Tuesday, October 30, 2012
This week we start looking at our second Big Idea in math. We will continue working in this area well into December.
BIG IDEA 2
Develop an understanding of and fluency with addition and subtraction of fractions and decimals. MA.5.A.2.1: Represent addition and subtraction of decimals and fractions with like and unlike denominators using models, place value, or properties. It is absolutely critical that students really understand that they may not ever add or subtract fractions until the fractions have the same denominator. We will discuss many strategies for finding common denominators. Perhaps, the most important strategy will revolve around multiplying fractions by n/n (any fraction with the same numerator and denominator). For example, 3/5 X n/n could be 3/5 X 2/2 or 6/10. 3/5 could also be looked at a 3/5 X 4/4 or 12/20 if we need to create a fraction with a denominator of 20.
We will be looking at Least Common Multiples in order to determine what denominator to shoot for. LCM: The LCM of 2 and 5 can be found by listing multiples of 2 and 5. 2: 2,4,6,8,10 5: 5,10
MA.5.A.2.2: Add and subtract fractions and decimals fluently, and verify the reasonableness of results, including in problem situations.
MA.5.A.2.3: Make reasonable estimates of fraction and decimal sums and differences, and use techniques for rounding.
MA.5.A.2.4: Determine the prime factorization of numbers.
So far this year we have been working on division word problems, the traditional division algorithm, order of operations (PEMDAS), adding and subtracting decimal numbers, rules of divisibility (especially 2,3,4,6, and 9), prime factorization, division clusters, and square numbers.
We have been working on questions like the Harry and David's Fruit Company questions that require more than one step to solve. The Harry and David Fruit Company has been selling gift boxes of fruit since 1910. They sell boxes of fruit and ship them all over the USA.
The chart below shows the contents and cost of some of their more popular options.
24 Orange Box $48
18 Grapefruit Box $52
28 Tangerine Box $44
20 Pear Box $54
How much money could the Harry and David Fruit Company make from selling Grapefruit Boxes if they had a supply of 5,010 grapefruits?
Remember, it takes 18 grapefruits to make a gift box. Hopefully, students will see that they need to divide the 5,010 grapefruits by 18 to see how many boxes could be made. After that, they will need to multiply the number of boxes by $52 to see how much money could be made.
This may seem very simple to an adult, but experience says that 5th graders have some difficulties recognizing the correct steps to take.
Sunday, August 19, 2012
Monday, July 16, 2012
Wednesday, April 4, 2012
Our last major state benchmarks address negative numbers, data, and non-routine problems.
Students must be able to:
The definitions of discrete and continuous data vary from source to source.
Most define discrete data as data that can be represented by only certain values (usually whole numbers). A great example of this would be the number of children in a classroom. You simply cannot have 21 1/2 kids in a room :-}
Continuous data are usually said to be data that can take on many different values within a given range. Also, continuous data are usually linked to a measurement of some kind. A human 5th grade kiddo could be 57.5 inches tall, 57.501 inches tall, or even 57.9878787 inches tall. The value depends on the technology employed to make the measurement.
Per the State of Florida, an example would be, and I quote, " ...if the growth of a plant over time is measured, the data is continuous, because time is measured continuously, and a line graph would be appropriate. However, is the number of students present in the classroom per day is recorded, these data are discrete (countable), and a bar graph is appropriate."
The rub comes when you see information like this:
Monday- Kobi scored 28 points
Tuesday- Kobi scored 32 points
Friday - Kobi scored 27 points
Sunday - Kobi scored 34 points
The data look continuous, because it is measuring over time. However, since Kobi cannot score 34.5 points or 34.755 points in a game, the data are discrete.
Monday, March 12, 2012
In 5th grade, you are supposed to master two kinds of data, discrete and continuous data.
Discrete data is best displayed on a bar graph, and it is data that can only be represented by certain numbers (usually whole numbers). Say what? Well, the best example that I have found is the number of kids in classrooms. You can't have 1/2 a kid. So, the number of kids is always a whole number and always discrete data! I am sure that you can think of other examples, right? You could list the number of pencils in backpacks, or you could list the number of pencils on the floor at the end of the day (and please do not tell me that you can find 7 13/24 pencils, a pencil is a pencil).
Continuous data makes up the rest of numerical data. This is a type of data that is usually associated with some sort of physical measurement. Continuous data is best displayed on a line graph. It is data that can be represented by many values that fall into a range of values. Huh? Well, if you look at a person's height, the values would usually fall between 18 inches and 84 inches depending on the stage of life of the person in question. However, it is quite possible for a person to be 60 1/2 inches and then grow to 62 2/3inches. What else would you list that is continuous data? Ex. The height of trees at a nursery is an example of continuous data. Is it possible for a tree to be 76.2" tall? Sure. How about 76.29"? Yes. How about 76.2914563782"? You betcha! The possibilities depends upon the accuracy of our measuring device. One general way to tell if data is continuous is to ask yourself if it is possible for the data to take on values that are fractions or decimals. If your answer is yes, this is usually continuous data.
Ex. The length of time it takes for a light bulb to burn out is an example of continuous data. Could it take 800 hours? How about 800.7? 800.7354? The answer to all 3 is yes.
Monday, February 27, 2012
The State Board of Education is Considering Changes to the Way Florida Grades Our Schools. Take Action Now!!
The State Board of Education is considering changes to the way Florida grades our schools. These changes will be considered at their next meeting on Tuesday, February 28, 2012 at 7:30 am in Tallahassee.
Please see this link State Board Changes to School Grading for details on the proposed changes, meeting location, and how you can help our students.
You can download this explanation and forward to your friends and colleagues.
They need your voice right away.
What Proposed Changes to School Grading Means to You
Education policy changes at the state level have very real consequences for children at the school level. On Tuesday, February 28, 2012, the State Board of Education will vote on changing the way they grade our schools.
That's what we hear about the need for measuring students – no excuses and we agree. All students should be counted and their progress monitored, but not all students are the same. Our ESE & ELL students must be counted and their progress evaluated, but to pretend that their progress should be identical on standardized tests to a child not facing those challenges is ridiculous. Students scoring a Level 1 or 2 on one test, one day are not failures. To implement rules that require them to make more than 1 years' growth, when research shows how unlikely that is to happen every year, is simply setting those children & their school up for failure. The increased costs, both financially for schools and emotionally for families are not warranted. So why do it?
What Can You Do?
Contact all 7 members of the State Board of Education and the Commissioner and tell them to try again. Find a way to count our ESE and ELL children in the school grades without punishing them. Those children work harder every day to achieve what comes so easily to many others. Ask them why they are changing the rules now that will be implemented this year? If this is about what's best for students, wouldn't they want each school to start the year off knowing the new requirements? These changes will plunge many schools into “Intervene” status. How do they plan to pay for all of those costs? Finally, how will these changes actually HELP our students? Superintendents from around Florida have offered options to implement the law without hurting children. Ask the Board to listen to them.
Who to Contact with Your Concerns:
1. Commissioner of Education, Gerard Robinson
2. State Board of Education Members:
Ms. Kathleen Shanahan
Mr. Roberto Martinez
Mrs. Sally Bradshaw
Mr. Gary Chartrand
Dr. A.K. Desai
Mrs. Barbara S. Feingold
Mr. John R. Padget
3. Complete the State Board's Survey form, found here:
Download the form, fill in your comments, save to your computer and email to ARM@fldoe.org
4. Visit SaveDuvalSchools.org and use the “Contact Legislators” link to send a letter to the Commissioner and the Board with one click.
State Board of Education Meeting to consider these changes:
February 28, 2012
Department of Education
Turlington Building, Suite 1703
325 West Gaines Street
Speak Up. Make a Call. Send an Email. Fill Out a Survey.