1. JANUARY 27-31, 2014 6 th and 7 th Grade Math Resource

2. DIFFERENTIATION A variety of methods will be used to accommodate the needs of individual learners such as: IEP’s and 504 Plans are followed hands-on activities discussions through whole group and shoulder buddies informational text strategies (steps to problems) note taking

3. GROUPING Students are grouped by Kagan strategies using shoulder partners for supported activities only. Groups and seating may be changed depending on activities that are taking place daily.

4. ASSESSMENT CFU throughout the lesson and in closure. I will be looking for at least 80% skill mastery daily.

5. COMPLETE WEEKLY AGENDA Bell Work Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU/ Reflection Independent Practice ( You Do)(CFU) Early Finishers: Learning Math with Technology (Students work quietly on laptops- math game of their choice.) HAVE A GREAT DAY!

6. WEEKLY MICRO LAB PROTOCOL STRATEGY Reflect individually on the issue or topic being examined, then working in triads: 1.- Share: The first person in the group shares for a set time (1 minute). The other members listen attentively without comment or interruption. 2. - Pause for 20 seconds of silence to take in what was said. 3. - Repeat for persons two and three, pausing for a moment of silence after each round 4. - Discuss as a group (5 minutes), referencing the comments that have been made and making connections between the responses of the group. 5. Write your reflection to the question (5 minutes).

7. MONDAY’S BELL WORK 1-27-14 85 students went on a field trip. Three buses were filled and 25 students traveled in cars. How many students were in each bus? A.Read and Understand: _______________________________ B.Make a plan:_______________________________________ C.Solve the problem:__________________________________

8. AGENDA Bell Work Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU/ Reflection Independent Practice ( You Do)(CFU) Learning Math with Technology (Students work quietly on laptops-- math game of their choice.) HAVE A GREAT DAY!

9. ESSENTIAL QUESTION How to add fractions with like and unlike denominators?

10. RULES FOR ADDING AND SUBTRACTING FRACTIONS WITH LIKE AND UNLIKE DENOMINATORS Step 1: Rename the fractions with a common denominator as necessary. (Bottom Numbers) Step 2: Add or Subtract the numerators. (Top Number) Step 3: Simplify.

11. ACCESSING PRIOR KNOWLEDGE : You have been working with fractions off and on throughout the school year. By now you have been introduced to fractions in different forms such as; proper fractions, improper fractions, and mixed fractions. We will begin using this knowledge and building on to it to learn how to add fractions.

12. RELEVANCE: Knowing how to add fractions can help you determine how much paint you need to by in order to paint a room in your home.

13. REAL LIFE APPLICATION When Randy started his trip to his sister’s house, he had ½ of a tank of gas. When he arrived, he had 1/8 of a tank. How much gasoline did Randy use during his trip? Would you add to get the answer to this problem? Why or why not?

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

15. REMEMBER THE RULES FOR ADDING AND SUBTRACTING FRACTIONS WITH LIKE AND UNLIKE DENOMINATORS Step 1: Rename the fractions with a common denominator as necessary. (Bottom Numbers) Step 2: Add or Subtract the numerators. (Top Number) Step 3: Simplify.

16. 6 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL G MODULE 3 VMATH LESSON 4: ADDING FRACTIONS Modeling: Teacher will open the lesson by completing problems 1-2 in the Vmath skill book page 13 & 19 and providing Guided practice while completing examples 3-4 on page 13 &19. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

17. 7 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL H MODULE 3 VMATH LESSON 4: ADDING FRACTIONS Modeling: Teacher will open the lesson by completing problems 1-2 in the Vmath skill book page 13 and providing Guided practice while completing examples 3-5 on page 13. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

18. CFU/CLOSURE Use your dry erase board to solve the problem that Mrs. Toomer is writing on the board

19. Do you follow the same steps for adding fractions with like and unlike denominators? What was different? REFLECTION

20. 6 TH GRADE LESSON INDEPENDENT PRACTICE Independent practice: Students will complete the Try IT Together section on page 14 & 20. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

21. 7 TH GRADE LESSON INDEPENDENT PRACTICE Independent practice: Students will complete the Try IT Together section on page 14. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

22. TUESDAY'S BELL WORK 1-28-14 Micro Lab Protocol Willie rented a bike from Tommy's Bikes. It cost $18 plus $5 per hour. If Willie paid $48 then he rented the bike for how many hours? (Total Time Allowed 15 Minutes)

23. AGENDA Bell Work Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU/ Reflection Independent Practice ( You Do)(CFU) Learning Math with Technology (Students work quietly on laptops-- math game of their choice.) HAVE A GREAT DAY!

24. ESSENTIAL QUESTION How do I subtract fractions with like and unlike denominators?

25. REMEMBER THE RULES FOR ADDING AND SUBTRACTING FRACTIONS WITH LIKE AND UNLIKE DENOMINATORS Step 1: Rename the fractions with a common denominator as necessary. (Bottom Numbers) Step 2: Add or Subtract the numerators. (Top Number) Step 3: Simplify.

26. ACCESSING PRIOR KNOWLEDGE : You have been working with fractions off and on throughout the school year. By now you have been introduced to fractions in different forms such as; proper fractions, improper fractions, and mixed fractions. We will begin using this knowledge and building on to it to learn how to subtract fractions.

27. RELEVANCE: Knowing how to subtract fractions can help you determine how many miles you have to travel before reaching your friend’s house.

28. REAL LIFE APPLICATION When Barbara started her trip to her friend Sandra’s house she had ½ mile to travel. She already traveled ¼ of that. How much further does she have to travel before reaching Barbara’s house?

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

30. REMEMBER THE RULES FOR ADDING AND SUBTRACTING FRACTIONS WITH LIKE AND UNLIKE DENOMINATORS Step 1: Rename the fractions with a common denominator as necessary. (Bottom Numbers) Step 2: Add or Subtract the numerators. (Top Number) Step 3: Simplify.

31. 6 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL G MODULE 4 VMATH LESSON 7: SUBTRACTING FRACTIONS Modeling: Teacher will open the lesson by completing problems 1-3 in the Vmath skill book page 33 and providing Guided practice while completing examples 4-6 on page 33. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

32. 7 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL H MODULE 3 VMATH LESSON 5: SUBTRACTING FRACTIONS Modeling: Teacher will open the lesson by completing problems 1-3 in the Vmath skill book page 17 and providing Guided practice while completing examples 4-6 on page 17. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

33. CFU/CLOSURE Use your dry erase board to solve the problem that Mrs. Toomer is writing on the board

34. Do you follow the same steps for subtracting fractions with like and unlike denominators? What was different? REFLECTION

35. 6 TH INDEPENDENT PRACTICE Independent practice: Students will complete the Try It Together Section on page 34. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

36. 7 TH GRADE LESSON INDEPENDENT PRACTICE Independent practice: Students will complete the Try It Together Section on page 18. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

37. WEDNESDAY'S BELL WORK 1-29-14 You bought a magazine for $5 and some notepads for $3 each. You spent a total of $26. How many notepads did you buy? A.Read and Understand: _______________________________ B.Make a plan:_______________________________________ C.Solve the problem:__________________________________

38. AGENDA Bell Work Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU/ Reflection Independent Practice ( You Do)(CFU) Learning Math with Technology (Students work quietly on laptops-- math game of their choice.) HAVE A GREAT DAY!

39. RULES FOR ADDING MIXED NUMBERS Step 1: Add the fractions. If necessary, rename the fractions first. Step 2: Add the whole numbers. Step 3: Simplify.

40. ESSENTIAL QUESTION How do I add a mixed number?

41. ACCESSING PRIOR KNOWLEDGE : By now you have been introduced to simple fractions in your math classrooms and everyday lives. You may have also learned to add and subtract fractions. Today, you will learn how to add mixed numbers.

42. RELEVANCE: Knowing how to add and subtract mixed numbers can help you make alterations when sewing and helps you approximate the amount of ingredients needed for a recipe.

43. REAL LIFE APPLICATION Real World Career How Does an Urban Planner Use Math? An urban planner uses math to measure and draw site plans for future development.

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

45. 6 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL H MODULE 3 VMATH LESSON 6: ADDING MIXED NUMBERS Modeling: Teacher will open the lesson by completing problems 1-3 in the Vmath skill book page 27 and providing Guided practice while completing examples 4 on page 27. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

46. 7 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL H MODULE 3 VMATH LESSON 7: ADDING MIXED NUMBERS Modeling: Teacher will open the lesson by completing problems 1-2 in the Vmath skill book page 31 and providing Guided practice while completing examples 3-4 on page 27. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

47. CFU/CLOSURE Use your dry erase board to solve the problem that Mrs. Toomer is writing on the board

48. Do you rename the numerator or the denominator when adding or subtracting fractions? REFLECTION

49. 6 TH GRADE LESSON INDEPENDENT PRACTICE Students will complete the Try it Together Section on page 28. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

50. 7 TH GRADE LESSON INDEPENDENT PRACTICE Students will complete the Try it Together Section on page 28. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

51. THURSDAY'S BELL WORK 1-30-14 Micro Lab Protocol Willie rented a bike from Tommy's Bikes. It cost $18 plus $5 per hour. If Willie paid $48 then he rented the bike for how many hours? (Total Time Allowed 15 Minutes)

52. AGENDA Bell Work Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU/ Reflection Independent Practice ( You Do)(CFU) Learning Math with Technology (Students work quietly on laptops-- math game of their choice.) HAVE A GREAT DAY!

53. ESSENTIAL QUESTION How do I subtract a mixed number?

54. RULES FOR ADDING MIXED NUMBERS Step 1: Add the fractions. If necessary, rename the fractions first. Step 2: Add the whole numbers. Step 3: Simplify.

55. ACCESSING PRIOR KNOWLEDGE : By now you have been introduced to simple fractions in your math classrooms and everyday lives. You may have also learned to add and subtract fractions. Today, you will learn how to subtract mixed numbers.

56. RELEVANCE: Knowing how to add and subtract mixed numbers can help you make alterations when sewing and helps you approximate the amount of ingredients needed for a recipe.

57. REAL LIFE APPLICATION Real World Career How Does an Urban Planner Use Math? An urban planner uses math to measure and draw site plans for future development.

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

59. 6 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL H MODULE 3 VMATH LESSON 8: SUBTRACTING MIXED NUMBERS Modeling: Teacher will open the lesson by completing problems 1-3 in the Vmath skill book page 31 and providing Guided practice while completing examples 4-5 on page 37. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

60. 7 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL H MODULE 3 VMATH LESSON 8: SUBTRACTING MIXED NUMBERS Modeling: Teacher will open the lesson by completing problems 1-2 in the Vmath skill book page 31 and providing Guided practice while completing examples 3-4 on page 31. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

61. CFU/CLOSURE Use your dry erase board to solve the problem that Mrs. Toomer is writing on the board

62. What is the first step used when subtracting a mixed number? REFLECTION

63. 6 TH GRADE LESSON INDEPENDENT PRACTICE Students will complete the Try it Together Section on page 38. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

64. 7 TH GRADE LESSON INDEPENDENT PRACTICE Students will complete the Try it Together Section on page 32. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

65. FRIDAY'S BELL WORK 1-31-14 Asanji spent half of his weekly allowance at the movies. To earn more money his parents let him wash the car for $8. What is his weekly allowance if he ended with $18?

66. AGENDA Bell Work Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU/ Reflection Independent Practice ( You Do)(CFU) Learning Math with Technology (Students work quietly on laptops-- math game of their choice.) HAVE A GREAT DAY!

67. ESSENTIAL QUESTION How do I multiply a fraction by a fraction or a fraction and a whole number?

68. ACCESSING PRIOR KNOWLEDGE : We will learn how to multiply fractions by fractions and whole numbers to add on to the prior knowledge that we have learned from simply multiplying fractions.

69. RELEVANCE Knowing how to multiply fractions and mixed numbers can help you make adjustments in ingredients in recipe when cooking your favorite foods.

70. REAL LIFE APPLICATION Media ratings measure what part of the U.S. households have their television turned on and also what part of those households were watching a certain program. Suppose ½ of all households have their TV turned on, and 1/5 of those were watching Program A. You can multiply 1/5 and ½ to find the part of all households that were watching Program A.

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

72. 6 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL G MODULE 4 VMATH LESSON 1: MULTIPLYING FRACTION BY FRACTIONS AND WHOLE NUMBERS Modeling: Teacher will open the lesson by completing problems 1-3 in the Vmath skill book page 43 and providing Guided practice while completing examples 4 on page 1. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

73. 7 TH GRADE LESSON MODELING AND GUIDED PRACTICE LEVEL G MODULE 3 VMATH LESSON 10: MULTIPLYING FRACTION BY FRACTIONS AND WHOLE NUMBERS Modeling: Teacher will open the lesson by completing problems 1-2 in the Vmath skill book page 43 and providing Guided practice while completing examples 3-5 on page 43. (CFU- if students demonstrate their lack of understanding, I will review the lesson with them.)

74. CFU/CLOSURE Use your dry erase board to solve the problem that mrs. toomer is writing on the board

75. Finish the following statement: To find the numerator for the product, ___ the numerators of the fractions. REFLECTION

76. 6H GRADE LESSON INDEPENDENT PRACTICE Independent practice: Students will complete the Try it Together Section on page 2. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)

77. 7 TH GRADE LESSON INDEPENDENT PRACTICE Independent practice: Students will complete the Try it Together Section on page 44. Students may work with their shoulder partner to complete problems. Teacher will circulate classroom and provide extra support to students while they are completing assignment.(CFU)