Recent Changes

Lesson Five
Objective: Students will be able to generate equivalent fractions.
Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "If this hexagon shaped pattern block represents one whole, what does each trapezoid shape piece represent?"
Activation: Using the Padlet website, students will post their ideas. Discuss them as a class, and discuss why each student thinks what they do.
Demonstration: Using larger versions of the pattern blocks on the SmartBoard, determine what each pattern block is "worth" if the hexagon is one whole. Create an anchor chart of what each block is worth. (ie., the trapezoid is 1/2). Then, determine which blocks could be used to create equivalent fractions. As a class. determine that two triangles (each 1/4 of the whole hexagon) are worth the same as one trapezoid. Below is an example of an anchor chart that could be created.
{http://4.bp.blogspot.com/-4DK9MMhhfQY/UXC-j1HJtQI/AAAAAAAACGs/Lx8ADZyBDOw/s400/CAM00098.jpg}
Application: Working in pairs, Students should find more pairs of equivalent fractions.
{http://1.bp.blogspot.com/-aXOhYt7sWkw/UXC-kGg0wjI/AAAAAAAACG0/e_o8CP229Jc/s400/CAM00115.jpg}
Integration: Students should come back, share what they have learned, and complete an exit ticket demonstrating their mastery of the topic.
Here's a blog post about this idea!

Lesson Five
Objective:

Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "I have a bag of 25 Skittles. 5 of them are red. What percent of my Skittles are red?"
Activation: Using the Padlet website, students will post their answers. Discuss them as a class, and most importantly, ask students to explain HOW they arrived at their answer!
percentages using 100hundredths grids.
Application: Students will each get a bag of skittles and sort them into colors. They will then find what percent of the whole amount of Skittles each color represents, using grids.
{http://4.bp.blogspot.com/-M2QsHnjHDNA/UsjLmc1eY6I/AAAAAAAACOI/xQigaIEHCWk/s1600/fractions+and+decimals.jpg}

Lesson Four
Objective: Students will be able to create a graph after converting fractions, decimals and percents.
Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "I have a bag of 25 Skittles. 5 of them are red. What percent of my Skittles are red?"
Activation: Using the Padlet website, students will post their answers. Discuss them as a class, and most importantly, ask students to explain HOW they arrived at their answer!
Demonstration: This lesson will come after students already have an idea how to convert non-100 fractions (ie., not fractions with a denominator of 100) into percentages. This is more of a review lesson. Review how to change two non-100 fractions into percentages using 100 grids.
Application: Students will each get a bag of skittles and sort them into colors. They will then find what percent of the whole amount of Skittles each color represents, using grids.
{http://4.bp.blogspot.com/-M2QsHnjHDNA/UsjLmc1eY6I/AAAAAAAACOI/xQigaIEHCWk/s1600/fractions+and+decimals.jpg}
They'll write each amount of skittles as a fraction, decimal and percent, as well as create a model on the grid. Then, they'll create a pie graph of the amount of Skittles in each bag!
{http://3.bp.blogspot.com/-jhu5jw4oXtM/UsjLkKGhNLI/AAAAAAAACNs/9lYoFWLOT8w/s320/2Skittles+Math.jpg}
Integration: Students should come back, share what they have learned, and complete an exit ticket demonstrating their mastery of the topic.
Here's a blog post containing all of the necessary downloads, as well as more teaching tips for this topic!

Lesson Four
Objective:

Lesson Three
Objective: Students will be able to multiply & divide numbers by powers of ten.
Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "Miss Stearns paid $2.76 per gallon for gas at the gas station this morning. She bought ten gallons. How much money did she pay in all for her gas?"
Activation: Using the Padlet website, students will post their answers. The teacher should ask some students to explain their answers, and most importantly, discuss HOW they found their answer. (ie., did they do the "long way"?)
Demonstration: Teach the lesson about "moving the decimal". Avoid just throwing the rule at students (count the zeroes, move the decimal), but allow time for discovery through modeling of problem. The teacher should also use the following "act it out" activity, so kinesthetic learners have a chance-
{http://4.bp.blogspot.com/-RWLJOLWzSHs/VLSB2m57zNI/AAAAAAAAArw/1MyjNLZSnZk/s1600/powers%2Bof%2BTen%2Bact.jpg}
After doing this "act it out" activity, hand out the following (pre-made) sliders, and allow some more kinesthetic discovery time. There is a link at the bottom of this post to a free download of the sliders!
{http://1.bp.blogspot.com/-kluXVboElVg/VLVdnrOm37I/AAAAAAAAAsA/erlYguGVZsQ/s1600/Slider.jpg}
Application: Students will log on to www.frontrowed.com on their computers or ipads. After they log in, they will go to:
1. Base 10
2. Assigned Practice
3. Level 31- "Multiplying/Dividing by 10"
They'll answer as many questions as they need to to "finish" the level.
Integration: Students should come back, share what they have learned, and complete an exit ticket demonstrating their mastery of the topic.
Here is the blog post about this topic, along with teaching tips and downloads!

Lesson Three
Objective:

Lesson Two
Objective: Students will be able to translate algebraic expressions to words.
Problem Centered: The lesson should start with the teacher presenting the following problem to the students- "What are different math vocabulary words that we can use to suggest math operations being done?"
Activation: Using the Padlet website, students will post their ideas of words- such as "in addition to", "times", etc. Discuss them as a class, make a list of words for each of the four operations.
Demonstration: Model writing two equations (such as x-6 and 7 + y) as words- for example, "6 less than x" or "y more than 7".
Application: Students will travel individually around the room to work on posters such as the ones below. They can't repeat ANYTHING another student has written!
Integration: Students should come back, share what they have learned, and complete an exit ticket demonstrating their mastery of the topic.
{http://1.bp.blogspot.com/-dUqQ_qpIAWo/Ue5ha9OKdnI/AAAAAAAAAPk/6ftD5e10QKA/s320/Photo+(New).jpg}
Here is a blog post about using this activity.

Lesson One
I have found that the EngageNY website is an INCREDIBLE website filled with unit plans, instructional guides, and other resources for teachers sorted by grade, unit, and subject. This website will be helping me IMMENSELY while writing my curriculum plans for this upcoming school year.
geometry vocabulary. By following this link,Below, you can entire lesson plan-plan in PDF form- introduction, modeling,
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{math-g5-m6-topic-f-lesson-29 (1).pdf}