Days 10 & 11: Number Sense Study Guide & Quiz

Quote of the Day: “You should be willing to do something that will take you five minutes or less for anybody.” - Daniel Rifkin

“The formula is 6-2-7; breathe in for 6 seconds, hold for 2 and breathe out for 7 seconds.” – Jason Selk

Question of the Day: How does a number like .52 repeating get converted into a fraction?

Regular Math Lesson Objective: Convert repeated decimals to fractions; locate a fraction that repeats as a decimal on a decimal number line; Convert between terminating decimals and fractions

Lesson Sequence:

1. QSSQ
2. Review last night's homework
3. Study Guide
4. Illuminations Exit Ticket

Lesson Sequence the following day:

1. QSSQ 
2. Take the Quiz
3. Sign up for Google Classroom
4. Work on Get to 10 inside Google Classroom 

Glass Half-Full: I found myself suddenly optimistic toward the end of the study guide. I had my doubts coming in, but one way or another we needed the students to feel accountable in the gradebook. The sense of urgency picked up today and students were able to piece things together to my surprise. 

Regrets: Students are still struggling with what a rational number truly is based on the exit ticket results. I also know that we will need to continually spiral back the skill of repeating decimals to fractions because students have that processed memorized as opposed to applying logic to it. That said, I don't blame them for memorizing this skill. I asked a college friend of mine who would tutor me if he could turn a repeating decimal to a fraction and he said it would have to be through guess and check. It's just not something that people generally "need to know." 

Honors Math Objective: Solve multi-step equations; convert repeating decimals to fractions; approximate square roots of irrational numbers 

Lesson Sequence Honors Math: 

1. QSSQ
2. Review the homework
3. Study Guide 

Lesson Sequence the Next Day:

1. QSSQ
2. Take the Quiz
3. Sign up for Google Classroom
4. Get to 10

Glass Half-Full: Looking at the mistakes that students made, it's not as if we'll need to watch Sesame Street tomorrow. The biggest issues were locating numbers on a number line (it was the same mistake made throughout with students not using the thousandths place to help them see where to place the number). The other mistakes were on the two-step equation problems. The top answer is a student that tried to cancel a minus 7x with another minus 7x. The second example is a student that combined like terms as if they were in an expression instead of in an equation. The third example is a student that is not correctly distributing the sign with the 7x. I will address all of these in going over the quiz and also encourage these students to retake the quiz since they are missing only a very small piece of what is needed to reach full success.