C. Benton Unit #: 1 |
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Teacher: 7th grade |
Dates: September 22-26 |
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Monday |
CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
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Tuesday |
CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add, subtract, multiply and divide rational numbers; . |
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ESSENTIAL QUESTION:
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ESSENTIAL QUESTION:
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CONTENT GOAL: Students should be able to add, subtract, multiply, divide rational numbers
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LITERACY GOAL: Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rule
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CONTENT GOAL: Students should be able to add, subtract, multiply, divide rational numbers
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LITERACY GOAL: Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rules
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REVIEW: Discuss real world situations regarding integers
OPENING: This is review of integer operations (i.e. multiplication, division, addition, and subtraction.
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REVIEW: Discuss real world situations regarding integers
OPENING: This is review of integer operations (i.e. multiplication, division, addition, and subtraction.(in the form of constructive response)
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INSTRUCTION: The teacher will open up the lesson by discussing the integer rules. Practice Adding/subtracting Integers
Students will complete the Friday quiz..
PROCESSING/APPLICATION: Blooms Taxonomy, students will use higher order thinking skills to learn and master adding and subtracting Integers by using real world applications
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INSTRUCTION: The teacher will open up the lesson by discussing the integer rules. Practice Adding/subtracting Integers
Students will view power point demonstrating how to write answers to constructive response questions.
PROCESSING/APPLICATION: Blooms Taxonomy, students will use higher order thinking skills to learn and master adding and subtracting Integers by using real world applications
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CLOSE / EVALUATION: Students will volunteer to present specific problems from the class assignment. The rest of the class can compare their solutions.
HOMEWORK: Integer Worksheets
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CLOSE / EVALUATION: : Students will complete a ticket out the door for a constructive response question.
HOMEWORK: Integer Worksheets/Constructive Response Questions
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Thursday |
CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers.
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Friday |
CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. |
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ESSENTIAL QUESTION:
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ESSENTIAL QUESTION:
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CONTENT GOAL: Students should be able to add, subtract, multiply, divide rational numbers
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LITERACY GOAL: Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rules
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CONTENT GOAL: Students should be able to add, subtract, multiply, divide rational numbers
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LITERACY GOAL: Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rules.
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REVIEW: Discuss real world situations regarding integer additional, subtraction, multiplication and division of integers.
OPENING: Sponge This is review of integer operations (i.e. multiplication, division, addition, and subtraction.
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REVIEW: : Discuss real world situations regarding integer additional, subtraction, multiplication and division of integers.
OPENING: Sponge This is review of absolute value operations (i.e. addition, and subtraction.
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INSTRUCTION The teacher will open up the lesson by continuing to discussing the Distributive Property
PROCESSING/APPLICATION : Blooms Taxonomy, Students will use higher order thinking skills to learn and master adding, subtracting, multiplying, and dividing integers by using real world applications.
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INSTRUCTION: The teacher will open up the lesson by discussing the integer rules. Practice Adding/subtracting Integers .
Possible Quiz-All integer operations including absolute value and the Distributive Property
PROCESSING/APPLICATION: : Blooms Taxonomy, students will use higher order thinking skills to learn and master adding and subtracting Integers by using real world applications
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CLOSE / EVALUATION: Check What You Learned, Group Share
HOMEWORK: Distribution Worksheet
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CLOSE / EVALUATION : Check What You Learned thru quiz performance.
HOMEWORK: None
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C.Benton |
Lesson Plans: November 26th |
Grade: 6 |
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Monday |
Nov 26 |
Tuesday |
Nov 27 |
Wednesday |
Nov 28 |
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MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed Essential Questions: What strategies can I use to help me understand how to correctly use the order of operations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y
Essential Questions: What strategies can I use to help me understand how to correctly use the order of operations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand how to correctly use the order of operations?
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OPENING MEETING:Sponge: Convert Measurement problems |
OPENING MEETING:
Sponge: Convert Measurement problems Think Pair Share with additional problems |
OPENING MEETING:Sponge: Problems 0rder of operation |
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WORK PERIOD: Formative Assessment: UNIT 3 Pre TEST
HW:Order of Operation handout
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concepts
HW: Evaluating Expressions handout
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HW: Daily Cumulative Review 6-10 |
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CLOSING MEETING: Show what you know. |
CLOSING MEETING:
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CLOSING MEETING: Independent Practice of Concept |
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Thursday |
Nov 29 |
Friday |
Nov 30 |
Additional Information: |
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Field trip |
MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand how to correctly use the order of operations?
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INFORMATIVE ASSESSMENT: Ticket Out the door
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OPENING MEETING:
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OPENING MEETING: Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD:
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WORK PERIOD: Weekly Quiz
HW: Handout
FORMATIVE ASSESSMENT: Unit 3 Standards quiz
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CLOSING MEETING: . |
CLOSING MEETING: Ticket Out the Door |
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C.Benton |
Lesson Plans: November 12th |
Grade: 6 |
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Monday |
Nov 12 |
Tuesday |
Nov 13 |
Wednesday |
Nov 14 |
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MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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OPENING MEETING:Sponge: Convert Measurement problems |
OPENING MEETING:
Sponge: Convert Measurement problems |
OPENING MEETING:Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD: Formative Assessment: UNIT 3 Pre TEST
HW: Measurement Conversion handout
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WORK PERIOD:
Students will complete vocabulary on the following words using the Coach Book: Algebraic expression, decimal, dividend, divisor, equation, exponent, expression, Inverse operations, number line, ordered pair, percent, quotient.
DIFFERENTIATED INSTRUCTION: Visual Learners: Visual Explanation of notes Auditory Learners: Verbal explanation of notes Kinesthetic: Group activity involves the unit concepts
HW: Conversion handout
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WORK PERIOD: -
Differentiate Instruction: Visual learners will see problems solved and explained via peers. The student presenter will provide verbal explanations during their presentations. Kinesthetic learners will be allowed to create visuals to manipulate to find the answer.
HW: Converting mass |
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CLOSING MEETING: Show what you know. |
CLOSING MEETING:
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CLOSING MEETING: Independent Practice of Concept |
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Thursday |
Nov 15 |
Friday |
Nov 16 |
Additional Information: |
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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INFORMATIVE ASSESSMENT: Ticket Out the door
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OPENING MEETING:Sponge: Problems to address the remediation of MCC6.NS1-4
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OPENING MEETING: Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD: Direct Instruction: Teacher will provide direct instruction on Writing, Reading, and Evaluating Expression with Expression2012.PPT
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WORK PERIOD: Weekly Quiz
HW: Handout
FORMATIVE ASSESSMENT: Unit 3 Standards quiz
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CLOSING MEETING: Show what you know. |
CLOSING MEETING: Ticket Out the Door |
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C.Benton |
Lesson Plans: November 12th |
Grade: 6 |
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Monday |
Nov 12 |
Tuesday |
Nov 13 |
Wednesday |
Nov 14 |
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MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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OPENING MEETING:Sponge: Convert Measurement problems |
OPENING MEETING:
Sponge: Convert Measurement problems |
OPENING MEETING:Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD: Formative Assessment: UNIT 3 Pre TEST
HW: Measurement Conversion handout
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WORK PERIOD:
Students will complete vocabulary on the following words using the Coach Book: Algebraic expression, decimal, dividend, divisor, equation, exponent, expression, Inverse operations, number line, ordered pair, percent, quotient.
DIFFERENTIATED INSTRUCTION: Visual Learners: Visual Explanation of notes Auditory Learners: Verbal explanation of notes Kinesthetic: Group activity involves the unit concepts
HW: Conversion handout
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WORK PERIOD: -
Differentiate Instruction: Visual learners will see problems solved and explained via peers. The student presenter will provide verbal explanations during their presentations. Kinesthetic learners will be allowed to create visuals to manipulate to find the answer.
HW: Converting mass |
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CLOSING MEETING: Show what you know. |
CLOSING MEETING:
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CLOSING MEETING: Independent Practice of Concept |
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Thursday |
Nov 15 |
Friday |
Nov 16 |
Additional Information: |
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Questions: What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?
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INFORMATIVE ASSESSMENT: Ticket Out the door
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OPENING MEETING:Sponge: Problems to address the remediation of MCC6.NS1-4
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OPENING MEETING: Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD: Direct Instruction: Teacher will provide direct instruction on Writing, Reading, and Evaluating Expression with Expression2012.PPT
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WORK PERIOD: Weekly Quiz
HW: Handout
FORMATIVE ASSESSMENT: Unit 3 Standards quiz
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CLOSING MEETING: Show what you know. |
CLOSING MEETING: Ticket Out the Door |
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Lesson Plans: November 5th |
Grade: 7 |
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Monday |
Nov 5 |
Tuesday |
Nov 6 |
Wednesday |
Nov 7 |
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MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. Essential Question: How can are percentages values used in everyday life |
ELECTION DAY |
MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Question: What strategies can I use to help understand and represent real situations using algebraic expressions and equations?
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OPENING MEETING:Sponge: Convert Measurement problems |
OPENING MEETING:
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OPENING MEETING:Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD: Formative Assessment: UNIT 2 TEST
HW: Measurement Conversion handout
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WORK PERIOD:
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WORK PERIOD: -Pre- Test for Unit 3
HW: Handout |
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CLOSING MEETING: Show what you know. |
CLOSING MEETING:
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CLOSING MEETING: Independent Practice of Concept |
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Thursday |
Nov 8 |
Friday |
Nov 9 |
Additional Information: |
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Question: What strategies can I use to help understand and represent real situations using algebraic expressions and equations?
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MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation” Subtract y from 5” as 5-y.
Essential Question: What strategies can I use to help understand and represent real situations using algebraic expressions and equations?
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REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.
FORMATIVE ASSESSMENT: Unit 2 Test
INFORMATIVE ASSESSMENT: Ticket Out the door(Thursday)
DIFFERENTIATED INSTRUCTION: Visual Learners: Visual Explanation of notes Auditory Learners: Verbal explanation of notes Kinesthetic: Group activity involves the unit concepts(Friday)
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OPENING MEETING:Sponge: Problems to address the remediation of MCC6.NS1-4
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OPENING MEETING: Sponge: Problems to address the remediation of MCC6.NS1-4 |
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WORK PERIOD: Unit 3 vocabulary review which will be done with the power point.
HW: Handout |
WORK PERIOD: Unit 3 power point on Expressions(Differentiated Instruction)
HW: Handout |
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CLOSING MEETING: Ticket out the door(informative assessment) |
CLOSING MEETING: Additional concept practice |
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Teacher: Benton |
Lesson Plans - Dates: October 29-November 2 |
Grade/ 6th grade |
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Monday |
CCGPS: MCC66RP1, MCC66RP2, MCC66RP3, MCC66RP3.B |
Tuesday |
CCGPS: MCC66RP1, MCC66RP2, MCC66RP3, MCC66RP3.B |
Wednesday |
CCGPS: MCC66RP1, MCC66RP2, MCC66RP3, MCC66RP3.B |
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PRIMARY LEARNING OUTCOMES: What information do I get when I compare two numbers using a ratio? |
PRIMARY LEARNING OUTCOMES: What information do I get when I compare two numbers using a ratio? |
PRIMARY LEARNING OUTCOMES: What information do I get when I compare two numbers using a ratio? |
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OPENING: BIG 20: Rate/Ratio Warm Up: Learnzillion Percent video |
OPENING: BIG 20: Rate/Ratio Warm Up: The Big Sale: Finding percent of a # |
Opening: BIG 20: Rate/Ratio Warm Up: Learnzillion Percent video |
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GUIDED LESSON:
Homework: - Magic Math: Equivalent Fractions/Decimals/Percent |
GUIDED LESSON:
Homework:
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GUIDED LESSON:
Homework:
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CLOSE / EVALUATION: Complete Equivalent Fractions/Decimals/Percent Table |
CLOSE / EVALUATION: Going shopping: finding percent off of sale items |
CLOSE / EVALUATION: Hey Waiter!: Finding tips based on percentage and bill |
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Thursday |
CCGPS: MCC66RP1, MCC66RP2, MCC66RP3, MCC66RP3.B |
Friday |
CCGPS: MCC66RP1, MCC66RP2, MCC66RP3, MCC66RP3.B |
Additional Information:
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PRIMARY LEARNING OUTCOMES: What information do I get when I compare two numbers using a ratio? |
PRIMARY LEARNING OUTCOMES: What information do I get when I compare two numbers using a ratio?
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OPENING: BIG 20: Rate/Ratio Warm Up: Student Misconceptions |
OPENING:BIG 20: Rate/Ratio Warm Up: Student Misconceptions |
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GUIDED LESSON: Unit 2 Assessment Study Guide
Homework: Study for Unit 2 Common Assessment |
GUIDED LESSON:
Homework: NONE |
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CLOSE / EVALUATION: Graffiti Wall: What do I need to know before the test |
CLOSE / EVALUATION: Graffiti Wall: What do I know about expressions? (intro to unit 3) |
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MCC6.RP.2 Understand the concept of a unit rate / associated with a ratio : with (b not equal to zero), and use rate language in the context of a ratio relationship.
Essential Question: How can I used what I learned to apply to real-world situation?
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MCC6.RP.2 Understand the concept of a unit rate / associated with a ratio : with (b not equal to zero), and use rate language in the context of a ratio relationship Essential Question: How can I used what I learned to apply to real-world situation?
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Standards: M6N1 d Add and subtract fractions and mixed numbers with unlike denominators SW Add and subtract fractions and mixed numbers with unlike denominator
Essential Question: How can I used what I learned to apply to real-world situation?
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OPENING MEETING:Warm –Up 4 different problems solved by division |
OPENING MEETING: Two word problems on GCF and LCM |
OPENING MEETING:
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WORK PERIOD: -Station Activity: 1: Division of fraction 2: Model of Division of fraction 3:Division of whole numbers 4: Divide Decimals
HW: Division Practice |
WORK PERIOD: Station Activity: 1: Level One LCM 2: Level One GCF 3: GCF Word problem 4: LCM Word problem 5:
HW: Finish Reteach 5-2
***website resource: www.aaamath.com for notes on adding fraction with unlike denominators |
WORK PERIOD:-Student Choice Activities |
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CLOSING MEETING: Group Presentation |
CLOSING MEETING: Group Presentation |
CLOSING MEETING: Group Presentation |
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Friday |
Oct 12th |
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Additional Information: |
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Standards: M6N1 d Add and subtract fractions and mixed numbers with unlike denominators. SW Add and subtract fractions and mixed numbers with unlike denominator
Essential Question: How can I used what I learned to apply to real-world situation?
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Essential Question: How can I used what I learned to apply to real-world situation?
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Monday: Subtracting mixed number is the topic. |
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OPENING MEETING:Conversion Chart Review
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WORK PERIOD: -Proportion Converting Units |
Proportion |
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CLOSING MEETING: Discuss similarites and differences of adding fractions and mixed numbers |
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Teachers: Benton |
Lesson Plans: October 1-5, 2012 |
Grade: 6 |
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Monday |
Oct 1 |
Tuesday |
Oct 2 |
Wednesday |
Oct 3 |
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Standards: MCC6.RP.3c & MCC6.RP.3d MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present. MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities. Essential Question(s): What am I comparing? How are ratios used in everyday life? Sponge (1-3 Minutes): 1st Period Announcements/Advisement
Unit 1 Preview: All Blocks
Review Information From Last Week As Necessary |
Standards: MCC6.RP.3c & MCC6.RP.3d MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present. MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities. Essential Question(s): What am I comparing? How are ratios used in everyday life? Sponge (1-3 Minutes): 1st Period Announcements/Advisement
Unit 1 Overview: All Blocks
Review Information From Last Week As Necessary |
Standards: MCC6.RP.3c & MCC6.RP.3d MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present. MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities. Essential Question(s): What am I comparing? How are ratios used in everyday life? Sponge (1-3 Minutes): 1st Period Announcements/Advisement
Unit 1 Overview: All Blocks |
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OPENING MEETING (10-15 minutes):·Unit 1 Concepts
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OPENING MEETING (10-15 minutes):·Unit 1 Concept Review
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OPENING MEETING (10-15 minutes):·Unit 1 Concept Review
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WORK PERIOD (45-60 minutes):
HW: Multiplying Ratios |
WORK PERIOD (45-60 minutes):
HW: Ratio Practice
***website resource: www.aaamath.com for notes ratios and for application www.aaa.math.com
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WORK PERIOD (45-60 minutes):
HW: Independent Practice/Proportions Practice/Groups/Pairs |
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CLOSING MEETING (10 minutes): Review ratios |
CLOSING MEETING (10minutes): Reflect on any misunderstanding or difficulties with ratios and practice with www.aaamath.com |
CLOSING MEETING (10 minutes): Show what you learned www.mathtv.com |
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Thursday |
Oct 4 |
Friday |
Oct 5 |
Additional Information: |
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Standards: MCC6.RP.3c & MCC6.RP.3d MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present. MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities. Essential Question(s): What am I comparing? How are ratios used in everyday life? Sponge (1-3 Minutes): 1st Period Announcements/Advisement
Unit 1 Review: All Blocks |
Standards: MCC6.RP.3c & MCC6.RP.3d MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present. MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities. Essential Question(s): What am I comparing? How are ratios used in everyday life? Sponge (1-3 Minutes): 1st Period Announcements/Advisement
Unit 1 Review: All Blocks
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OPENING MEETING:
WORK PERIOD:
HW: CLOSING MEETING:
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OPENING MEETING (10-15 minutes):·Unit 1 Concept Review·Word problem with proportions
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OPENING MEETING (10-15 minutes):·Unit 1 Concept Review
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WORK PERIOD (45-60 minutes):
Hw: Ratio & Proportions/Independent choose work ***website resource: www.aaamath.com |
WORK PERIOD (45-60 minutes):
Hw: Rate, Ratio &/or Proportions.
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CLOSING MEETING (10 minutes): Reflect on any misunderstanding or difficulties with ratios and proportions www.aaamath.com |
CLOSING MEETING (10 minutes): Review and revise all errors on ratios and proportions www.aaamath.com |
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Teacher: Benton |
Lesson Plans: September 24-28, 2012 |
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Monday |
Sep 24 |
Tuesday |
Sep 25 |
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Standards: MCC6.RP1 & MCC6.RP2 MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.
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Standards: MCC6.RP1 & MCC6.RP2 MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.
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OPENING MEETING:·Unit 1 Concept Review
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OPENING MEETING:·Unit 1 Concept Review
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WORK PERIOD:
HW: Overview Ratios |
WORK PERIOD:
HW: Ratio Practice
***website resource: www.aaamath.com for notes ratios |
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CLOSING MEETING: Review ratios |
CLOSING MEETING: Reflect on any misunderstanding or difficulties with ratios and practice with www.aaamath.com |
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Thursday |
Sept 27 |
Friday |
Sept 28 |
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Standards: MCC6.RP1, MCC6.RP2 &MCC6.RP.3b MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
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Standards: MCC6.RP1, MCC6.RP2 &MCC6.RP.3b MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
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OPENING MEETING:·Unit 1 Concept Review
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OPENING MEETING:·Unit 1 Concept Review
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WORK PERIOD:
Hw: Ratio & Proportions. ***website resource: www.aaamath.com |
WORK PERIOD:
Hw: Ratio & Proportion.
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CLOSING MEETING: Reflect on any misunderstanding or difficulties with ratios and proportions www.aaamath.com |
CLOSING MEETING: Review and revise all errors on ratios and proportions www.aaamath.com |
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Teacher: Benton |
Lesson Plans - Dates: August 27-31 |
Grade/ 6th grade |
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Monday |
GP STANDARD: M6N1 a, b, c, e MCC6.NS3, MCC6.NS.4 |
Tuesday |
GP STANDARD: M6N1 fMCC6.NS.3 MCC6.NS.4 |
Wednesday |
GP STANDARD: M6N1 fMCC6.NS.3 MCC6.NS.4 |
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PRIMARY LEARNING OUTCOMES: -How can a Venn Diagram help me find the LCM and GCF of two numbers? -How do operations affect the outcome of numbers? |
PRIMARY LEARNING OUTCOMES: How can a Venn Diagram help me find the LCM and GCF of two numbers? -How do operations affect the outcome of numbers? |
PRIMARY LEARNING OUTCOMES: -How can a Venn Diagram help me find the LCM and GCF of two numbers? -How can I use LCM and GCF in my everyday life? |
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OPENING: Warm-Up: Whole number digits by tenths place decimals.
Venn-Diagram Activity with factor vs. multiple |
OPENING: - Warm-Up: Multiply tenth place by tenths place decimals |
Opening: Warm-Up: Multiply tenth place by tenths place decimals. -divisor without decimal into decimal
Venn Diagram for GCF and LCM of 12 and 6 |
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GUIDED LESSON: -Discuss Opening - Think Pair Share Primetime 2.3 A and C
In-class: ASSIGN: Homework: Pre-Algebra book Skill 9 1-24 even
Springboard: Debriefing |
GUIDED LESSON: -Discuss Opening - Independent Classwork Primetime 2.3 B and D
Homework: Reteach 11-2 |
GUIDED LESSON: --Direct Instruction with the L-Method and GCF and LCM, two to three examples.
-In class assignment:
Homework: Additional Practice |
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CLOSE / EVALUATION: Show what you learned |
CLOSE / EVALUATION: Show what you learned
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CLOSE / EVALUATION: Which method do you prefer and Why? |
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Thursday |
GPS: M6N1 a, b, cMCC6.NS.3 MCC6.NS.4
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Friday |
GPS: M6N1 a, b, cMCC6.NS.3 MCC6.NS.4 |
Additional Information: |
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PRIMARY LEARNING OUTCOMES: -How can I use GCF and LCM in my daily life? -What different methods can I use to find the LCM and GCF of two numbers? |
PRIMARY LEARNING OUTCOMES: -How can I show what I learned this week? -How can finding the LCM and GCF be helpful to my parents? |
MON:
TUES:
WED:
THURS:
FRI: |
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OPENING: Warm-up: divisor with decimal into whole number.
-Opening: Show a few addition problems, and ask students to solve. Then, find the GCF of both numbers.
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OPENING:Warm-up: divisor with decimal into whole number
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GUIDED LESSON: --Thinks, Pair, Share additional distributive properties
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GUIDED LESSON: -Go over homework -Quiz over LCM and GCF using all methods |
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CLOSE / EVALUATION: Debrief with each group sharing a problem. |
CLOSE / EVALUATION: Complete journal explaining everything learned throughout the week. |
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Teacher: Benton |
Lesson Plans - Dates: |
Grade/6thth GRADE |
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Monday |
GPS STANDARD: M6N1 a, b,COMMON CORE: MCC6.NS.4 |
Tuesday |
GPS STANDARD: M6N1 a, b,COMMON CORE: MCC6.NS.4 |
Wednesday |
GPS STANDARD: M6N1 a, b,COMMON CORE: MCC6.NS.4 |
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Essential Questions: How do we use factors and multiples in everyday life? |
Essential Questions: How do we use factors and multiples in everyday life? |
Essential Questions: How do we use factors and multiples in everyday life? |
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OPENING: Warm-Up: Add/Subtract Decimals
KWL: Vocabulary Words |
OPENING: Warm-Up: Add/Subtract Decimals
-I’ll Take You Take (Teacher vs. Student)
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OPENING: Warm-Up: Add/Subtract Decimals -Product Game |
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Work Session: -Common Assessment -Define Vocabulary Words with frayer model: Factor, Divisor, Composite/Prime number, multiple, GCF, LCM, prime factorization, and venn diagram.
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GUIDED LESSON: -Discuss Opening - I’ll Take You Take (Student vs. Student)
HW: Practice Add/Subtract Decimals
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GUIDED LESSON: -Student Independent Work on Factor game questions
HW: Practice Add/Subtract Decimals
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CLOSE / EVALUATION: Row presentation of assigned vocabulary word. |
CLOSE / EVALUATION: Informal Assessment: Do you think the game helped you to understand the term, “factors”? |
CLOSE / EVALUATION:
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Thursday |
GPS STANDARD: M6N1 a, b,COMMON CORE: MCC6.NS.4 |
Friday |
GPS STANDARD: M6N1 a, b,COMMON CORE: MCC6.NS.4 |
Additional Information: |
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Essential Questions: How do we use factors and multiples in everyday life? |
Essential Questions: How do we use factors and multiples in everyday life? |
Next week prime factorization, Primetime GCF and LCM
MON:
TUES:
WED:
THURS:
FRI: |
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OPENING: Warm-Up: Add/Subtract Decimals
Formative Assessment: I’ll take you take assessment |
OPENING:-View brainpop http://www.brainpop.com/math/numbersandoperations/decimals/activity/Quiz on Add/Subtract Decimals
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GUIDED LESSON: -Review the opening Product Game (Teacher vs. Student)
Think and pair Primetime 1.3, pg. 13
HW: Practice Add/Subtract Decimals
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GUIDED LESSON: -Review over Brainpop Quiz -Quiz on Add/Subtract Decimals-Review quiz on Add/Subtract Decimals
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CLOSE / EVALUATION:
Share primetime 1.3
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CLOSE / EVALUATION:
-Review answers to quiz on Add/Subtract Decimals
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