The homework menu for the month of April emphasizes geometry. CCSS 5.G.3 and 5.G.4 focus on categorizing shapes based on their properties and attributes. In order for students to access this standard, they must have a solid foundation in geometric terms. Throughout their elementary school experience, students learn about many geometric terms. It is important to refresh these prior learnings.
To do this, students work on two self-directed assignments to review and prepare students for in class lessons that will be coming in the end of April.
For the first assignment, students create a book of geometric terms. The list of terms is provided, but students have freedom to create/design the book in any way they wish. These books will be used a reference material for in class lessons.
The second assignment requires students to complete four lessons in the text book to review prior content and prepare students to categorize shapes. Within these lessons, students have the freedom to select any 2 (or more) of the problem solving problems in each of the lessons.
Then, students complete a 3-2-1 reflection sheet about the experience. This reflection is intended to hold students accountable to the learning process.
Students are given these assignments at the beginning of the month. There are two different due dates and students are responsible for breaking the assignments into smaller parts. Those who need support with this are given a calendar with the assignments broken down into smaller parts.
When assignments are broken down into smaller parts, the students' bring their work into school more frequently so I can monitor their progress to make sure they get the most out of the assignment (rather than a last minute cram). At the start of the year, all students are offered this modification as a choice. Students who have demonstrated that additional support is needed for quality homework completion are provided with these supports.
As students progress through the practice in this lesson, they will encounter problems that involve both multiplying fractions and multiplying fractions by whole numbers. Students use drawings and reasoning to represent whole numbers as fractions.
The purpose of this warm-up is to help students see why 5 can also be represented as 5/1.
As a class, we use division, models, and drawings to prove this is true. Then, through interactive modeling we solve 15 x 3/5 together. Using two strategies (divide 15 wholes into 5 equal parts then multiply that by 3) and also 15/1 x 3/5.
I use informal assessment to determine if more guided practice is needed.
Students work in pairs for an extended amount of time today. Multiplying fractions and whole numbers are new concepts that require practice. While students are working I post fraction skill building blocks on the board as a reminder.
• convert mixed numbers to improper fractions
• convert improper fractions to mixed numbers
• fraction bar represents division
• multiplying fractions means changing the size of the parts (find a piece of a piece)
This anchors students' thinking and reminds them to use all prior knowledge to complete just one problem.
Students apply fraction skills they have learned to solve a real life problem. We are currently working with a local fish hatchery and Trout Unlimited chapter to help restore salmon to the Merrimack River. We have a salmon tank with 300 eggs in our class. At this time of year, the salmon are becoming fry, and will soon be released.