1. Honor’s Math
Chapter 5.2
1/15/16

2. PROS AND CONS

3. Notebooks Entries Are:
In pencil
Labeled with the date
Labeled with the entry number
Labeled with a proper title
Written very neatly
Clearly legible
Followed by a horizontal line to separate entries on a single page
Written so as to maximize the use of each page
Representative of the student’s best effort
Complete

4. THE CURRENT CLASSROOM “MODE”
Quiet Work
Stand & Deliver
Open Discussion
Team Work

5. STANDARDS FOR QUIET WORK
I am listening to the teacher.
I am not talking.
I am taking notes or doing other silent work as directed.
I am paying complete attention to the teacher.

6. Entry # 9 Starter Weekly Reflection
Have I done the best I can at NVMI this week?
What do I need to stop doing?
What do I need to start doing?
Who can be my accountability partner?

7. Entry 10 Question 1: Mini Assessment
I can use an AREA MODEL to show how to multiply fractions like 1/2 X 3/5
Start with a square.
Divide it into five equal parts.
Color IN YELLOW three of the five parts (3/5)
Turn the paper 90 degrees
Divide it into two equal parts.
Color in BLUE one of the two parts (1/2)
The portion that is now GREEN is 3/10

8. Entry 10 Question 2
Change each fraction greater than one to a mixed number, and change each mixed number to a fraction greater than one.  
4 4/5
17/7
4 13/15
68/3

9. Entry 10 Question 3
Draw a rectangle with a width of 8 units and a length of 6 units.  
What is the enlargement ratio if you enlarge the figure to have a width of 16 units and a length of 12 units? 
Bonus Point **If you wanted to reduce the 8 by 6 rectangle by a ratio of 1/4 , what would the dimensions of the new rectangle be?

10. Entry 10 Question 4: Problem 5-2
Juanne drew a square with side lengths of 1 unit.  Then she shaded the diagram at right as she worked on “Mural Madness” (problem 5-1). 
Her brother Jaymes looked over her shoulder and asked, “Oh, you’re learning about area?”  “Why do you say that?” Juanne asked. He answered, “It looks like you have a small rectangle in the upper left corner with a length of  unit and a width of unit, and you have shaded its area.” Is Jaymes correct? 
A.What is the area of the entire diagram? 
B.What does the shaded part represent in the original problem? 
C.What does the darkly shaded portion represent in the diagram? 
D.What is the area of the darkly shaded rectangle in Juanne’s diagram? 
E.Write the area of the darkly shaded rectangle as a product of length and width. 

11. Entry 11: Today’s Objective
I will use models to multiply with fractions, and develop the standard algorithm for multiplication of fractions.
HOW WILL I BE ASSESSED?
Quiz Friday with at least one of the problems from today on it EXACTLY AS IS
HW tonight with 5 problems, at least 1 of which will also be on Friday’s quiz
Chapter test where I will have to draw a model of multiplying fractions

12. ENTRY 12: Problem 5-9 MATH CORNELL NOTES
NUMBERS PICTURES WORDS

13. THE CURRENT CLASSROOM “MODE”
Quiet Work
Stand & Deliver
Open Discussion
Team Work

14. DURING OPEN DISCUSSION…
I contribute my ideas to class discussion.
I listen to others when they are speaking.
I wait for the appropriate time to contribute my ideas.
I am polite in my interactions with other students and the teacher.

15. Entry 13 Question 5-9
Grant, Oliver, and Sonya were working on the problem below. Jenny’s house is 4/7 of a mile from the bus stop. If Jenny had to run 2/3 of the way from her house to the bus stop, what portion of a mile did Jenny run? They each started by visualizing 4/7 in their own way. Each of their diagrams is shown below. Grant’s Oliver’s Jenny’s

16. THE CURRENT CLASSROOM “MODE”
Quiet Work
Stand & Deliver
Open Discussion
Team Work

17. DURING TEAM WORK…
I work cooperatively with my team members to accomplish a particular goal by:
Performing assigned tasks/roles
Listening to my team members
Respecting the ideas of others
Being a helpful contributor to the team.

18. Entry
Representing a portion of another portion can be thought of as finding a “part of a part.”  For each of the parts of parts described below, work with your team to figure out what part of the whole is described.  For each problem, show at least one picture or diagram that helps you make sense of the problem.
3/5  of 2/7
1/2 * 1/10

19. Team Work Entry 15
Grace and William were wondering if one half of a quarter would be the same as one quarter of a half.  “But half of something is 50% and a quarter is the same as 25%, so if that’s true, then 25% of 50% should be the same as 50% of 25%.  Something seems wrong with that to me,” Grace said. Investigate Grace and William’s question by completing parts (a) and (b)below.
Draw a picture that shows one half of one fourth.
Draw a picture that shows one fourth of one half.

20. Continue Entry 15
Work with your team to calculate each of the following products.  Draw a diagram to show your thinking for each part.
2/9  of 80% of the area of a mural
2/3 * 2 7/8

21. THE CURRENT CLASSROOM “MODE”
Quiet Work
Stand & Deliver
Open Discussion
Team Work

22. WHEN I STAND AND DELIVER…
I go quickly to the white board when it is my turn.
I print my name on the white board neatly and complete the assigned task on the white board.
I complete the problem as a notebook entry if it is not my turn to be at the board.
I stand at attention to show my teacher when I am done and requesting permission to be seated.
I address the teacher as “sir” or “ma’am”.
I ask or answer a question in a clear, loud voice.

23. Stand and Deliver questions
2/3 of 1/2 Task Manager
1/10 of 1/2 Facilitator
1/2 * 1/4 Reporter/Recorder (R2)
1/4 * 1/2 Resource

24. Homework Entry 16
5-13 through 5-17 Due Wednesday