Our next 4-H meeting is tomorrow, October 8th...Our officers will be elected...The 5 officers that will be elected for each class (morning and afternoon) include the following:
President Vice-President Secretary Public Relations Chair Community Service Chair All of the details about each office, including their duties and responsibilities, are in their 4-H folder. Each child has a yellow form that MUST BE SIGNED by a parent to be considered for office. Each elected officer will have to attend one of the trainings in October - either the 22nd or the 28th from 6 - 8 p.m.
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This week, students will share their research with the class and other country groups. I will also share some information through a PPT and handouts. After compiling all of the information into a graphic organizer (attached below), all students will complete a Venn Diagram comparing Brazil to Cuba and Mexico to Venezuela.
This week we will develop and practice the algorithms for dividing fractions and long division. An algorithm is a set of rules for solving a math problem which, if done properly, will give a correct answer each time.
Algorithms generally involve repeating a series of steps over and over, as in the borrowing and carrying algorithms and in the long multiplication and division algorithms. Children gain valuable confidence and insight when permitted to explore algorithms of their own invention. A given child may be more comfortable with this way or that. A given approach may be more useful for this problem or that one. Although you probably learned only one or two algorithms for each kind of arithmetic, it is important that you support your child’s use of many. In fact, if you closely observe your own computations in a variety of real-life settings — counting change, making estimates, balancing your checkbook, etc. — you will probably find that you use different algorithms at different times, and some of them are probably your own inventions. As we progress this week and explore NS.1 and NS.2, students will view the following instructional videos: http://gabelweb.org/six/6%20Grade%20Unit%20One%20Standards/2-Dividing%20Fractions%20with%20the%20Algorithm.pdf (Dividing Fractions 6:04) EQ: Why does the process of invert and multiply work when dividing fractions? http://gabelweb.org/six/6%20Grade%20Unit%20One%20Standards/3-Divide%20Multi-Digit%20Numbers.pdf (Long Division 7:58) How do we use an algorithm to divide whole numbers? Sample test question: MCC6.NS.1 The length of a rectangular parking lot at the airport is 2/3 mile. If the area is 1/2 square mile, what is the width of the parking lot? A. 1/3 mile B. 3/4 mile C. 1 1/6 miles D. 1 1/3 miles Commentary: This item measures 6.NS.1 because it requires the student to interpret and solve a word problem involving division of a fraction by a fraction. Extended Rationale Answer Choice A: “1/3 mile” This response is incorrect and may occur when a student selects an incorrect operation based on the question in the word problem. The student uses multiplication (2/3 × 1/2 = 2/6 = 1/3 ) rather than division to solve the word problem. Answer Choice B: “3/4 mile” The student has correctly interpreted the word problem and applied the area for a rectangle (A = lw) to find the width of the parking lot. The student divided the total area by the given length in order to find the width of the parking lot: 1/2 ÷ 2/3 = 1/2 × 3/2 = 3/4 Answer Choice C: “1 1/6 miles” This response is incorrect and may occur when a student selects an incorrect operation based on the question in the word problem. The student may have used addition (1/2 + 2/3 = 3/6 + 4/6 = 7/6 = 1 1/ 6 ) rather than division to solve the word problem. Answer Choice D: “1 1/3 miles” This response is incorrect and may occur when a student confuses the divisor with the dividend. A student who selects this response may have some understanding of computing quotients of fractions. However, there may be a lack of conceptual understanding of how to interpret word problems involving the division of a fraction by a fraction. The student also may have applied the formula for the area of a rectangle incorrectly either in the creation of an equation or the evaluation and solving of that equation. Answer options A, C, and D are plausible but incorrect. They are based on a conceptual misunderstanding of how to interpret and compute fractions, and solve a word problem involving division of a fraction by a fraction. CORRECT ANSWE Students began yesterday working on our next standard in social studies: SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade. This standard requires students to explain how location, climate, and distribution of natural resources have impacted population distribution and trade in Latin America and the Caribbean. To begin, students are working in pairs to research all of these elements on the country they chose (Brazil, Cuba, Mexico, or Venezuela). They have a graphic organizer to complete to gather information. (see below) To begin, everyone started with the website https://www.cia.gov/library/publications/the-world-factbook/ This site shares the basic information and from there each pair should have starting points to research even deeper. (the questions to answer in their organizer brochure). While in the computer lab, students will look at a population density map, a climate map, a natural resource map, a physical map, and a world map to determine how these features are interrelated and the impact they have on one another. Students will look at Mexico and Venezuela as well as Brazil and Cuba on a map to determine the impact a country's physical location has on its climate, trade with other countries, and where people live. How does the climate of two countries affect trade and where people live? How do natural resources impact trade and where people live? I will also share some information on Friday with the students that they may use to add to their research. Students are encouraged to continue researching at home and share with their work partner. Once the research is completed on their country, country pairs with group with another country pair to share and complete a Venn Diagram comparing the two countries (Mexico to Venezuela, Cuba to Brazil). A sample question for this standard on the CRCT might be... As with any small island country, Cuba has fewer natural resources than a country such as Brazil. This affects their trade in that Cuba A. Exports only manufactured products. B. Should import fewer products. C. Needs to import more products.* D. Does not import or export.
We have two volunteer opportunities coming up:
Current Facility: We are in need of someone with a truck to load and haul off some items to the dump. Please email Connie Arnold at [email protected] for more details. New Facility on Prestley Mill Road: The landscaping committee will meet at 8:00 Saturday, October 5th to cut grass, weed eat, prune, and clean up debris. If you can attend, please bring mowers, weed eaters, pruning shears, blowers, and any other equipment needed for yard work and cutting grass. Please email [email protected] with any questions. Otherwise, Mr. Babalola will see you Saturday! Thank you! Life sure has been busy around here! We had Spirit Week and then the FUN Golf Tournament yesterday! While all of that has been going on, PTO was running their FALL GIFT FUNDRAISER! This is a BIG money maker for PTO, and you know we couldn't doing anything around here without our wonderful PTO! Therefore, PTO has decided to extend the deadline for orders due! All PTO Catalog Fundraiser Money and Orders will be due next THURSDAY, October 10. Students come to sixth grade with an understanding of factors and multiples. It is in 6th grade that they will expand their understanding to common factors and common multiples between two or more numbers. They will apply this understanding and use the distributive property to express a sum of two
whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. At each grade level in the standards, one or two fluencies are expected. For sixth graders it is multi-digit whole number division and multi-digit decimal operations. Fluent in the standards means “fast and accurate”. There are three parts to this unit: Dividing fractions by fractions; Computing fluency with multi-digit numbers and decimals; and Factors and multiples (including using the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.) Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. There are many videos at LearnZillion that help illustrate using visual models to divide. http://learnzillion.com/lessonsets/13-divide-fractions-by-fractions Also, this site explains it well too! http://www.learner.org/courses/learningmath/number/session9/part_a/area_division.html The students only have one problem to do tonight as this is a very difficult concept for many of them to visualize. Check out the sites above if you feel they need more practice tonight. Today, after we corrected our test, we previewed our next unit by watching the beginning of an instructional video that used visual fraction models to represent the problem. Tomorrow we will finish the video and practice drawing models for dividing fractions. The video we watched today and will finish on Wednesday is below...
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April 2015
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