Answers to Friday/Weekend HW

Go here for answers to this weekend's homework:

http://cfsmatthew.wikispaces.com/Math+6+Docs

(scroll down to the bottom, it's the last one!)

A new way of thinking about percent equations

Today we checked our homework from last night, and then moved into a new way of thinking about these percent equations... as a chart! I'll post up the notes on class docs soon. Tonight's homework is to finish the chart from the homework yesterday. (any additional practice you'd like them to do, however... :))

Percent Equations

Today we worked on percent equations. You'll want to take a look at the sheets we're working, especially as #s 1-16 are homework for tonight!

We started by "decoding" the problems into math language, and the kids should be working to solve 1-16. (If they get stumped, they can check the "Percent Notes" page... it will help!)

(Here's a blank copy, here's the decoded copy, here's the answers...)

The different ways of working with a percent...

Today we talked more about the different ways to work with a percent (equation style) -- but didn't get to a place where homework was appropriate. We'll pick up tomorrow where we left off!

Using the 10% Shortcut

We worked with finding percent of a number, in particular we talked again today about using the 10% shortcut to help in finding percent of a number. The problems we focused on today were discount problems!

The kids got this during class - here's a copy of it and here's a copy of the answers. They SHOULD finish this for homework... and they should read the instructions carefully! (no rounding... doing it by hand first before checking with a calculator...)

% of a # and the 10% Shortcut

Today we played around more with decimals, practicing finding the percent of a number and learning to use the 10% shortcut to move things along even faster. Check the class docs for a copy of the notes we took.

% of a number

Today we took notes on how to find the percent of a number. The most obvious application of this skill is the finding of discounts and tax in money! You'll see these notes below.

No homework this evening.

% of a number

Working in percents

Been awhile since I've posted!

We've been steadily working in a review of percents, in particular, the FDP chart (conversions between fractions, decimals, and percents). I posted yesterday about the homework that will be due for the kids tomorrow (we didn't see each other today due to block schedule).

Here are the answers to the homework... click here

Practicing the FDP Chart

Today we spent our extended block time working on fleshing out our understanding of fractions, decimals, and percents using the FDP Chart. The kids do have homework, and they can access it here (thanks Raquel!!).

I'll blog more soon, and post answers tomorrow. (Homework isn't due until Thursday since I won't get to see the kids tomorrow due to block schedule.)

Warm up

Percent notes

Make it your own

Today in class the kids got the opportunity to choose how they worked on their graphing... they could re-do some of the graphs they've done, pick a new cartesian cartoon, or they could make their own! And yes, whatever they chose, they will want to work on that over the weekend for homework. :)

For homework...

More graphing

Today after our warm up we checked our homework (see previous blog post) and started work on another cartesian cartoon. They will need to finish this for tomorrow (homework!).

We've had lots of kids in and out this week and I want to remind them and parents that class docs (look over on the left of this page for Class Docs) is where I post all assignments, notes, homework, etc. if I don't put a link directly to it in the blog post. Enjoy!

Jam-packed day!

Today we (after our warm up) checked our homework graphs and previewed the video from the practice versions of our integer songs. Once I investigate our release form info, I'll get some of the video out to you to see!

We spent most of the rest of our time working on some integer word problems that I want the kids to finish for homework. Click here to see that document.

More Graphing!

Today we checked the homework from over the weekend, AND we recorded some of the integer songs they've been working on! I'll send out a post once I get those videos on my computer. Finally, they got to pick another coordinate/cartesian cartoon to work on and they WILL need to finish this for homework.

Warm up

Where's Matthew?

I'm here! I promise! And my headache is gone! Hallelujah!

Yesterday I ended up leaving school early -- and that didn't affect first period that much, but just thought I'd let you know!

Yesterday we worked on "Ben Franklin's Folly" - a cartoon that the kids drew by plotting points on a coordinate graph. I did want them to finish that for homework, so I'm hoping that you saw it come home last night!

Today, we checked it (you can find it on class docs) and began another "cartesian cartoon" (that's what they're called. And yes, I'd like them to finish it for homework! I'll post that soon on class docs.

This is how we'll be learning how to graph for awhile, so be prepared for some pretty pictures!

Surfing the Coordinate Plane!

Today we began our new unit on coordinate graphing. Check out the notes from the class docs webpage! No homework, but they seem to be getting it pretty well!

(Some kids are still retaking their Integers Quiz... I'll be emailing folks this pm.)

Warm up!

Processing the computer quiz

Today, after completing a snowy warm-up :), the kids got a chance to see how they did on the integers computer quiz. Most did quite well, and others are going to be doing a retake this afternoon/evening. (This is the only homework, and not everyone is in the boat.) That's the wonderfully easy thing about doing it online!

I really urged the kids to disassociate how they did on the quiz with what they thought of doing it online/on a computer. Generally, I think it was a good experience and they agreed that we should try it again and see how we can improve upon it.

Yay!

We're down for the count for the year, folks! After integers, we've got percentages, coordinate graphing, and geometry. And that's about it!

Warm up

On Trimester 2 Evaluations

I wanted to send out a note about how to read your child's second trimester math evaluation which you will be getting in the mail (along with your child's other reports) in the coming days.

You may have heard through the grapevine (in fact, you might have even heard through me!) that the Middle School Staff has been engaged in an Action Research Project on assessment and evaluation this year. (For more information on what exactly Action Research is, see this Wikipedia article.)

We've been asking ourselves many, many questions over the past few months. Among those are questions like:

    * Who are evaluations for? Students? Parents? Future teachers (of the students)?

    * What is the best way to convey how a child is "doing" in a class?

    * How can we improve our process to meet the needs of all parties involved in the assessment/evaluation experience?

(Note: These are a summary of the questions that my brain has latched on to and mulls over before I fall asleep each night--not necessarily representative of the entire Middle School Staff's questions.)

And, as you can imagine, many of us have taken on the task of actively experimenting with how our evaluations look, what they say, and how they say it. Some of us have added rubrics. Some of us have focused more on project assessment.

For my second trimester evaluation, I decided to focus on truly involving the students in the assessment/evaluation process.

There are many overarching goals that teachers have. These are the goals, dreams, and visions for what students will take from their time spent with us beyond how to add fractions and diagram a sentence.

As you probably guessed, I have a whole slew of these. :) But the one that got tapped these past few weeks was this: Students (and successful human beings) should be able to accurately evaluate themselves on how they are doing according to a specific standard--whether internal or external. Put plainly, people should know whether they're good at something or bad at something and how to process that.

When you open up your child's second trimester evaluation packet and turn to their math evaluation, you're going to see what I'm talking about.

The week before evaluations were due in advisor's boxes, each one of my math classes took an online form/survey of their performance and experience in my class. On that day, we rolled out the Mobile Mac lab and I made a BIG deal about all that I've written to you so far. I explained myself, and walked them step-by-step through the survey, answering questions along the way.

Basically, the kids had to answer the following sentences with the choices of Never... Sometimes... Most of the time... Always. And they could only choose one of the four.

Take a look at the actual evaluation the kids filled out. (This is just a PDF copy, you can't make any more submissions--don't forget to scroll down!)

I explained to the kids that they were to fill out the evaluation and that they were essentially writing their own evaluations. I, of course, reserved the right to adjust and tweak where I saw fit, and I would make my own comments on their reports as always. But you would be surprised how little I actually had to go back and change.

As the kids filled out the evaluations, many questions arose that sounded like, "Matthew... What if I'm more towards Sometimes... or maybe Most of the time?... I don't know... Can I say in between?"

I encouraged them to think these things through, for it's in that conversation that I think the magic of this evaluation and assessment experiment lie. And this is what I want to encourage you to do as you sit down and process your child's evaluation.

For example, "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds pretty good to me. Good job!"

Or... "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds interesting. What was it that kept you from putting down 'Always' on that one?"

To add another layer to the process, I decided at the last minute to let the kids see their final evaluations before they were delivered to advisors. In this way, I hoped kids would be able to continue to be part of the conversation about how they were evaluated and assessed in math. This created the space for kids to ask me, "Matthew? Why did you move me from 'Most of the time' to 'Sometimes' on this one?" And what a great conversation we had then!

Take a look at what the second trimester evaluations look like.

So, Matthew. Why this long blog post/email?

There are a couple of reasons. One is to keep you in the loop. Another is to try and prepare you and go ahead and answer some of your questions about how to read your child's evaluation.

And finally, I want your feedback. :) Be on the lookout for a post or an email asking for your feedback soon!

Thanks for all that you do--I hope all of this makes sense and that it was an easy and straight-forward read. I appreciate your patience and kindness as well in this wonderful dance we're doing called education your children. :) Have a great day!