Day 164 Presentations & Starting Olympics Unit

6th Grade Math Standards: 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
MA.1.a.Use the relationships among radius, diameter, and center of a circle to find its circumference and area.
MA.1.b. Solve real-world and mathematical problems involving the measurements of circles.
2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = bh to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface areas of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

The Objective: Ask math related questions relevant to a picture or part of a story given by a picture

Agenda:

1. Collect all weekly quizzes
2. Continue with the presentations from the vacation projects
3. Explain the directions to the Olympics Unit
4. Visit six different stations and get students to answer ask different questions based on the picture (similar theme to 101 Questions)

The Assessment: I got the opportunity to see students questions and also gave presenting groups instant feedback. Weekly quizzes were corrected and graded. Many students failed to recognize that "less expensive" is not the same thing as equally expensive.

Glass Half-Full: This lesson is always a good way to give students the opportunity to get out of their seat several times and create movement breaks in the class. I find that students with attention problems are less susceptible to needing me to prompt them during the olympic unit because every five to ten minutes I have them going to another part of the classroom to find a picture they happen to need.

One Regret: The directions I gave could have been better. When we had to visit the stations, students were unclear as to what they were supposed to do. I could have done an example with them or at least given written directions in addition to oral directions.

Link of the Day: Have a math picture? I guess you share it here this summer.