Homework for Wednesday & Thursday

 I was excited to go to the concert at NOVA last night, so I forgot to post the homework! Once again, it's a busy week so be forgiving if your child is behind. I will still mark the assignments as missing in TeacherEase to remind them it's not in, just aim to get all homework in before break so y'all can enjoy it fully! AND the concert was fantastic!!!!

Wednesday: Pizza Applications, Due Thursday

Practicing multiplication of fractions using fractions. Have them look for the wording so it becomes easier to see when to multiply. You can help by having them write any new wording in their Notes Book!

Thursday: Guess the Number, Due Friday

We have done quite a few of these in school this year, so it's not new if they have embraced that work. It gives them practice putting clues together by using vocabulary. All are solvable with the clues given.

So how can you help?

*I recommend writing blanks when you determine the number of place values. A number in the thousands? 4 blanks.

*I recommend having them read through the clues first to decide which clue is best to start with. I purposefully did not put them in the best order to make their brains work a little harder. You can help them determine where to start to get things narrowed down. Helping strategize is very cool.

*Help with the vocabulary as needed, then add unknown words to their Notes Book. We have gone over these but, you know, not all of them take great notes even when told to. 

*Do not, however, solve or correct these. Helping them strategize and making sure they are using the vocabulary correctly allows them to have some productive struggles that will make these types of problems easier in the future! It's a skill much greater than math itself. ;-)

Homework for Tuesday, December 9

 Assignment: Fraction Division

Due: Wednesday, December 9

Looking at the amount of work the students have due tomorrow, it's possible today's math assignment will feel like too much. So my first "So, how can I help?" comment will be: Give them the space to set math aside tonight and make it up later this week. This is the only time we will tackle fraction division this week, so it's not going to put them behind to wait a day or two. I am not usually a fan of delaying homework until later, but in this case, it might make sense for your child. 

The assignment itself should be a review and there are two choices: basics and test level. We have already practiced multiplication and simplifying, so we are just adding the division steps:

Rename, Flip, Multiply, Simplify

Rename: any mixed numbers need to be turned into improper fractions.

Flip: find the inverse of the second fraction -  3/4 becomes 4/3.

Multiply: includes cross-canceling if they like it!

Simplify: make sure the answer is in simplest form. 

So how else can you help? 

Make sure they know these steps! And practice.

Homework for Monday, December 8

 Cockroach Clues

Due: Tuesday, December 9

The steps:

*Match the descriptions (as summarized for each team) to the cockroach poster.

*List things in the descriptions that HELPED identify the cockroach.

*List things in the descriptions that did NOT help identify the cockroach

*Use your own original graph and original description to write a new description . Consider the things you know helps describe a run without just listing the data. 

This assignment needs to have the first part completed AT school. However, students were spending too much time guessing the cockroach to make good headway, so many will need to finish part one at school when they have a chance. The point is NOT to guess correctly (although it's a fun little challenge), the point is to notice WHY it's not easy to guess and learn from those observations.

So, how can you help?

They should not make their guesses from home. Leave the unfinished parts blank and take some moments tomorrow to finalize their guesses. There is no penalty for this, it's more important to feel they've given it their best shot. However, they should not belabor this step either. Select the ones they are most sure about and narrow down the last guesses to what's left. It's okay! And while they are fretting over the last guesses, what made them so difficult to guess?!?!?!

To write their new description, encourage them to think less about the specific guessing and more about the elements that would have helped them to identify and guess the graphs more easily. At the same time, it's not a list of data, it's a description that includes mathematical observations and interpretations. It's pretty big stuff, but it's a leap they need to take. Ask them questions! If you are really inspired, have them read you their new description and see if you can draw the graph they describe. It doesn't need to be perfect, it just needs to represent how the run unfolded.

This is an opportunity for rich discussion! How might you manipulate how you see/describe a graph to make a point? Be observant!

Homework for Thursday, December 4

Assignment: Sodas worksheet

Due: Friday, December 5

Yes, it's another adventure in graph reading! 

REAL graph reading. ;-)

Remember that the "tricky" part of this worksheet is thinking about how the bar graph represents actual DATA. We've collected random chaos, made organized lists, and figured the central tendencies from that data. Now they will need to convert the graph (whether in their head or on paper) back to the collection of data (an organized list) in order to determine those again. 

*I strongly recommend drawing clear, straight lines on the graph. Use a ruler!
*They are not required to convert the graphs back into data on paper, but do need to think about what that data would look like as a list. (see below)
*When asked to explain how they got their answer, write an answer! The key is to explain how they are thinking mathematically ... that is actually the challenge of this assignment.

So, how can you help?

First, because it will seriously help to have straight lines to work with, feel free to help them draw those lines, especially if they struggle with that skill. Keep a ruler handy too!

The trick to a bar graph is that the data is not represented "by" a bar, the data is embedded into the bar. So a bar with a y value of 3 units is actually that x value three times ... or in an organized list x, x, x. 

When we worked on these in class, the students used grid paper to mark the values first. It reminded them how many times a value was being used. So pull out the graph paper to get started. How many students drink 0 sodas a day? Then your organized list has that many "0" values. Start with perhaps 10 values on the graph paper and then recall how those 10 values would look in a bar graph vs an organized list. See if they can recall that process.

But you don't want to make an organized list of 100 values, right? So can you manually count the values represented in the bars (1 box) until you get to the 50th and 51st values? Yes.

The thing about statistics and reading a graph accurately is that it's tough, so I don't expect this worksheet to be either easy or fast. It's review with a few weeks of rest between, so it will require some calling back of how to do these. But the more we practice, the more it will stick. So hang in there with them.  Help them to gain confidence in growing like their new mathematical self!

Homework for Wednesday, December 3

Bingo Cards:  due Thursday

Today students received their Fraction Bingo cards. Notes for this assignment are:

*Fraction Cards must be colored neatly. And colored ... not in graphite.
*Your choice of what fraction to color each circle is yours, but ...
*You may color no more than two circles as wholes and ...
*All equivalent fractions for your choice, up to a denominator of 12, must also be written next to or in your circles.  Examples:  2/5 is equivalent to 4/10 (and vice versa).  1/3 is equivalent to 2/6 to 3/9 to 4/12 (all must be listed).  1/7 has no equivalent with a denominator of 12 or less.  
Be sure to count the circles carefully; there are divisions from one whole to twelfths.  

These cards are visual prompts for thinking about equivalent fractions and their "worth." 

For example, if I am looking for a fraction that is 2/3 colored, can't I look right past those fractions with less than half colored? Can I narrow down my options visually? Do I know that 2/3 and 4/6 represent the same fraction? 

So how can you help?

Suggest they pick a number of pie slices to color then count them to represent their first fraction. 

"I colored 4 of the 6 slices." 

Now look for factors for any other equivalencies (2/3) and multiples for fractions up to a denominator of 12.  (6/9, 8/12)

They should not use any decimals, round, or worry if the pie only has one answer, like 7/11. 

There is an example of a completed card in their Google Classroom that they can use for reference; ask them to see it if you feel stuck too.

As the card is filled, ask them to find an answer and give you an equivalency. 

It's practice. And yes, these cards will be used for playing Bingo in the classroom!

Homework for Monday & Tuesday, December 1,2

 Both of these assignments are fraction related and intended as review. 

Monday's assignment, Simplifying Fractions, came with 3 practice level options. For those confident in their simplifying skills and looking to see what's next, the pre-algebra option came with the opportunity to simplify using variables! 

Tuesday's assignment, Multiplying Fractions, required students to select one of three levels for review. I also introduced the idea of simplifying before or after doing the multiplication and gave them the opportunity to practice the new and decide if they have a preference.

So how can you help?

Firstly, don't do the work for them. This is just a reminder that if they cannot do the work themselves, it will show up on the test, and that isn't pretty for anyone. Encourage them to try out all factors (see below) and feel confident that their final answer has no common factors left besides "1." Suggest they look once again and then let it go. They will learn from quitting before they are sure ... and they can redo it. 

However, this is an opportunity to help them become practiced in seeing cues that indicate a fraction is not simplified: are both numbers even? do they share any factors? is one number the multiple of the other? Have them keep their prime number chart handy and think about how a number is "built." 

I recommend checking only the factors of the smaller number to see if any are also factors of the larger number. I also told them some of my favorite numbers to use are ones with many factors like 12, 24, and 36. And 51 for reasons they should be able to tell you ...

I do not recommend spending time looking for the greatest common factor though. If you see it, great! Otherwise just start with what you see (2? 3? 5?) and then keep working your way through it. In other words, don't feel the need to overburden them with LCMs, GCFs, and the like. The purpose is to simplify it!

Returning: December

 For anyone paying attention, you may have noticed I lost track of time mid-November! Actually, I was so busy that I was hoping the assignments would stand on their own. The students are taking increasing responsibility for their work, parental questions are far fewer and, frankly, I hadn't a minute to spare. 

As we enter the new trimester, I should be back in stride starting Monday! We will be moving through fractions while continuing to dive into graphs and how to read them. At the end of the fall trimester we had an amazing election for the next mayor of Slugville. The students wrote campaign speeches in partnerships that highlighted various interpretations of the central tendencies. Carl, Mr. Peters, Mrs. Price, and Ms. Guz all attended the presentations and voted on who should be hired for the task. If you haven't heard about it, please ask your child, because the speeches were quite impressive.

I hope your Thanksgiving break was both busy and restful while being full of family.

Mo ;-)

Homework for Wednesday, November 5

Assignment: Slugville

Due Date: Thursday, November 6

Slugville is an assignment requiring students to find the central tendencies for a set of 16 numbers (it's a very small town) and identify which CT each of the three candidates is running their campaign on. That's the arithmetic.

But the fun part of this assignment is making it real. It's also a fun assignment to take part in with your child, starting now. The premise is that you look at the pros and cons of each slogan (based on the "average" of choice the candidate is using) and write those down. It's basically debate using data only. These will be turned in for use later ...

Eventually, everyone will randomly draw a candidate, with their partner in class, to write a 30-60 second blurb for. The teams will be evaluated by several unknown teachers (well, I know who they are ...) who will "hire" the winning team and pay them with one candy point. The teachers are tasked with selecting the team that makes the best use of the data in their favor, NOT necessarily the candidate they agree with. This is learning to read data and use it, but it's also about really seeing HOW advertising uses data for their own purpose and then learning to make educated decisions. 

Again, if you enjoy these ideas, see if you can help them jot down some pros and cons for each candidate's case. Have a conversation not about who is "right," but how to argue for whoever they end up representing, knowing that using the cons against the other candidates is also a strategy. All blurb writing will occur in class, so this is your chance to jump in and help out!

Meanwhile, the Central Tendencies test is tomorrow, November 6. 

By now, it should mostly feel "easy," in spite of their lack of experience with these calculations prior to a month ago. They expressed all week that it's feeling that way, so practicing a bit more before it's test time will help ease their nerves if they still have them. Again, here is The link (also available for students in the resource section of our math Google classroom) to an online flashcard set I created. It is available to use at any time and several students told me they have already tried it. Students check their answers by clicking on the card and may redo the cards as many times as they want to, no grade attached. Why not?!?!?

Practice for the Central Tendencies Test on November 6

Tonight's assignment:  CTs Kahoot

Due date: Wednesday, but no later than prior to the test on Thursday.

Practicing is how you get better at something. We all know that juggling a soccer ball or giving a speech take practice, and so does math!

 This link (also available for students in the resource section of our math Google classroom) is to an online flashcard set I created and is available to use at any time. Students check their answers by clicking on the card and may redo the cards as many times as they want to, no grade attached.

Your only task is to help them feel confident and prepared!

Homework for Monday, November 3

 Can you believe it's November already?!?!?!

Assignment: Central Tendencies Review

Due: Tuesday, November 4 (no later than Thursday, November 6)

This assignment looks exactly like Thursday's test ... but with different numbers and different questions. There will be no surprises on the test, which is how a test should be. If they know their central tendencies and how to manipulate them, things it's a predictable set of tasks. 

So, how can you help?

Check definitions, provide practice number sets, and help them load their Notes Books with good examples. I encouraged them (many times) to use their grid paper to solve the questions, but they are welcome to use the blocks in class as well. Whatever gives them confidence! And don't forget a cool bottle of water, comforting snack, or stuffed friend to sit alongside when they are testing!