thursday, 13 january 2016 adults here for pd – please take a handout set and a pencil from the...

Thursday, 13 January 2016

Adults here for PD – Please take a handout set and a pencil from the chair closest to the door

and take a seat in the “gallery” around the periphery of the room (not at any of the tables).

Adults – help yourselves to refreshments.

ENTERING THE CLASSROOM

• REST prior to tardy bell (means it is OK to talk and move around) IN LINE

• TARDY BELL RINGS – Class Leader calls class to ATTENTION

• File from right/left (column left/right) MARCH• At ATTENTION by side of desk• Take SEATS – Per Ardua Ad Astra • Work on starter

PROS AND CONS35 + Positive Points

Your choice of one the following: 20 merits or a GOLD Certificate of Exceptional Citizenship to take home or a choice of two items from the grab bag

20-34 Positive Points

Your choice of one the following: 10 merits or a SILVER Certificate of Good Citizenship to take home or a choice of one items from the grab bag

1-19 Positive Points

Your choice of one the following: 5 merits or a BRONZE Certificate of Good Citizenship to take home or a positive phone call home

1-5 Negative Points

2 point permanent demerit (D206) for failing to perform the duties of an NVMI cadet in the classroom

6-10 Negative Points

Phone call home plus 3 point permanent demerit (D306) for failing to perform the duties of an NVMI cadet in the classroom

11-15 Negative Points

Face to face parent conference before you are allowed back in class plus a 5 point permanent demerit (D504)

16 or more Negative Points

Parent must come sit with you in class for an entire class period before you are allowed back in class plus a 5 point permanent demerit (D504)

Severity Clause

A student whose behavior disrupts others from learning despite warnings and redirection will be sent to my buddy teacher’s classroom with work to do AND receive 20 negative hole punches. Should that student not cooperate with my buddy teacher, they will be sent to the TAC team and given a 5 point D504 demerit

Quiet Work Stand & Deliver

Open Discussion

Team Work

THE CURRENT CLASSROOM “MODE”

MATERIALS CHECK• Two class textbooks• Four pencils rubber

banded– Purple– Red– Green– Blue

• Scissors• Glue stick• Ten markers rubber

banded

• Three hole punch top and bottom

• Ruler• Stapler• Calculator • Three highlighters

rubber banded– Yellow– Blue– pink

STANDARDS FORQUIET WORK

• I am listening to the teacher.• I am not talking.• I am taking notes or doing other silent work as

directed.• I am paying complete attention to the teacher.

Notebooks Entries Are:

In pencilLabeled with the dateLabeled with the entry numberLabeled with a proper titleWritten very neatlyClearly legibleFollowed by a horizontal line to separate entries on a single

pageWritten so as to maximize the use of each pageRepresentative of the student’s best effortComplete

ENTRY 1 - STARTER

1. 5 X 32. 50 X 33. 500 X 34. 5,000 X 35. 50,000 X 3

Entry 2: Today’s Objective

• I will use a model (picture) to multiply fractions

• HOW WILL I BE ASSESSED?– Quiz Friday with at least one of the problems from

today on it EXACTLY AS IS – HW tonight with 5 problems, at least 1 of which

will also be on Friday’s quiz– Chapter test where I will have to draw a model of

multiplying fractions

ENTRY 3: Problem 5-1MATH CORNELL NOTES

NUMBERS PICTURES

WORDS

5-1 Mural Madness

• Riley, Morgan, and Reggie were making plans for a mural on the side of their local community center. They needed to clean and seal the wall before painting the mural. Riley agreed to prepare 1/2 of the area, Morgan agreed to clean and seal 1/3 of the area, and Reggie agreed to finish the work on the remaining 1/6 of the area. A few days later, none of them had completed the whole section each had committed to clean and seal. Riley had completed 1/3 of his part. Morgan had completed 5/6 of her part. Reggie had completed 2/3 of his part.


Open Discussion

Team Work


DURING OPEN DISCUSSION…

• I contribute my ideas to class discussion.• I listen to others when they are speaking.• I wait for the appropriate time to contribute

my ideas.• I am polite in my interactions with other

students and the teacher.

5-1 Continued

• Who has completed the least of the total mural area? The most?

• Find at least two ways to divide the mural into pieces so you can count how many of these pieces each student has completed.

• Write the fraction of the whole mural that each student has prepared.

Entry 4: Problem 5-2Juanne drew a square with side lengths of 1 unit. Then she shaded the diagram at right as she worked on “Mural Madness” (problem 5-1). Her brother Jaymes looked over her shoulder and asked, “Oh, you’re learning about area?” “Why do you say that?” Juanne asked. He answered, “It looks like you have a small rectangle in the upper left corner with a length of unit and a width of unit, and you have shaded its area.” Is Jaymes correct? What is the area of the entire diagram? What does the shaded part represent in the original problem? What does the darkly shaded portion represent in the diagram? What is the area of the darkly shaded rectangle in Juanne’s diagram? Write the area of the darkly shaded rectangle as a product of length and width.


Open Discussion

Team Work


STANDARDS FORQUIET WORK

• I am listening to the teacher.• I am not talking.• I am taking notes or doing other silent work as

directed.• I am paying complete attention to the teacher.

Entry 5: Justifying my thinking

In the diagram, the darkly shaded portion represents the fraction _____ because the WHOLE shape is divided into _____ EQUAL parts and ______ of those ______EQUAL PARTS is shaded in. In a fraction, the numerator (top number) is the PORTION OF EQUAL PARTS of the denominator (bottom number) which isthe TOTAL NUMBER OF EQUAL PARTS IN THE WHOLE shape.

Entry 6: WORD WALL

• An AREA MODEL uses a rectangle divided into rows and columns to demonstrate multiplication.

Entry 7: Problem 5-3

For each product below, choose the diagram that might be useful. Copy the diagram on your own paper and complete it to find the product.a. b. c.

d. e.


Open Discussion

Team Work


DURING TEAM WORK…

• I work cooperatively with my team members to accomplish a particular goal by:

• Performing assigned tasks/roles• Listening to my team members• Respecting the ideas of others• Being a helpful contributor to the team.

Entry 8: Board Work

• I will call out problems out loud• One person from each group at a time goes to the

board, prints their name on the board, listens to the problem and copies it down and solves it

• Everyone else copies the problem onto their notebook as an entry– Resource Manager– Facilitator /Timer– Recorder/Reporter– Task Manager/Justifier


Open Discussion

Team Work


WHEN I STAND AND DELIVER…

• I go quickly to the white board when it is my turn.• I print my name on the white board neatly and

complete the assigned task on the white board.• I complete the problem as a notebook entry if it is

not my turn to be at the board. • I stand at attention to show my teacher when I am

done and requesting permission to be seated.• I address the teacher as “sir” or “ma’am”.• I ask or answer a question in a clear, loud voice.

Entry 9: Closure

• I can use an AREA MODEL to show how to multiply fractions like 1/2 X 3/5

• Start with a square.• Divide it into five equal parts.• Color IN YELLOW three of the five parts (3/5)• Turn the paper 90 degrees• Divide it into two equal parts.• Color in BLUE one of the two parts (1/2) • The portion that is now GREEN is 3/10

Entry 10: Homework Problems 5-4 through 5-8

• Let’s look through them together to see if we have any questions before you work independently at home

• Remember your quiz Friday will be about 50% problems from your homework

MATERIALS CHECK• Two class textbooks• Four pencils rubber

banded– Purple– Red– Green– Blue

• Scissors• Glue stick• Ten markers rubber

banded

• Three hole punch top and bottom

• Ruler• Stapler• Calculator • Three highlighters

rubber banded– Yellow– Blue– pink

END OF CLASS

• 3 minute warning from class leader• Planner check by class leader (homework

must be recorded for each class period today)• SECURE YOUR GEAR• Class, ATTENTION• Dismissal by group

STUDY TEAM STRATEGIES

• http://pdfs.cpm.org/studyTeam/STTS%20cards%202015.pdf

http://pdfs.cpm.org/studyTeam/STTS%20cards%202015.pdf

http://pdfs.cpm.org/studyTeam/STTS%20cards%202015.pdf

TOTAL PARTICIPATION TECHNIQUES

• http://acadiatechinfo.pbworks.com/w/file/fetch/60481382/beleive%2Bin%2Btpts.pdf

http://acadiatechinfo.pbworks.com/w/file/fetch/60481382/beleive+in+tpts.pdf

http://acadiatechinfo.pbworks.com/w/file/fetch/60481382/beleive+in+tpts.pdf

CLOSE READING AND ANNOTATING

• http://faculty.catawba.edu/jmbitzer/War/TextAnnotation.pdf

http://faculty.catawba.edu/jmbitzer/War/TextAnnotation.pdf

http://faculty.catawba.edu/jmbitzer/War/TextAnnotation.pdf

CITATION

• State a fact• Cite what specific text or source you used to

give you that fact• Explain why the citation serves as proof of the

fact

Citation Example Frames• According to (name of person/article/organization), ...• (Name of person/article) states/said/wrote, "….” • (Name of person), from/in (Name of article/organization),

says/said/writes, "..." • In (Name of article or book), (Name of person) writes/says/states,

"..." • As cited in (name of article/book)...• As noted in (name of article/book).../As noted by (name of person),

...• (Name of article, person, organization) reveals that...• Research points to the fact that…• (Name of person/article) highlights that…

THIEVES

• Title• Headings• Introduction• Every first sentence• Visuals and vocabulary• End of chapter questions• Summary

thursday, 13 january 2016 adults here for pd – please take a handout set and a pencil from the...

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