMS StandardsM06-S2C3-02 |
5-2 Prime Factorization | 6.NS.4* | M06-S1C1-02 |
5-3 Greatest Common Factor | 6.NS.4* | M06-S1C1-02 |
5-4 Understanding Fractions | 6.NS.1* | M06-S1C1-03 |
5-5 Equivalent Fractions | 6.NS.1* | M06-S1C1-01, M06-S1C1-04 |
5-6 Fractions in Simplest Form | 6.NS.1* | M06-S1C1-01 |
5-7 Problem Solving: Make and Test Conjectures | 6.NS.4* | M06-S5C2-08 |
Technology Integration Weekly Highlight
Have you used Galileo to identify the at risk students and students who need enrichment? (Cheri forwarded the directions to us via email with visuals). Here’s those directions again:
- Go to the Dashboard.
- See “Class Risk Level Summary” and “View Benchmark Results for Student Risk Levels.”
- On Dashboard, it will show the risk level and students.
- You can see the “Quiz Builder” to view areas of suggested reteaching or enrichment.
Tip of the Week
- The Math Project for Topic 5 brings in real world examples and researching potentially active volcanoes in the USA. Based on their research, determine what fraction each is of the total number of active or potentially active volcanoes in the USA. Then have student determine which states have the most active or potentially active volcanoes. They can also rank them from greatest to least, and write their data in a table.
- I also liked the project mentioned in the ASCD article titled, “You Can’t Do That with a Worksheet.”
Double Dose Recommendations
- Kim Sutton Math Routines (Number Line Workbook, Place Value, Math Drills to Thrill);
- Pre‐teach the following: Converting customary measures of length/weight/capacity, 5 days (#16‐#20) Look for science connections.
Mathematical Practices
This tip comes from the ADE about making sense of problems and persevering in solving them (6.MP.7): Look for and make use of structure.
Students routinely seek patterns or structures to model and solve problems. For instance, students recognize patterns that exist in ratio tables recognizing both the additive and multiplicative properties. Students apply properties to generate equivalent expressions (i.e. 6 + 2x = 2 (3 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality; c=6 by division property of equality). Students compose and decompose two- and three-dimensional figures to solve real world problems involving area and volume.
Some questions that help students focus on structure are:
- What observations do you make about…?
- Do you recognize a rule or see an equation?
- Do you believe your rule will always work?
- How do you know your rule/equation will always work?
- What pattern or structure do you notice?
- Can sorting or grouping be used to solve?
- What are some other problems that are similar to this one?
- What ideas that we’ve learned before were useful in solving this problem?
- In what ways does this problem connect to other mathematical concepts?
What other questions could you ask to help students look for and make use of structure?
What are your favorite questions?
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