REMINDER:
Any grade 11’s who want to write the Graduation Numeracy Assessment in April must sign up with their counsellor. This assessment is required for Graduation.
Any grade 11’s who want to write the Graduation Numeracy Assessment in April must sign up with their counsellor. This assessment is required for Graduation.
March 3/4, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students were given time to make up any work they missed this term. Afterwords, the continued to work on
coding.
Reminder of class codes for codingville.ca:
The class codes are:
1-3: lUgqznv1 (Note the first character is a lower case L.)
2-1: 5RemVOM0 (Note the difference: O is a capital "o" and 0 is the number zero.)
2-4: 7FNNG5v4
Practice: Students are expected to complete as many of the coding exercises as possible. They will be assessed after Spring Break. More details to come in the last week before the break.
1. Students were given time to make up any work they missed this term. Afterwords, the continued to work on
coding.
Reminder of class codes for codingville.ca:
The class codes are:
1-3: lUgqznv1 (Note the first character is a lower case L.)
2-1: 5RemVOM0 (Note the difference: O is a capital "o" and 0 is the number zero.)
2-4: 7FNNG5v4
Practice: Students are expected to complete as many of the coding exercises as possible. They will be assessed after Spring Break. More details to come in the last week before the break.
February 26/27/28/March 2, 2020 |
Pick Up: 1. Two riddles to practice calculating perimeter, circumference and area: -Why was Igor unhappy...? -What is the title of this ?picture? 2. Rubric to use to self-evaluate your Unit assessment before submitting it. |
Hand In: |
Activities:
1. Students were given time to work on their assessment for the first part of the measurement unit. Students
were given a rubric to use to help them evaluate their own work before handing it in.
2. Students who have completed their assessments continued coding.
3. Students who have not demonstrated proficiency in the coursework for the term will be given the opportunity to be assessed/reassessed as needed.
Reminder of class codes for codingville.ca:
The class codes are:
1-3: lUgqznv1 (Note the first character is a lower case L.)
2-1: 5RemVOM0 (Note the difference: O is a capital "o" and 0 is the number zero.)
2-4: 7FNNG5v4
Practice:
1. Students should work on the unit assessment which is due by February 28.
1. Students were given time to work on their assessment for the first part of the measurement unit. Students
were given a rubric to use to help them evaluate their own work before handing it in.
2. Students who have completed their assessments continued coding.
3. Students who have not demonstrated proficiency in the coursework for the term will be given the opportunity to be assessed/reassessed as needed.
Reminder of class codes for codingville.ca:
The class codes are:
1-3: lUgqznv1 (Note the first character is a lower case L.)
2-1: 5RemVOM0 (Note the difference: O is a capital "o" and 0 is the number zero.)
2-4: 7FNNG5v4
Practice:
1. Students should work on the unit assessment which is due by February 28.
February 24/25, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students were given time to work on their assessment for the first part of the measurement unit.
2. Students used laptops to create individual accounts on codingville.ca. They will be learning to code using this
web program. There are three levels available. Students are to work on the level that they believe is
appropriate and can change levels if they find they need a more or less challenging set of lessons.
The class codes are:
1-3: lUgqznv1 (Note the first character is a lower case L.)
2-1: 5RemVOM0 (Note the difference: O is a capital "o" and 0 is the number zero.)
2-4: 7FNNG5v4
Practice:
1. Students should work on the unit assessment which is due by February 28.
1. Students were given time to work on their assessment for the first part of the measurement unit.
2. Students used laptops to create individual accounts on codingville.ca. They will be learning to code using this
web program. There are three levels available. Students are to work on the level that they believe is
appropriate and can change levels if they find they need a more or less challenging set of lessons.
The class codes are:
1-3: lUgqznv1 (Note the first character is a lower case L.)
2-1: 5RemVOM0 (Note the difference: O is a capital "o" and 0 is the number zero.)
2-4: 7FNNG5v4
Practice:
1. Students should work on the unit assessment which is due by February 28.
February 20/21, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students were given the handout that describes their assessment for the first part of the measurement unit.
2. We learned how to calculate area and surface area using our notes package.
Practice:
1. Students should complete to the end of Practice 7 and 8 by next class. The assessment is due by February
28.
1. Students were given the handout that describes their assessment for the first part of the measurement unit.
2. We learned how to calculate area and surface area using our notes package.
Practice:
1. Students should complete to the end of Practice 7 and 8 by next class. The assessment is due by February
28.
February 18/19, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students were introduced to their assessment for this portion of the Measurement Unit. We looked at this image from http://threeacts.mrmeyer.com/coincarpet/.
2. We reviewed perimeter and circumference using the whiteboards and riddle sheets from last class.
Practice:
1. Students should complete to the end of Practice 6 and both riddle sheets by next class.
1. Students were introduced to their assessment for this portion of the Measurement Unit. We looked at this image from http://threeacts.mrmeyer.com/coincarpet/.
2. We reviewed perimeter and circumference using the whiteboards and riddle sheets from last class.
Practice:
1. Students should complete to the end of Practice 6 and both riddle sheets by next class.
February 12/13, 2020 |
Pick Up: 1. Two riddle sheets: -"Did you hear about..." -" |
Hand In: |
Activities:
1. Students in 1-3 reviewed their recent assessments and tried to correct them. Students in 2-1 and 2-4 will do
this next class.
2. We reviewed the relationship between the SI/Metric System and the Imperial System and how to estimate lengths using both metric and Imperial System units.
3. Students learned how to calculate the perimeter/circumference of geometric shapes.
Practice:
1. Students should complete to the end of Practice 4-Perimeter and Practice 5-Circumference by next class.
1. Students in 1-3 reviewed their recent assessments and tried to correct them. Students in 2-1 and 2-4 will do
this next class.
2. We reviewed the relationship between the SI/Metric System and the Imperial System and how to estimate lengths using both metric and Imperial System units.
3. Students learned how to calculate the perimeter/circumference of geometric shapes.
Practice:
1. Students should complete to the end of Practice 4-Perimeter and Practice 5-Circumference by next class.
February 10/11, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students reviewed the relationship between the SI/Metric System and the Imperial System.
2. We learned how to estimate lengths using both metric and Imperial System units.
3. Students learned how to calculate the perimeter of geometric shapes.
Practice:
1. Students should complete to the end of Practice 4-Perimeter by next class.
1. Students reviewed the relationship between the SI/Metric System and the Imperial System.
2. We learned how to estimate lengths using both metric and Imperial System units.
3. Students learned how to calculate the perimeter of geometric shapes.
Practice:
1. Students should complete to the end of Practice 4-Perimeter by next class.
February 6/7, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students wrote a short assessment about percentages and how to use percentages when working with
wholesale prices, retail prices and markups.
2. We learned how to convert between the SI/Metric System and the Imperial System.
Practice:
1. Students should complete to the end of Practice 3-Converting Between Systems by next class.
1. Students wrote a short assessment about percentages and how to use percentages when working with
wholesale prices, retail prices and markups.
2. We learned how to convert between the SI/Metric System and the Imperial System.
Practice:
1. Students should complete to the end of Practice 3-Converting Between Systems by next class.
January 27/28, 2020 |
Pick Up: 1. Unit 3 booklet (first 10 pages) |
Hand In (all were due at the end of last week and are now overdue): 1. Completed handout about the characteristics of solid objects. 2. Completed riddle sheet: -"Did you hear about ...?" -"Why did the sea monster...?" |
Activities:
1. Hand in any outstanding work.
2. Begin Unit 3. We will discuss the value of learning both the SI and Imperial systems of measurement (as
opposed to just one of them). Students will begin working through the booklet.
Practice:
1. Students should complete to the end of Practice 1-Metric System by next class.
1. Hand in any outstanding work.
2. Begin Unit 3. We will discuss the value of learning both the SI and Imperial systems of measurement (as
opposed to just one of them). Students will begin working through the booklet.
Practice:
1. Students should complete to the end of Practice 1-Metric System by next class.
January 20/21, 2020 |
Pick Up: |
Hand In: |
January 16/17, 2020 |
Pick Up: |
Hand In: |
January 15 was a snow day! I hope you enjoyed your day!
January 14, 2020 |
Pick Up: 1. 3 net diagrams of your choice. |
Hand In: 1. Completed handout about the characteristics of solid objects. |
Activities:
1.
Practice:
1.
Practice:
January 9/10, 2020 |
Pick Up: |
Hand In: -Completed booklet for the Sample Numeracy Assessment Question (Text 'n' Talk) -Printout of their results from today's sample assessment. |
Activities:
1. Students went to the computer lab to practice negotiating the online exam platform.
2. Students were asked to print out their results and hand the printout in.
*Student are not expected to have completed the entire sample exam. However, the printout provides information about their ability to work in this specific exam environment and their time management throughout the class period.
**Block 1-3 was not reminded to hand in Assessment Question and had less time to look over the sample assessment. Therefore, they were not asked to printout their results.
Practice:
Students were asked to find and complete any assignments for Unit 2 that were not already finished.
1. Students went to the computer lab to practice negotiating the online exam platform.
2. Students were asked to print out their results and hand the printout in.
*Student are not expected to have completed the entire sample exam. However, the printout provides information about their ability to work in this specific exam environment and their time management throughout the class period.
**Block 1-3 was not reminded to hand in Assessment Question and had less time to look over the sample assessment. Therefore, they were not asked to printout their results.
Practice:
Students were asked to find and complete any assignments for Unit 2 that were not already finished.
January 7/8, 2020 |
Pick Up: Sample Numeracy Assessment Style Question (Text 'n' Talk) |
Hand In: |
Activities:
1. Students went to the computer lab to learn about the Graduation Numeracy Assessment and practice
negotiating the online exam platform.
2. Students watched an introduction to the exam found here.
3. Students worked through the first 4 questions on the sample numeracy assessment question found here. We
also watched some of the videos that are meant to help students understand how to approach the questions
found here.
*Block 1-3 did not watch the videos and still needs to have a discussion about #4.
Practice:
Students were asked to complete the booklet for next class.
1. Students went to the computer lab to learn about the Graduation Numeracy Assessment and practice
negotiating the online exam platform.
2. Students watched an introduction to the exam found here.
3. Students worked through the first 4 questions on the sample numeracy assessment question found here. We
also watched some of the videos that are meant to help students understand how to approach the questions
found here.
*Block 1-3 did not watch the videos and still needs to have a discussion about #4.
Practice:
Students were asked to complete the booklet for next class.
January 6, 2020 |
Pick Up: Review handout on Ratio, Proportion and Percents |
Hand In: |
Activities:
1. Students reviewed the concepts of ratio, proportion and percents using a practice handout with 2 riddles (both from Punchline Bridge to Algebra) :
-Why did the sea monster eat 27 ships carrying potatoes?
-Did you hear about...
1. Students reviewed the concepts of ratio, proportion and percents using a practice handout with 2 riddles (both from Punchline Bridge to Algebra) :
-Why did the sea monster eat 27 ships carrying potatoes?
-Did you hear about...
November 18/19, 2019 |
Pick Up: 1. |
Hand In: 1. Any work from Unit 1 that has not yet been handed in. |
Activities:
1. We discussed the graphic found here using the prompts: "I think", "I notice" and "I wonder". We looked for
Math ideas to relate to the graphic. As a result, we reviewed vocabulary to describe 3-dimensional
solids/objects, the concepts of counting, measurement and its usefulness, looked for patterns and
discovered that skipping steps on stairs is a model for dividing numbers.
2. Students tried to complete their work for Unit 1.
1. We discussed the graphic found here using the prompts: "I think", "I notice" and "I wonder". We looked for
Math ideas to relate to the graphic. As a result, we reviewed vocabulary to describe 3-dimensional
solids/objects, the concepts of counting, measurement and its usefulness, looked for patterns and
discovered that skipping steps on stairs is a model for dividing numbers.
2. Students tried to complete their work for Unit 1.
November 14/15, 2019 |
Pick Up: 1. |
Hand In: 1. Any work from Unit 1 that has not yet been handed in. |
Activities:
1. Students were reminded that their Black Friday Assignment is due their first class after Black Friday. Black
Friday is on November 29 this year.
2. Students have the whole class to complete all work from Unit 1. Any missing assessments can be written
next class.
1. Students were reminded that their Black Friday Assignment is due their first class after Black Friday. Black
Friday is on November 29 this year.
2. Students have the whole class to complete all work from Unit 1. Any missing assessments can be written
next class.
November 6/7, 2019 |
Pick Up: 1. Black Friday Project Assignment |
Hand In: 1. Black Friday Mini-Research Task |
Activities:
1. Students were reminded that their Black Friday Assignment is due their first class after Black Friday. Black
Friday is on November 29 this year.
2. Students were taught how to read payroll deduction tables and fill in time cards.
3. Students worked on Assignment 1C and/or Practice 7.
4. The goal is to complete Unit 1 by next class.
1. Students were reminded that their Black Friday Assignment is due their first class after Black Friday. Black
Friday is on November 29 this year.
2. Students were taught how to read payroll deduction tables and fill in time cards.
3. Students worked on Assignment 1C and/or Practice 7.
4. The goal is to complete Unit 1 by next class.
November 6/7, 2019 |
Pick Up: 1. Black Friday Project Assignment |
Hand In: 1. Black Friday Mini-Research Task |
Activities:
1. Discuss the Black Friday Mini-Research Task
-What did we find out about Black Friday? What is Black Friday? Why is it called Black Friday? Who is Black Friday significant/relevant to?
-Students handed in their work.
2. Students were introduced to the Black Friday assignment.
3. Students work on Assignment 1B and/or Practice 6.
Next class, students will learn how to read payroll deduction tables and pay statements. They should finish this unit next week.
1. Discuss the Black Friday Mini-Research Task
-What did we find out about Black Friday? What is Black Friday? Why is it called Black Friday? Who is Black Friday significant/relevant to?
-Students handed in their work.
2. Students were introduced to the Black Friday assignment.
3. Students work on Assignment 1B and/or Practice 6.
Next class, students will learn how to read payroll deduction tables and pay statements. They should finish this unit next week.
November 4/5, 2019 |
Pick Up: -Reference Package |
Hand In: - |
Activities:
1. Black Friday Mini-Research Task
Find out:
-What is Black Friday?
-Why is it called Black Friday?
-Write a short reflection about whether Black Friday is significant/relevant to you personally.
Hand this in at the beginning of next class.
2. We learned about net pay and basic deductions from income then students worked on Practice 6.
1. Black Friday Mini-Research Task
Find out:
-What is Black Friday?
-Why is it called Black Friday?
-Write a short reflection about whether Black Friday is significant/relevant to you personally.
Hand this in at the beginning of next class.
2. We learned about net pay and basic deductions from income then students worked on Practice 6.
October 31/November 1, 2019 |
Pick Up: |
Hand In: |
Activities:
2. Students turned in Assignment 1B.
3. Students who were ready wrote Assessment 1B.
4.
2. Students turned in Assignment 1B.
3. Students who were ready wrote Assessment 1B.
4.
October 29/30, 2019 |
Pick Up: |
Hand In: |
Activities:
1. Students have been suggesting ideas about possible jobs/careers. These will be used for their portfolio assessments.
2.
1. Students have been suggesting ideas about possible jobs/careers. These will be used for their portfolio assessments.
2.
October 16/17, 2019 |
Pick Up: |
Hand In: |
Activities:
1. Students worked on the fisherman puzzle here. They wrote their thoughts in their duotangs and handed them in.
2. Students wrote Assessment 1A.
2. We continued to practice other ways of earning income and worked on Practice 1B. (For 1-3, this material was new).
3. Students checked their answers to Practice 1B and then worked on Assignment 1B.
1. Students worked on the fisherman puzzle here. They wrote their thoughts in their duotangs and handed them in.
2. Students wrote Assessment 1A.
2. We continued to practice other ways of earning income and worked on Practice 1B. (For 1-3, this material was new).
3. Students checked their answers to Practice 1B and then worked on Assignment 1B.
October 11/15, 2019 |
Pick Up: 1. Assignment 1B |
Hand In: 1. Assignment 1A |
Activities:
1. Students were scheduled to write Assessment 1A but most were not ready so they spent the class completing Assignment
1A and getting it marked. They will write the assessment next class.
2. We learned some other ways of earning income and practiced calculating the amount of money each worker will earn
(Practice 1B). (1-3 did not do this as they did not have enough time.)
3. Students worked on Assignment 1B if they were ready.
1. Students were scheduled to write Assessment 1A but most were not ready so they spent the class completing Assignment
1A and getting it marked. They will write the assessment next class.
2. We learned some other ways of earning income and practiced calculating the amount of money each worker will earn
(Practice 1B). (1-3 did not do this as they did not have enough time.)
3. Students worked on Assignment 1B if they were ready.
October 9/10, 2019 |
Pick Up: 1. Assignment 1A |
Hand In: 1. Assignment 1A if complete. |
Activities:
1. We went over the answers to Practice 3.
2. We took a few minutes to make sure that we have included all the vocabulary words from the first few sections in our
duotangs.
3. Students worked on Assignment 1A. This assignment is due next class.
1. We went over the answers to Practice 3.
2. We took a few minutes to make sure that we have included all the vocabulary words from the first few sections in our
duotangs.
3. Students worked on Assignment 1A. This assignment is due next class.
October 7/8, 2019 |
Pick Up: 1. Assignment 1A if ready |
Hand In: 1. Assignment 1A if it is complete |
Activities:
1. We worked on Practices 1, 2 and 3.
2. We added more vocabulary to our Frayer Model handouts.
3. Students were asked to complete Practice 3 by next class. Students who had already finished the practices worked
ahead.
1. We worked on Practices 1, 2 and 3.
2. We added more vocabulary to our Frayer Model handouts.
3. Students were asked to complete Practice 3 by next class. Students who had already finished the practices worked
ahead.
October 3/4, 2019 |
Pick Up: 1. Workplace Math 10 Unit 1 Earning Income booklet |
Hand In: |
Activities:
1. Students worked on the Workplace Math 10 Unit 1 Earning Income booklet.
2. We worked on adding vocabulary to our Frayer Model handouts.
3. Students were asked to complete the first Practice by next class. Students who were able to work ahead did so.
1. Students worked on the Workplace Math 10 Unit 1 Earning Income booklet.
2. We worked on adding vocabulary to our Frayer Model handouts.
3. Students were asked to complete the first Practice by next class. Students who were able to work ahead did so.
October 1/2, 2019 |
Pick Up: 1. Decimals, Percents and Fractions 2. Numeracy Pre-Test |
Hand In: 1. Decimals, Percents and Fractions 2. Numeracy Pre-Test |
Activities:
1. We used the Frayer Model to write definitions of the terms used in percent problems and some of the terms used on the
Earning an Income handout from last day.
2. We decided to review percents or complete the Numeracy Pre-Test depending on which one they felt they would be more
successful with. Students handed in the work that they completed in class.
1. We used the Frayer Model to write definitions of the terms used in percent problems and some of the terms used on the
Earning an Income handout from last day.
2. We decided to review percents or complete the Numeracy Pre-Test depending on which one they felt they would be more
successful with. Students handed in the work that they completed in class.
September 27/30, 2019 |
Pick Up (if you didn't get them last day): 1. 1. The Three Types of Percent Problems 2. Main Idea Graphic Organizer |
Hand In: 1. The Three Types of Percentage Problems if already complete. |
Activities:
1. We began the day by looking at our and other students' predictions about circles 31-40. Then, we looked at the actual
10 circles and wrote reflections about how well our predictions matched the new circles. Then we adjusted our rules and
made predictions about the next 10 circles.
2. We learned that there are 3 basic types of percent problems and that in order to identify the type of problem, we need to
know the 3 parts of a percent calculation.
3. We used the Frayer Model to write definitions of the terms used in percent problems and some of the terms used on the
Earning an Income handout from last day. The Frayer Model handout was added to our duotangs.
4. We learned how to calculate the rate (percentage) when given the part:whole relationship. We identified all the questions
on the Three Types of Percent Problems that ask us to calculate the rate.
Practice (due next class if not completed in class):
1. Answer the questions on the Three Types of Percent Problems that ask us to calculate the rate.
Block 1-3 did this up to #2 last class and will need to do last class's activities today.
1. We began the day by looking at our and other students' predictions about circles 31-40. Then, we looked at the actual
10 circles and wrote reflections about how well our predictions matched the new circles. Then we adjusted our rules and
made predictions about the next 10 circles.
2. We learned that there are 3 basic types of percent problems and that in order to identify the type of problem, we need to
know the 3 parts of a percent calculation.
3. We used the Frayer Model to write definitions of the terms used in percent problems and some of the terms used on the
Earning an Income handout from last day. The Frayer Model handout was added to our duotangs.
4. We learned how to calculate the rate (percentage) when given the part:whole relationship. We identified all the questions
on the Three Types of Percent Problems that ask us to calculate the rate.
Practice (due next class if not completed in class):
1. Answer the questions on the Three Types of Percent Problems that ask us to calculate the rate.
Block 1-3 did this up to #2 last class and will need to do last class's activities today.
September 25/26, 2019 |
Pick Up: 1. The Three Types of Percent Problems 2. Main Idea Graphic Organizer |
Hand In: 1. Review of Percent Calculations from last class (1 question chosen from 2 options. 2. All handouts from the day. |
Activities:
1. We began the day by looking at other students' predictions about the next 10 circles. Then, we looked at the next 10 circles
and wrote reflections about how well our predictions matched the new circles. Then we adjusted our rules and made
predictions about the next 10 circles.
2. We used the Frayer Model to write definitions of some of the terms used on the Earning an Income handout from last day.
3. We reviewed how to calculate the percent of a number. Each student was asked to answer one of two possible questions
on the handout they were given. Their work was handed in.
*Blocks 2-4 and 1-3 did not get the handouts as we did not have enough time to use them today.
1. We began the day by looking at other students' predictions about the next 10 circles. Then, we looked at the next 10 circles
and wrote reflections about how well our predictions matched the new circles. Then we adjusted our rules and made
predictions about the next 10 circles.
2. We used the Frayer Model to write definitions of some of the terms used on the Earning an Income handout from last day.
3. We reviewed how to calculate the percent of a number. Each student was asked to answer one of two possible questions
on the handout they were given. Their work was handed in.
*Blocks 2-4 and 1-3 did not get the handouts as we did not have enough time to use them today.
September 23/24 2019 |
Pick Up: 1. Earning Income 2. Frayer Model for Vocabulary |
Hand In: 1. Math in Fashion Assignment (if not already handed in) 2. New observations about the coloured circles. 3. "Earning an Income" as much as completed. |
Activities:
1. Students began the day by discussing the coloured circles again and writing new observations.
2. Students then tried to come up with some rules that they believed the circles were following. They sketched out the next 10
circles and tried to use math vocabulary to state/describe the rules.
3. We reviewed how to use a calculator to find the percent of a number.
4. Students worked on Earning an Income handout and handed it in.
1. Students began the day by discussing the coloured circles again and writing new observations.
2. Students then tried to come up with some rules that they believed the circles were following. They sketched out the next 10
circles and tried to use math vocabulary to state/describe the rules.
3. We reviewed how to use a calculator to find the percent of a number.
4. Students worked on Earning an Income handout and handed it in.
September 18/19 2019 |
Pick Up: "Clue Me In"/"An Apple a Day" |
Hand In: 1. Math in Fashion Assignment 2. "Always", "Sometimes", "Never" statements about the coloured circles. 3. "Clue Me In"/"An Apple a Day" |
Activities:
1. Students began the day by finishing their Math in Fashion Assignment.
2. We looked at these coloured circles and wrote statements about them using the words "Always", "Sometimes", "Never".
We will talk more about these circles next class.
3. We will discuss the vocabulary used in the "Clue Me In" handout and work through some extra examples together another
time as we did not have enough time today.
1. Students began the day by finishing their Math in Fashion Assignment.
2. We looked at these coloured circles and wrote statements about them using the words "Always", "Sometimes", "Never".
We will talk more about these circles next class.
3. We will discuss the vocabulary used in the "Clue Me In" handout and work through some extra examples together another
time as we did not have enough time today.
September 16/17 2019 |
Pick Up: |
Hand In: Duotang with answer to Super Mario Math Challenge 1 |
Activities:
1. Students worked on Super Mario Math Challenge 1. They showed their work and kept the page in their duotangs.
2. We watched the Math in Fashion Video. Here is another video with even more examples of how Math is used in Fashion.
3. We looked over the handout looking for vocabulary words that we needed to learn in order to understand the assignment.
4. We discussed the math concepts, knowledge and skills that we needed in order to carry out the assignment.
5. Students worked on the challenge either individually or in small groups. If they finished the assignment, the
students handed in the handout. We will work more on the assignment next day.
1. Students worked on Super Mario Math Challenge 1. They showed their work and kept the page in their duotangs.
2. We watched the Math in Fashion Video. Here is another video with even more examples of how Math is used in Fashion.
3. We looked over the handout looking for vocabulary words that we needed to learn in order to understand the assignment.
4. We discussed the math concepts, knowledge and skills that we needed in order to carry out the assignment.
5. Students worked on the challenge either individually or in small groups. If they finished the assignment, the
students handed in the handout. We will work more on the assignment next day.
September 12/13, 2019 |
Pick Up: -Name plate -Math in Fashion Handout |
Hand In: -Name plate -Math in Fashion Handout |
Activities:
1. We reviewed different ways of knowing and showing how to add 39 + 67. We looked at the examples from our class and a
few from another class.
2. We had a discussion about what fashion is and what fashion means to us.
3. We watched the Math in Fashion Video. Here is another video with even more examples of how Math is used in Fashion.
4. We looked over the handout looking for vocabulary words that we needed to learn in order to understand the assignment.
5. We discussed the math concepts, knowledge and skills that we needed in order to carry out the assignment.
6. Students worked on the challenge either individually or in small groups. Whether or not they finished the assignment, the
students handed in the handout. We will work more on the assignment next day.
1. We reviewed different ways of knowing and showing how to add 39 + 67. We looked at the examples from our class and a
few from another class.
2. We had a discussion about what fashion is and what fashion means to us.
3. We watched the Math in Fashion Video. Here is another video with even more examples of how Math is used in Fashion.
4. We looked over the handout looking for vocabulary words that we needed to learn in order to understand the assignment.
5. We discussed the math concepts, knowledge and skills that we needed in order to carry out the assignment.
6. Students worked on the challenge either individually or in small groups. Whether or not they finished the assignment, the
students handed in the handout. We will work more on the assignment next day.
September 10/11, 2019 |
Pick Up: New, Old, Curious Graphic Organizer |
Hand In: -Back to School Survey (if completed) -completed New, Old, Curious Graphic Organizer |
Activities:
1. Recap of Important Things About You Station Activity. This information should help us work together so that we all have a positive, productive year.
2. Watch "Donald in Mathmagic Land" and use the New, Old, Curious graphic organizer to take notes on the video. Hand in the completed organizer.
3. Explore addition: Students were asked to explain how to add 67 and 39 without a calculator. They were encouraged to find as many ways as possible to demonstrate their understanding of addition to each other. They wrote their responses on a whiteboard. Their responses will be presented and discussed next class.
1. Recap of Important Things About You Station Activity. This information should help us work together so that we all have a positive, productive year.
2. Watch "Donald in Mathmagic Land" and use the New, Old, Curious graphic organizer to take notes on the video. Hand in the completed organizer.
3. Explore addition: Students were asked to explain how to add 67 and 39 without a calculator. They were encouraged to find as many ways as possible to demonstrate their understanding of addition to each other. They wrote their responses on a whiteboard. Their responses will be presented and discussed next class.
September 6/9, 2019 |
Pick Up: Back to School Survey |
Hand In: Back to School Survey if completed. |
Activities:
1. Puzzle Activity Debrief: Students listed the things they learned about themselves and their classmates, learning Math, l
learning in general, and Ms. Horng.
2. Students were given two types of puzzles (Star Wars Challenge 1 and Star Wars WODB1). They learned how to solve the puzzles with an emphasis on trying to explain the thought processes/reasoning
3. Important Things About You-Station Activity: Students moved through 8 different stations answering 1 question at each station. Then, groups of students were assigned to the stations to organize the answers and produce a collage.
1. Puzzle Activity Debrief: Students listed the things they learned about themselves and their classmates, learning Math, l
learning in general, and Ms. Horng.
2. Students were given two types of puzzles (Star Wars Challenge 1 and Star Wars WODB1). They learned how to solve the puzzles with an emphasis on trying to explain the thought processes/reasoning
3. Important Things About You-Station Activity: Students moved through 8 different stations answering 1 question at each station. Then, groups of students were assigned to the stations to organize the answers and produce a collage.
September 4/5, 2019 |
Pick Up: |
Hand In: |
Puzzles, Puzzles and More Puzzles Activity
Students were broken into two teams. Each team was assigned a 100-piece jigsaw puzzle and given a booklet containing 70 riddles, mathematical puzzles, etc. To earn pieces of the physical puzzle, teams had to give correct answers to the questions in the puzzle booklet. Pieces were awarded for each correct answer (5 pieces for the first correct answer, then one fewer piece for subsequent answers until each answer earned the team a single piece). At the end of the class, the puzzles were left as is for the next class to try to complete.
Students were broken into two teams. Each team was assigned a 100-piece jigsaw puzzle and given a booklet containing 70 riddles, mathematical puzzles, etc. To earn pieces of the physical puzzle, teams had to give correct answers to the questions in the puzzle booklet. Pieces were awarded for each correct answer (5 pieces for the first correct answer, then one fewer piece for subsequent answers until each answer earned the team a single piece). At the end of the class, the puzzles were left as is for the next class to try to complete.