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Exploratory Math

 This is the calendar for math exploratory.  I will put up all of the activities that we will be doing a week in advance.  Your child will not have homework in this class unless they are not using their time wisely during their block.  Any announcements that need to be made from me to you will also be on this page. 

6th Six Weeks 

Moneday Tuesday Wednesday Thursday Friday

April 16, 2012

TEKS 7 (7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

Learning Goal:  Can I locate and name points on a coordinate plane using ordered pairs of integers?

1. Warm Up

2. Cornell Notes: Coordinate Graph

3. Activity: What do you know about coordinate graphing?

 

April 17, 2012

TEKS 7 (7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

Learning Goal:  Can I locate and name points on a coordinate plane using ordered pairs of integers?

1. Warm Up

2. Battleship Tournament

 

 

 

April 18, 2012

TEKS 7 (7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

Learning Goal:  Can I locate and name points on a coordinate plane using ordered pairs of integers?

1. Warm Up

2. Battleship Tournament

3. Begin 1st graphing picture once they are knocked out of the tournament

April 19, 2012

TEKS 7 (7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

Learning Goal:  Can I locate and name points on a coordinate plane using ordered pairs of integers?

1. Warm Up

2. Graphing Picture Activity

 

 

 

April 20, 2012

TEKS 7 (7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

Learning Goal:  Can I locate and name points on a coordinate plane using ordered pairs of integers?

1. Finish Graphing Picture Activity

 

 

 

 

April 23, 2012

TEKS 7 (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

Learning Goal:  Can I estimate and solve application problems involving circumference and perimeter?

Agenda:

1. Warm Up

2. Cornell Notes: Perimeter

3. Class Practice: Perimeter

April 24, 2012

STARR Testing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April 25, 2012

STARR Testing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April 26, 2012

STARR Testing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April 27, 2012

STARR Testing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April 30, 2012

TEKS 7 (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

Learning Goal:  Can I estimate and solve application problems involving circumference and perimeter?

Agenda:

1. Warm Up

2. Cornell Notes: Irregular Polygons

3. Class Practice: Irregular Polygons

May 1, 2012

TEKS 7 (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

Learning Goal:  Can I estimate and solve application problems involving circumference and perimeter?

Agenda:

1. Warm Up

2. Cornell Notes: Circumference

3. Class practice: Circumference

May 2, 2012

TEKS 7 (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

Learning Goal: Can I estimate and solve application problems involving circumference and perimeter?

Agenda:

1. Warm Up

2. Circumference stations

 

 

May 3, 2012

TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal:  Can I solve to find the area of polygons?

Agenda:

1. Warm Up

2. Cornell Notes: Area of squares, rectangles, and parallelograms

3. Class Practice: Area of squares, rectangles, and parallelograms

 

May 4, 2012

TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal:  Can I solve to find the area of polygons?

Agenda:

1. Warm Up

2. Cornell Notes: Area of triangles and Trapezoids

3. Class Practice: Area of triangles and trapezoids

 

May 7, 2012

TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal:  Can I solve to find the area of polygons?

Agenda:

1.  Warm Up

2.  Review/ Cornell Notes: Area of Circles

3.  Practice: Circle Project

 

May 8, 2012

TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal:  Can I solve to find the area of polygons?

Agenda:

1.  Warm Up

2.  Finish Circle Project

 

 

 

May 9, 2012

TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal:  Can I solve to find the area of polygons?

Agenda:

1.  Warm Up

2.  Test Area

 

 

 

May 10, 2012

TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal: Can I solve problems to find area of polygons and other shapes?

Agenda:

1. Warm Up

2. Quick Write: Composite figures

3. Cornell Notes: Composite figures--Airplane Hanger

May 11, 2012

TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal: Can I solve problems to find area of polygons and other shapes?

Agenda:

1. Warm Up

2. Write your own composite figure questions

 

 

May 14, 2012

TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal: Can I solve problems to find area of polygons and other shapes?

Agenda:

1. Warm Up

2. Middle school math with Pizzazz--Composite figures

May 15, 2012

TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal: Can I solve problems to find area of polygons and other shapes?

Agenda:

1. Warm Up

2. Make it/Take it with the student written questions

May 16, 2012

TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal: Can I solve problems to find area of polygons and other shapes?

Agenda:

1. Warm Up

2. Make it take it with the composite figure questions

May 17, 2012

TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

Learning Goal: Can I solve problems to find area of polygons and other shapes?

Agenda:

1. Warm Up

2. Area Review Stations

May 18, 2012

TEKS 7. (6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders.

Learning Goal: Can I identify 3d figures based on their characteristics? 

Agenda:

1. Warm Up

2. Cornell Notes: Identifying 3D figures--Prisms

May 21, 2012

TEKS 7. (6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders.

Learning Goal: Can I identify 3d figures based on their characteristics? 

Agenda:

1. Warm Up

2. Cornell Notes: Identifying 3D Figures--Pyramids, Cylinders, and cones

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 22, 2012

TEKS 7. (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Learning Goal: Can I find the volume of different 3D figures using their formulas?

Agenda:

1. Warm Up

2. Cornell Notes: Volume of Prisms

3. Class Practice: Volume of Prisms

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 23, 2012

TEKS 7. (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Learning Goal: Can I identify 3d figures based on their characteristics?  Can I find the volume of different 3D figures using their formulas?

Agenda:

1. Warm UP

2. Cornell Notes: Volume of cylinders

3. Class Practice: Volume of Cylinders

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 24, 2012

TEKS 7. (6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders.

TEKS 7. (9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Learning Goal: Can I identify 3d figures based on their characteristics?  Can I find the volume of different 3D figures using their formulas?

Agenda:

1. Warm Up

2. Review Game: 3D figures and volume

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 25, 2012

Learning Goal:  I will demonstrate my knowledge of math so far in seventh grade.

TEKS 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

(2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms

(6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders

(7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

(8)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(C)  use geometric concepts and properties to solve problems in fields such as art and architecture.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Agenda:

1. Warm Up

2. Final Exam Review

May 28, 2012

School Holiday

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 29, 2012

Learning Goal:  I will demonstrate my knowledge of math so far in seventh grade.

TEKS 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

(2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms

(6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders

(7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

(8)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(C)  use geometric concepts and properties to solve problems in fields such as art and architecture.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Agenda:

1. Final Exam

 

May 30, 2012

Learning Goal:  I will demonstrate my knowledge of math so far in seventh grade.

TEKS 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

(2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms

(6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders

(7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

(8)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(C)  use geometric concepts and properties to solve problems in fields such as art and architecture.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Agenda:

1. Warm Up

2. Final Exam Review

May 31, 2012

Learning Goal:  I will demonstrate my knowledge of math so far in seventh grade.

TEKS 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

(2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms

(6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders

(7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

(8)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(C)  use geometric concepts and properties to solve problems in fields such as art and architecture.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Agenda:

1. Final Exam Review

 

June 1, 2012

No School--Happy Summer!!!!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5th Six Weeks

Monday Tuesday Wednesday Thursday Friday

February 27, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

Learning Goal:  Can I divide fractions?

Agenda:

1. Warm Up

2. Brain-Pop video: Dividing Fractions

3. Review Dividing Fractions

4. Posters on Topic

 

February 28, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

Learning Goal:  Can I divide fractions with models?

Agenda:

1. Warm Up

2. Review Divide Fractions with models

3. Practice Dividing Fractions with models

 

February 29, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

Learning Goal: Can I divide fractions using simple and mixed fractions?

Agenda:

1. Warm Up

2. Review Notes: Dividing Mixed Numbers

3. Board Races: Dividing Fractions

March 1, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

Learning Goal: Can I multiply and divide fractions using both models and algorithms?

Agenda:

1. Warm Up

2. Multiplying and dividing fractions Review Stations

 

March 2, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

Learning goal: I will demonstrate my knowledge of multiplying and dividing fractions using both models and algorithms. 

Agenda:

1. Warm Up

2. Test: Multiplying and dividing fractions

 

March 5, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Review steps for multiplying decimals

3. 6 Review Questions

 

 

March 6, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Review multiplying deciamals with pictures

3. 4 review questions for modeling multiplying decimals

March 7, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Stations for multiplying decimals

 

 

 

March 8, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Daily Checkbook Activity

3. 5 Review Questions to be worked out on the board

4. Board Races

March 9, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Grocery Shopping Activity with multiplying Decimals

 

 

March 19, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Review Notes: Dividing Decimals

3. 10 mixed review questions with 5 multiplying decimals and 5 dividing decimals

 

 

March 20, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Project Board Game: Work on board game in class

-Come up with a theme, rules, markers, and playing cards

-Each game the playing cards have to deal with either multiplying or dividing decimals

March 21, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Project Board Game: Work on board game in class

-Come up with a theme, rules, markers, and playing cards

-Each game the playing cards have to deal with either multiplying or dividing decimals

March 22, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Project Board Game: Work on board game in class

-Come up with a theme, rules, markers, and playing cards

-Each game the playing cards have to deal with either multiplying or dividing decimals

March 23, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Project Board Game:  Play other students board games

 

 

 

 

March 26, 2012

TEKS 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals?

Agenda:

1. Warm Up

2. Project Board Game:  Play other students board games

March 27, 2012 (After 7th grade writing STAAR)

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Review Integers with pictures

 

 

 

March 28, 2012(After 7th grade writing STAAR)

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Review Integers with number lines

 

 

 

March 29, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Magic Candy Activity with the red and yellow counters

 

 

 

March 30, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Review Integers with pictures and number lines stations

 

 

 

April 2, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Review Adding Integers Rules

3. 5 Practice Questions to be worked out by students on the board

April 3, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1.Warm Up

2. Review Subtracting Integers Rules

3. 5 Practice Problems to be worked out by students on the board

April 4, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Scavenger Hunt: Adding and Subtracting Integers with Rules ONLY!!!!

 

April 5, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal:  Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers?

Agenda:

1. Warm Up

2. Integers Project: Balancing a checkbook (project grade)

 

No School

   :)

April 9, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week?

Agenda:

1. Warm Up

2. Computer Lab:

   -Pick a career , Buy a house, Buy a car

 

April 10, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week?

Agenda:

1. Warm Up

2. Time to pay bills

-electricity, water, car payment, mortgage, cell phone, car insurance, and cable bill

April 11, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week?

Agenda:

1. Warm Up

2. Grocery Shopping

    -Plan a party and get all of the needed supplies for your party

 

April 12, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week?

Agenda:

1. Warm Up

2.  Time to fill up: you need gas in your car

3. Begin Booklet

 

April 13, 2012

TEKS (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week?

Agenda:

1. Warm Up

2. Finish Adult Booklet

 

 

 

 4th Six Weeks

Monday                  Tuesday Wednesday                   Thursday                   Friday                     

January 16

NO SCHOOL

January 17

Learning Goal: The studen will understand the expectations in math exploratory.

  1. Warm up--Get to know you activity
  2. Syllabus/Expectations
  3. Talk About timelines

 

 

 

 

 

 

 

 

 

 

 

 

January 18

TEKS 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(A)  compare and order integers and positive rational numbers

Learning Goal:Can I use both the positive and negitive side of a number line to represent my life?

  1. Warm up--Get to know you activity
  2. Assign Timeline project
  3. Work individually on timeline project

 

January 19

TEKS 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(A)  compare and order integers and positive rational numbers

Learning Goal: Can I use both the positive and negitive side of a number line to represent my life?

  1. Work individually on timeline project

 

January 20

TEKS 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(A)  compare and order integers and positive rational numbers

Learning Goal: Can I use both the positive and negitive side of a number line to represent my life?

  1. Work individually on timeline project

 

January 23, 2012

Learning Goal:  I will demonstrate my knowledge of math so far in seventh grade.

TEKS: TEKS 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

(2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(A)  represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C)  use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms

(6)  Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to:

(C)  use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders

(7)  Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to:

(A)  locate and name points on a coordinate plane using ordered pairs of integers

(8)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(C)  use geometric concepts and properties to solve problems in fields such as art and architecture.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B)  connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; an

(C)  estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Agenda:

1. Warm Up: Fraction, Decimal, and Percent Practice

2. Benchmark: How much of what we are covering this semester do the students already know?

January 24, 2012

Learning Goal: Can I use both positive and negative numbers on a timeline to represent my life?

TEKS: 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(A)  compare and order integers and positive rational numbers

Agenda:

1. Warm Up-Fractions, Decimals, and Percents Practice

2. Present Timelines

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

January 25, 2012

Learning Goal: Can I use my knowledge of fractions, decimals, and percents to change between all of the different forms?

TEKS: 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

Agenda:

1. Warm Up-Fractions, decimals, and percents practice

2. Talk about decimals, fractions, and percents

a. why is it important to be able to change between the forms?

b. how do you change the different forms?

c. What are different ways that you see fractions, decimals, and percents?

3. Common FDP Chart

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

January 26, 2012

Learning Goal: Can I use my knowledge of fractions, decimals, and percents to change between all of the different forms?

TEKS: 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

Agenda:

1. Warm up: fractions, decimals, and percents practice

2. Finish Common FDP Chart

3. FDP Scavenger hunt

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

January 27, 2012

Learning Goal: Can I use my knowledge of fractions, decimals, and percents to change between all of the different forms?

TEKS: 7 (1)  Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to:

(B)  convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator

Agenda:

1. Turn in warm up from the week

2. Math and Art Activity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, January 30, 2012

Learning Goal: Can I use addition to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm Up: Pizzazz book pg. C-37

2. Cornell Notes: Adding Fractions

3. Guided Practice Adding Fractions

 

Tuesday, January 31, 2012

Learning Goal: Can I use addition to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm up: Pizzazz book pg. C-37

2. Adding Fractions: With pictures

 

 

 

 

Wednesday, February 1, 2012

Learning Goal: Can I use addition to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm up: Pizzazz book pg. C-37

2. Adding Fractions: Pizzazz book pg. C-38 &C-39

 

 

Thursday, February 2, 2012

Learning Goal: Can I use addition to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm up: Pizzazz book pg. C 37

2. Adding Fractions with recipes-Stations

Friday, February 3, 2012

Learning Goal: Can I use addition to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm Up: Pizzazz Book pg. C 37

2. Adding Fractions BINGO!!!

February 6, 2012

Learning Goal: Can I use subtraction to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

(B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm Up: Pizzazz book

2. Cornell Notes: Subtracting Fractions

3. Guided Practice Subtracting Fractions

 

 

February 7, 2012

Learning Goal: Can I use subtraction to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm up: Pizzazz book pg. C-37

2. Subtracting Fractions: With pictures

 

 

 

 

February 8, 2012

Learning Goal: Can I use subtraction to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm up: Pizzazz book

2. Subtracting Fractions: Borrowing

 

 

 

February 9, 2012

Learning Goal: Can I use subtraction to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use subtraction, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm up: Pizzazz book pg. C 37

2. Subtracting Fractions Pizzazz Book

February 10, 2012

Learning Goal: Can I use subtraction to solve problems involving fractions?

TEKS: 7 (2)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:

 (B)  use subtraction, subtraction, multiplication, and division to solve problems involving fractions and decimals

Agenda:

1. Warm Up: Pizzazz Book pg. C 37

2. Test 4-1: FDP, Adding and Subtracting Fractions

February 13, 2012

Learning Goal: Can I solve problems involving adding and subtracting decimals?

TEKS 7 (2) Number, operation, and quantitative reasoning.  The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.  The student is expected to:

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. 

Agenda:

1. Warm Up

2. Go over test from Friday

3. Cornell Notes: Adding and Subtracting Decimals

4. BrainPop: Adding and Subtracting Decimals

5. Independent Practice: Adding and Subtracting Decimals

February 14, 2012

Learning Goal: Can I solve problems involving adding and subtracting decimals?

TEKS 7 (2) Number, operation, and quantitative reasoning.  The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.  The student is expected to:

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. 

Agenda:

1. Warm Up

2. Adding and subtracting decimals activity: Planning a family meal on a budget

 

 

 

 

 

 

February 15, 2012

Learning Goal: Can I solve problems involving adding and subtracting decimals?

TEKS 7 (2) Number, operation, and quantitative reasoning.  The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.  The student is expected to:

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. 

Agenda:

1. Warm Up

2. Adding and subtracting decimals activity: Going out to dinner

 

 

 

 

February 16, 2012

Learning Goal: Can I solve problems involving adding and subtracting decimals?

TEKS 7 (2) Number, operation, and quantitative reasoning.  The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.  The student is expected to:

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. 

Agenda:

1. Warm Up

2. Adding and subtracting decimals activity:  Going out to dinner

 

 

 

February 17, 2012

Learning Goal: Can I solve problems involving adding and subtracting decimals?

TEKS 7 (2) Number, operation, and quantitative reasoning.  The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.  The student is expected to:

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. 

Agenda:

1. Warm Up

2. Adding and subtracting decimals activity: Finish going out to dinner

3. Go over going out to dinner activity

 

No School :)

February 21, 2012

Learning Goal:  I will demonstrate my knowledge of adding and subtracting decimals.

1. Review Multiplying Fractions

2. Brain pop-Multiplying Fractions (You will have to stop it early before it hits dividing as well)

3. Class Practice: Multiplying Fractions

February 22, 2012

Learning Goal:  Can I multiply fractions using models?

1. Warm Up

2. Practice Multiplying Fractions with models (Folding Paper Activitiy)

 

 

February 23, 2012

Learning goal: Can I multiply fractions using an algorithm?

1. Warm Up

2. Fraction Match Up

3. Drawing models to represent fractions

 

 

February 24, 2012

Learning Goal: Can I multiply fractions using both models and algorithms?

1. Mixed practice with multiplying fractions, mixed numbers and modeling

2. Multiplying fractions Board Races

 

5th Six Weeks

 

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