Monday, February 29, 2016
I was very proud of my students on Friday, on their own they determined the meaning of a ratio. They shared their own examples and drew from their own knowledge and experiences. We read a quick story about sailors needing to put 10 fish in to 2 barrels.
Friday, February 19, 2016
Thursday, February 18, 2016
Today we are going to be doing what I call a walking worksheet. Each desk has a problem attached to it. Students will have a limited time to work each problem. What they don't finish will be homework. All of these problems are covering previously taught skills. Part of this assignment will count as an assessment for some skills we have covered. Pictures coming soon.
Today we are starting to work with fraction nd division. Students have been given an overview of the types of problems they will be working. Some involve whole number, some have mixed numbers, and others are proper fractions. Below are the steps we will take to work these problems.
Tuesday, February 16, 2016
Friday, February 12, 2016
Kiddos are working in groups of 2. They are creating a fractions with a deck of cards. Each student will lay down 2 cards, 1 will be the numerator and the other will be the denominator. Then they will write the problem they created on their worksheet, and then THINK, PAIR, SHARE. After the activity each group will get a chance to describe a problem they created to the class. (pictures/video coming soon)
Thursday, February 11, 2016
Tuesday, February 2, 2016
Monday, February 1, 2016
Today we are doing task rotations to practice making and recognizing equivalent fractions. Student were allowed to bring their own devices today (first time 😳) for one of the rotations. Another rotation requires students to color shapes that include equivalent fractions. A third rotation has students pulling paper wads from a bucket to determine which sets are equivalent (treasure) and which sets are not equivalent (trash). The final spot is simply telling me yes the fractions are equivalent or no the fractions are not equivalent.