a. Make tables of equivalent ratios relating quantities with whole-number measurements, find
missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables
to compare ratios.
b. Solve unit rate problems, including those involving unit pricing and constant speed. For
example, if it took 7 hours to mow 4 lawns, then, at that rate, how many lawns could be
mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units
appropriately when multiplying or dividing quantities
4.NF.3c Add and subtract fractions mixed numbers with like denominators, e.g. by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.
The Learning Objective:Differentiate between two rates. Turn a mixed fraction into an improper fraction. Turn an improper fraction into a mixed number.
Quote of the Day: “Out of all the applicants from all over the world, my department at Columbia admitted six new graduate students a year. They all had amazing test scores, nearly perfect grades, and rave recommendations from eminent scholars. Moreover, they’d been courted by the top grad schools. It took one day for some of they to feel like compelte imposters. Yesterday they were hotshots; today they’re failures. Here’s what happens. They look at the faculty with our long list of publications. ‘Oh my God, I can’t do that.’ They look at the advanced students who are submitting articles for publication and writing grant proposals. ‘Oh my God, I can’t do that.’ They know how to take tests and get A’s but they don’t how to do this - yet. They forget the yet.” - Carol Dweck
Agenda:
The Assessment: Circumventing the room as students began homework. Student journals were also used.
Homework: Like denominators practice. Four problems with proper fractions, four problems with whole numbers and a fraction, four problems with mixed numbers, and four word problems.
My Glass Half-Full Take: It took a full block to go over the quiz. Not because I was going over every problem, but because the students were asking me to go over different problems. It's nice that they were not insecure about worrying if their classmates cared that they did not know how to do something. It's also nice that they were willing to learn even though the grade had already been recorded. I think this is one of the advantages to giving retakes for everything that we do in class. Students never want to stop learning.
One Thing to Do Differently: I did better with the Hershey Bar activity without giving the students a worksheet. The activity was truly meant to be an experience with manipulatives and I think the students relished the opportunity to not be writing something for a change in math class. I would probably keep the worksheet for myself as a place to ask students questions, but the students could do without it.
Link of the Day: With fractions the topic of discussion, I thought this was a clever way to introduce fraction division.
The Learning Objective:Differentiate between two rates. Turn a mixed fraction into an improper fraction. Turn an improper fraction into a mixed number.
Quote of the Day: “Out of all the applicants from all over the world, my department at Columbia admitted six new graduate students a year. They all had amazing test scores, nearly perfect grades, and rave recommendations from eminent scholars. Moreover, they’d been courted by the top grad schools. It took one day for some of they to feel like compelte imposters. Yesterday they were hotshots; today they’re failures. Here’s what happens. They look at the faculty with our long list of publications. ‘Oh my God, I can’t do that.’ They look at the advanced students who are submitting articles for publication and writing grant proposals. ‘Oh my God, I can’t do that.’ They know how to take tests and get A’s but they don’t how to do this - yet. They forget the yet.” - Carol Dweck
Agenda:
- Passed back the ratios quiz and weekly quiz
- Students wrote in their journals, graphed their results, and wrote in their journals
- I reviewed Problem #9 in detail with the students
- Students were given this paper Hershey bar and answered these questions with us as a class
- Students took notes using this template and filling in this information
- Since the topic should be reviewed based on 4th and 5th grade standards, I had students start the homework in their spiral notebooks without me doing any examples. As students had issues, I had student helpers assist these students in teaching the process.
The Assessment: Circumventing the room as students began homework. Student journals were also used.
Homework: Like denominators practice. Four problems with proper fractions, four problems with whole numbers and a fraction, four problems with mixed numbers, and four word problems.
My Glass Half-Full Take: It took a full block to go over the quiz. Not because I was going over every problem, but because the students were asking me to go over different problems. It's nice that they were not insecure about worrying if their classmates cared that they did not know how to do something. It's also nice that they were willing to learn even though the grade had already been recorded. I think this is one of the advantages to giving retakes for everything that we do in class. Students never want to stop learning.
One Thing to Do Differently: I did better with the Hershey Bar activity without giving the students a worksheet. The activity was truly meant to be an experience with manipulatives and I think the students relished the opportunity to not be writing something for a change in math class. I would probably keep the worksheet for myself as a place to ask students questions, but the students could do without it.
Link of the Day: With fractions the topic of discussion, I thought this was a clever way to introduce fraction division.
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