Day 161 Writing Stories from Vacation

6th Grade Math Standards: 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 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. MA.3.e. Solve problems that relate the mass of an object to its volume.

6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

The Objective: Use decimal operations to solve problems in a real-world context

Agenda:

1. Hand back and go over last week's weekly quiz
2. Let students begin this week's weekly quiz in class
3. Work on vacation projects
1. Finish number crunching
2. Write stories
3. Create poster/project portion of the vacation project

The Assessment: I circumvented the room as students worked on their weekly quizzes. Students were given feedback on their vacation projects by myself and also had a partner to check in on their work and thinking.

Glass Half-Full Take: Today I implemented a three strike rule. As students worked on the weekly quiz I told them I was going to be strict to ensure that the learning environment was quiet and distraction free. I was reading The Talent Code by Daniel Coyle and got my inspiration from the KIPP school. Leaders from the school discussed how important it was to have students practice good habits and learn the protocols of the room. My first year in my own classroom I had the three strike rule. I had some difficult students that year discipline wise and this was a nice system to combat the classroom management issues. Toward the end of this year students are getting itchy and I thought this was a necessary step. It went well. Perhaps I will use this full time next year and students will have to see this again this year.

One Regret: This vacation project has carried on too long. I think next year I will advocate that the paper portion of this project is removed to decrease the amount of time we spend. I might also remove the presentation portion. I think the students are also growing tired of it and that is causing them to lose focus on the math goals.

Link of the Day: A daily warm up routine that resembles many things we use in sixth grade.