November 20, 2014

The fifth grade classes are finishing a unit on 2 dimensional and 3 dimensional geometry with a focus on area, perimeter and volume.  Throughout this unit the focus has been moving from models to generalizing mathematical ideas in formulas.  Over the past few weeks we have focused on observations involving maintaining a constant area and experimenting with perimeter and maintaining a constant perimeter and experimenting with possible areas.  Next week and a few days after break we will have a mini unit on addition and subtraction concepts.  This past week we completed a preassessment for this unit and extension problems will be available for those with solid strategies already.

The sixth grade is also working toward completing a unit on 2 dimensional and 3 dimensional geometry, though the focus has been slightly different than the fifth grade.  We have moved through finding the areas for triangles and parallelograms to working with those same shapes on an x y coordinate grid.  Throughout this exploration some students started using all 4 quadrants (which include negative values for x and y) in placing coordinates on these grids as well as other extensions using side unknown side lengths and area.  Over the past week we have focused on moving from nets for rectangular prisms to a formula for finding the surface area of a rectangular prism.  Next week and after break we will be moving into volume and surface area for rectangular and triangular prism. Those ready for a challenge will work with prisms with a bases other than triangles and rectangles.

Over the course of these units, as with the all units for both grades, I have and will continue to use formative assessment as a key instructional tool.  On the majority of days students are given an exit question at the end of class that relates directly to the math goal of the day.  These questions are also aimed to elicit a variety of solution responses and strategies as well as gain insights into possible student misconceptions.  Each day these exit questions are analyzed in preparation for the next days lesson, with an emphasis on allowing each student to be challenged while moving toward the math goal for the next day.  This process also allows me to meet the needs of those who may have had misconceptions as we move forward, while also challenging those who had a solid understanding of a concept.  While writing tasks I can then tailor the numbers within a task and complexity of a problem to fit the needs of each individual or group of students.  I've posted a link in the resources section relating to formative assessment in mathematics.  Page 4 of the document has a good visual of the process.  In my next post I'll address the role Student Reported Grading plays in formative assessment and student ownership of the mathematical learning objectives.

As always, if you have any questions feel free to email.

Week of November 3rd

The fifth grade is continuing our work with volume, and toward the end of the week will begin to work toward surface area of rectangular prisms.  This week we will be working from a design and engineering perspective and creating a shipping container that will fit exactly 36 individual boxes from a consumer goods category.  Each student (or pair) will be given a box (shoe box, cereal, light bulb, egg carton, etc.) and use dimensions to design a shipping box for 36 of their item.  They will be responsible for the design and communication of their design, and toward the end of the week we will open the task to include the concept of surface area.

The sixth grade classes are finishing our work in a unit working with rational numbers.  This week we will be making connections between all the platforms we have used to look at numbers: rates, ratios, fraction and percents.  As the week progresses some students will be using a website called Kahoot to create a multiple choice style game show to challenge some of their classmates.  

Over the course of the week expect to see Self Assessment come home at least three nights plus at least one content practice homework.  

As always if you have any questions feel free to email.

Week of October 20th

The fifth grade groups will be finishing our work with multiplication and division models Monday and Tuesday, though homework with these concepts will be coming home over the next few weeks. Be sure to ask your child about the movie problem a the close of our multiplication and division unit. We will continue to use multiplicative ideas as we move forward into volume and surface area.  One of our first volume experiments will be on Wednesday using container trucks and crates, as students start to develop ideas and formulas about volume.

The sixth grade groups will be working on comparing fractions to each other and benchmarks throughout the week, as well as begin some work values below 0 on the number line.  Through most of our mathematical investigations students will be asked to use unit fractions (fractions with a numerator of 1) to compare to benchmark numbers.  For example, 5/6 and 7/8 are both one piece from 1 whole, but 1/6 is a larger piece away from 1 whole than 7/8.  Toward the end of the week we will move begin to connect some fraction and decimal concepts.

Both fifth and sixth grade groups have been excited about Kahoot.it quizzes in class.  Ask your child about these.

As always if you have any questions feel free to email.

Week of Oct. 14

Last week the fifth grade classes finished our work with connecting models and strategies for multiplication and started to look at division concepts.  Over the course of the next week we will work on moving toward efficiency and flexibility in solving division situations, as well as work with remainders in division while problem solving.  Some fifth grade groups will also begin to use the distributive property and solve division tasks using addition of fractions.

The sixth grade classes have been comparing mathematical situations using fractions and ratios, with a focus on comparing a part to a whole and a part to a part.  Next week we will extend our understanding to include rates.  A great conversation to have with your child in the grocery store will be to compare prices using the unit rate ($ per pound, $ per gallon, etc.) listed on the sticker on the shelf as an application of rates in the real world.  I have also included a game on the sidebar using ratios that some might be interested in playing as practice/ review.  

A great resource to use for multiplication fact practice is the sum sense  multiplication game on the right hand side.  This game digs a little deeper than simple fact recall.  Challenge your child to work with more problems in less time.  

Be sure to have your child check out his/ her Powerschool account at home for any missing work.    I am following up with students at school on missing work, though having students access this resource on their own can allow them to take more ownership of their learning.  I won't be accepting work once it becomes over a week late.  Powerschool can be accessed through the CBMS website on the student drop-down screen.  If you don't know your child's password check with the CBMS office.

As always, if you have any questions feel to email.

Week of October 6th

Last week the 5th grade worked on connecting models and strategies for multiplication, with some extensions moving toward using these models with some algebraic concepts.  This week the fifth  grade will finalize some ideas around multiplication and apply those as we work on division.  We will be approaching division with a variety of strategies which will include rewriting as a multiplication problem and using an area model as we connect the two concepts.  I have included a short youtube clip in the resources section that outlines how the area model for multiplication can be used as students learn algebraic concepts in future grades.  

The 6th grade classes started a unit last week, Comparing Bits and Pieces.  This week we will focus on writing equivalencies to compare situations using both fractions and ratios.  For both 5th and 6th grade self assessment will be coming home as homework as well as some review problems.  Students do have the opportunity to work with me during the last block of the day on their self assessment if they don't have band or chorus.  For most students, this means they have at least 1 or 2 days a week to work on this at school.  If your child is struggling at home with this task, remind them to take advantage of this opportunity.   I do take notes on individual students throughout the course of a day to compare to self assessments.  Self assessment grading, which measures a student's progress toward the content math goals, will account for 80% of the overall grade, and homework completion will make up the remaining 20%.  The homework portion will be calculated at the end of the trimester based on homework completion.  Homework completion also has to do with reading and following the directions of the tasks.  This week I will not mark as completed assignments that do not follow the directions (usually this means only part of a question was answered or part of the directions were skipped).  

As I stated in the last blog, math fact fluency is crucial to noticing patterns in mathematics.  One strategy to try with your child is to give him/ her a product and then recall a fact.  For example, give the product 24 and your child should be able to recall 2x12, 3x8, and 4x6.  An example of the value of this concept occurs when two fractions have denominators of 6 and 8.  Knowing that 24 can be a product of both of these numbers makes creating equivalent fractions with a common denominator about the concept rather than struggling with math facts.   The asteroid game on the right side of the blog is a great game to practice this skill.  

As always, if you have any questions feel free to email.  

Self Assessment and Math Fact

Starting on Tuesday students will be bringing home a self assessment reflection for homework.  I'll post this on the homework central website (sidebar on the right) when it is assigned.  Students should be giving an example as well as describing how their work fits the goal for the day.  I've gone over it with students, but the evidence should not just be a reiteration of the rubric or math goal.  To be successful with this students will need their rubric, scoring sheet and classwork from the day.  If you have any questoins on this process feel free to email.

Fifth grade classes will be moving from area models to partial products in multiplication with some options for extending understanding.  The sixth grade classes are finsihing our number theory unit, Prime Time, and will be moving into a unit on comparing parts using fractions, ratios and rates.  A great way to help with these units at home is consistently reviewing multiplication facts through x12.  In order to see patterns and make observations math facts need to be automatic so focus can be put on higher math.  I'll be posting some resources for this in the coming weeks.  

Have a great week.

Welcome

Welcome Wizard Parents,
The fifth grade classes are engaged in a multiplication and division unit right now, while the 6th grade classes finishing some work on number theory before heading into thinking in terms of fractions. 
Be sure to check out the homework central link on the CBMS website.  Next week Self Assessments from the daily math goals will be coming home as part of homework. 
Feel free to email if you have any questions.

-Eric Eley