What's the Big Idea??

A few notes about teaching math: 

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.

Multiplication

Think about ways to look at a "difficult" fact like 8 X 7 in a new way. Perhaps, decomposing 8 X 7 into (8 X 5) + (8 X 2) can make these much easier! Know your squares: 1x1 2x2 3x3 4x4 5x5 6x6 7x7 8x8 9x9 YOUR FIVES 1x5 2x5 3x5 4x5 5x5 6x5 7x5 8x5 9x5 AND YOUR TWOS 1x2 2x2 3x2 4x2 5x2 6x2 7x2 8x2 9x2 Make flash cards. Mix them up. Become a multiplying maniac!

Chets Creek has the Recipe for Success
Rabe's Recipe
Cafe of Learning

Negative Numbers, Data and Non-Routine Problems

Our last major state benchmarks address negative numbers, data, and non-routine problems.

Students must be able to:

From www.Floridastandards.org

MA.5.S.7.1: Construct and analyze line graphs and double bar graphs.

MA.5.S.7.2: Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams.

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.

MA.5.A.6.3: Describe real-world situations using positive and negative numbers.

MA.5.A.6.4: Compare, order, and graph integers, including integers shown on a number line.

MA.5.A.6.5: Solve non-routine problems using various strategies including “solving a simpler problem” and “guess, check, and revise”.

DATA Discrete or Continuous

DATA

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.

Rainfall? Temperature?

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. Proposed Change What it Means 1. Include students with disabilities & 2nd year English language learners in the school grade for their “proficiency” score on the FCAT. 1. Right now, ESE & ELL students are counted in the school grade to determine if they made learning gains/progress. We want our students to be counted, but not punished. Many of them will not be considered “proficient” by the same standards as other children, but they are not failures. If their performance at the best of their abilities counts against their school grade they will become a liability to schools and much of the progress of last decades will be lost. Local centers serving our most challenged students will be graded like all schools and will become automatic “F” schools, enter “Intervene” status and principals & ½ of the staff will have to change. MAJOR INCREASE IN D & F SCHOOLS; FORMERLY A, B & Cs 2. Require students who make a 1 or 2 on the FCAT to make more than 1 year's growth or the school grade will be penalized. 2. Students already struggling & facing great challenges will have to make significantly more than 1 year's growth or be considered a failure. One years' growth is an accomplishment and it takes incredible work for children already behind their peers, including our ESE & ELL students. When the cut scores for what growth means keep changing mid-year, how will our students achieve? INCREASE IN D & F SCHOOLS; FORMERLY A, B & Cs 3. Reading Performance Threshold: schools must have at least 25% of their students reading at proficient or they will become an automatic “F.” 3. No matter what else a school has done to meet state guidelines for its letter grade – performance in math, growth of level 1 & 2 students, graduation rate increases – none of it will matter if the school doesn't have 25% of its students at a level 3 or higher on the reading FCAT. They will become an automatic “F” school and enter intervene status, which will require principal & staff changes and intervention from the state. RETURN SCHOOLS THAT HAVE IMPROVED TO F STATUS No Excuses. 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 Commissioner@fldoe.org (850) 245-0505 2. State Board of Education Members: lynn.abbott@fldoe.org (850) 245-9661 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 7:30 a.m. Agenda Department of Education Turlington Building, Suite 1703 325 West Gaines Street Tallahassee, Florida Speak Up. Make a Call. Send an Email. Fill Out a Survey. 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. Proposed Change What it Means 1. Include students with disabilities & 2nd year English language learners in the school grade for their “proficiency” score on the FCAT. 1. Right now, ESE & ELL students are counted in the school grade to determine if they made learning gains/progress. We want our students to be counted, but not punished. Many of them will not be considered “proficient” by the same standards as other children, but they are not failures. If their performance at the best of their abilities counts against their school grade they will become a liability to schools and much of the progress of last decades will be lost. Local centers serving our most challenged students will be graded like all schools and will become automatic “F” schools, enter “Intervene” status and principals & ½ of the staff will have to change. MAJOR INCREASE IN D & F SCHOOLS; FORMERLY A, B & Cs 2. Require students who make a 1 or 2 on the FCAT to make more than 1 year's growth or the school grade will be penalized. 2. Students already struggling & facing great challenges will have to make significantly more than 1 year's growth or be considered a failure. One years' growth is an accomplishment and it takes incredible work for children already behind their peers, including our ESE & ELL students. When the cut scores for what growth means keep changing mid-year, how will our students achieve? INCREASE IN D & F SCHOOLS; FORMERLY A, B & Cs 3. Reading Performance Threshold: schools must have at least 25% of their students reading at proficient or they will become an automatic “F.” 3. No matter what else a school has done to meet state guidelines for its letter grade – performance in math, growth of level 1 & 2 students, graduation rate increases – none of it will matter if the school doesn't have 25% of its students at a level 3 or higher on the reading FCAT. They will become an automatic “F” school and enter intervene status, which will require principal & staff changes and intervention from the state. RETURN SCHOOLS THAT HAVE IMPROVED TO F STATUS No Excuses. 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 Commissioner@fldoe.org (850) 245-0505 2. State Board of Education Members: lynn.abbott@fldoe.org (850) 245-9661 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 7:30 a.m. Agenda Department of Education Turlington Building, Suite 1703 325 West Gaines Street Tallahassee, Florida Speak Up. Make a Call. Send an Email. Fill Out a Survey.

From The Principal Learning Hero

Congratulations to every member of our outstanding Learning Community on being ranked 149^th in the state of Florida

(that’s in the top 5%) and 5^th in Duval County!