Nov. 4 - Justa Middle School

Homework for today, November 4: Justa Middle School

Due Date: November 5, but no later than Thursday, November 19

Time: This assignment will most likely take a solid 10 minutes plus. While the first problems will go smoothly if they make ordered lists of the data, the last two problems will take a bit longer to work through.

This homework is another test of how they are doing with identifying the central tendencies of mean, median, and mode, along with the range of a number set. Students should continue to add clarifiers to their definitions in their Notes Books. For example, some students just added TODAY that there could be more than one mode in a number set or even no mode at all. We are still practicing with blocks on grid paper to test and visualize what those numbers mean. This is preparation for the inverse: can you look at a graph and identify those central tendencies from the data? That challenge is coming next week!

So, what can you do to help?

Continue helping them refine their definitions of those words. Have them put in examples they can refer back to: how is the median of an even-numbered set determined differently from an odd-numbered set? Some students like to continue the visual element by using the graph paper at the top of each page to show a graph like we have practiced in class. Hint: a graph represents a data set, so what IS that data set?

Stay tuned!

Nov. 3 - MMM&R

Assignment: Mean, Median, Mode, and Range

Due Date: November 4, but no later than November 18. 

This assignment should take around 15 minutes if they are secure in their definitions.

We have started the deeper work in graphing, addressing the central tendencies (mean, median, mode) and how the range affects the look of different data sets. In class, we are creating number sets based on central tendencies, but tonight the homework is figuring central tendencies from different data sets. Stay tuned for work in interpreting that data ... this is a fun mini-unit!

So what can you do tonight?

Primarily, watch. Make sure they have the proper definitions (I encouraged them to take their Notes Books home) and that they are consistent from data set to data set. They should be able to create their ordered lists representing each of the numbers and calculate each of the central tendencies from those lists. As always, they should show ALL of their work and not use calculators at all. Not even to check their work ... that is what redos are for!

Nov 2 - Perfect 10

Assignment:  Perfect 10

Due: Tuesday, November 3, but no later than November 17

Time: there are 10 questions, all multiple choice, and all of them can be narrowed down by thinking about eliminating some of the possibilities. If they do this? 10 minutes max. If they do not? Double that. 

We are now learning about the central tendencies, or measures of center, and how they are used in math. Your child should now have the definitions of mean, median, mode, and range in their notes. 

We did a physical activity today that demonstrated how all of those CTs show up and represent data in a number set. Students each received a number of cubes and then lined up by those numbers, noticing how the mode showed up, where the median was in the line, and how the range was figured from the person with the least to the person with the most. Ultimately, to find the mean we did a sorting task with the cubes until everyone had the same amount in their hands. 

The key to understanding the central tendencies and how they represent and/or skew data is grounded in their ability to notice their differences. We will use graphs to see these differences and activities where they debate which one represents which data best. There are a lot of activities that we will do to experience what those words mean and how they both guide and mislead us. It's a pretty fun unit, if I do say so myself.

So, what can you do?

Check over their definitions of the words. Have them add examples (besides the ones I provide) that help illustrate each of them in number sets. This is just the beginning, so keep checking in. The graphing activities in this unit are even more difficult if they don't have the opportunity to talk about them outside of class, so please ask questions and see if they can explain them to you. 

But as always: do not DO the homework for them. Ask questions, but ask them what they are thinking. The more they do, the better it will stick. And have fun with this! 

October 29 - Test Corrections

Assignment: Decimal Test Corrections

Due Date: October 30, but no later than November 13

Time Estimate:  This REALLY depends on the number of problems your child missed. If they missed just one, it's going to take a minute or two. With that in mind, you can assume it's about 2+ minutes per problem.

Test Corrections are assigned for any problem a student missed on the test. They do not change the grade (that is a retest), but it is an expectation that they will find and assess their test mistakes. Their grade for this assignment is figured from their number of correct corrections as a percentage.

So, what can you do?

This is another great time to help! The directions are on the worksheet, so note how they need to identify their mistake. They will need to look through their work and find their error. Note: if they can't find their equation, disorganization can be a reason for missing a problem. However, that is a reason that needs to disappear by the next test. It should not be an ongoing excuse. "Tired," is another example of an invalid excuse. So, you are tired? What mathematical mistake did you make due to your fatigue? (that's a double lesson there.) So help them as needed.

You are also to discuss retest options and then sign off on their decision and corrections. This is the only time I require this conversation, but you can look for this assignment after every test!

October 28 - update

Assignment: None!  Rest brains? Sleep?

*This assignment should take at least 8 hours.

*All assignments involving decimals had their deadline today. 

We took our decimal unit test today. 

Retests will be scheduled next week. 

So, how can you help?

Be supportive. Have them check their test grade in TeacherEase this evening so tomorrow does not come as a surprise. Be supportive!

October 27, Day Before the Test Practice

Assignment: Day Before the Test Practice options

Due Date: Wednesday, October 28, prior to class, and no later!

*This assignment should take 10 - 20 minutes, depending on their arithmetic speed, and there is no redo.

This assignment is a bit different, so please read!

The night before the test is for review, feeling confident, and taking final notes. So once again they can select their homework, but this time it is not graded on accuracy, it is simply scored complete or incomplete. 

FIRST - this assignment must be handed in ONLINE, in their Google Classroom, prior to the test on Wednesday. Don't forget! The Google Classroom will not take late submissions. 

SECOND - honesty! Practice is important, so if they don't practice today/tonight, they won't earn those practice points. 

Today or tonight, they will select and complete at least one of the resource options in our math Google Classroom (applications, multiplication, division, pre-test review, etc.), the Kahoot, the Quizizz, or the flashcard set I offered them in class today. 

It doesn't matter if they've done it before or not, this is just more practice! I think of it like juggling a soccer ball, shooting a free throw, or practicing a pirouette: practice improves your skills.  

So, how can you help?

Do anything! Whatever they want! Whatever they need! Help them relax, feel more confident, and trust what they have written down. Studying does not necessarily come naturally: it too is a skill you learn. 

So tonight is wide open to your parental intuition ... go for it!

October 26 - Choice #5

By parental suggestion, I am adopting a new heading format for you!

Assignment: Choice #5 (pre-test options)

Due Date: Tuesday, October 27 (deadline - Oct. 28 prior to the test)

*This assignment should take 10 - 20 minutes, depending on their arithmetic speed, and there is no redo.

Did you know there is a test this coming Wednesday? This means these final practice assignments are preparation for that test. All are either corrected automatically or will need to be corrected using the key in class. The assignments indicate which it is. When we are working this close to the test, immediate feedback is much more helpful! Therefore students should try to complete one of these assignments tonight for credit! It also means that the deadline for ALL decimal assignments (not including the graphing) is Wednesday morning as well.

Did you know that I have made practice options for practicing the individual operations? There are! These are located in their Google Classroom in the Resource Section and can be used as often as they want. All of them are ungraded and give immediate feedback. You can watch for these options in every unit. 

Did you know my tests have no time limit except that they must be completed during that day? Retests (but only one per test) are done by sections and students receive their highest score to represent their best learning. Did you know they can use their math Notes Book and take advantage of any reminders they have given themselves? 

Today's Choice assignment is for pre-test practice. You can help them best by having them bring their Notes Book home and helping them to make notes for any decimal skill (add, subtract, multiply, divide, ordering, and place values) they might need reassurance in. 

This is what their choices look like. Each has 10 questions that represent what will appear on the test (except the extension option)

Quiz: Decimals Pre-Test
This is the online form ... read the directions!
Quizizz Option 
This works much like a Kahoot. Make sure to use your real name!
Decimals Practice Quiz
You will need to make a paper copy, complete the questions, and correct it in class using the answer key. 
Extension:  Distributive property
You will use the distributive property in pre-algebra/algebra when working with variables. This is practice with decimals.
The instructions for how to use this worksheet are on the worksheet.
You will need to make a paper copy, complete the questions, and correct it in class using the answer key.

Encourage them to select whichever option they like best!

All options can be used for practice, but only one needs to be completed for homework. 

October 22 - Kahoot!

Assignment: Online Kahoot

Due Date - October 23, but the deadline is midnight, October 27.

Why a Kahoot? A Kahoot gives them immediate feedback on their answers. I create all of my Kahoots and set them to the standards they are expected to know by the test. Taking a Kahoot means they need a focused place to complete it and cannot get up for a long while and come back to it. In other words, it's about completing the math. 

Next week will be the first in-class math test for many of them. I encourage them to bring snacks, a pillow, a stuffie, or tea (as examples) so that they feel more relaxed and confident. They will have as much time as they need. They can get up and walk, run outside, or get a drink of water. It is still a stressful experience, but having some comforts does help. I remind them that I overteach the standards and I want them to walk away thinking, "that was easy!" That means they know their stuff. 

So what can you do now?

Have them close all of the tabs on their chromebooks. Focus on just the Kahoot with a paper and pencil or whiteboard. Space to work with no sibling interruptions. No checking work on a calculator. You don't want them to have a false sense of what they know or the test comes as a big, unwelcome surprise. Encourage them to see where they are so they know what they still need to work on. So, at this point don't help, but DO help them add notes to their Notes Book as this also reduces the stress of thinking there is a lot to memorize. I will remind them to take home their Notes Books after class, so thumbs up if they have it. 

Just help them to feel ready. It is checking to see where they are in these particular skills, but they can also retest! It's all good. ;-)

October 21 - Cockroach Runs!

Assignment: Cockroach Pride
Due: Thursday, October 22

So, today we did let our cockroaches loose for one minute! The students tracked their path across/around the table, then learned how to measure it. They turned these measurements into data and made a line graph.

Their homework is to complete the pieces above, then to answer questions about their predictions, learning, and teamwork. 

So how can you help?

This is the last of our line plots for a bit, so I am looking for clean/straight lines, accurate points, scale, and labels. Check out their graph and see if it's easy to read. Help them with those details if needed. 

This next part is easy! Have them read you their answers. Let them know if you think their descriptions are detailed and describe their cockroach specifically. Help them to be honest about why their predictions were close or not! Really, how would they have any idea?!?! Using things they know about crawling bugs in general may have helped, but if they felt they did not have enough information, encourage them to say that! But in addition, what information do they think could have helped them make a more accurate guess? Again with the estimates: collecting information helps! And finally, I do want to know how their random grouping dynamics worked. 

Encourage them to talk about it (which may include how icky or cool the cockroach was) and be supportive of their ideas.

October 20 - Cockroach pre-run

Assignment: Cockroach pre-run                          

          

Due: Before class on Wednesday                  

Cockroach running is an annual tradition at NOVA, and that activity will happen in class this Wednesday. Tonight's homework asks the students to think about what this will entail and what they might learn from it. Much like the balloon-popping dog assignment, I want them to make some estimates and then share what they are curious about. In this age of having immediate answers to our questions, having time to wonder and NOT know is an experience we need more of! So let them wonder ...

And how can you help?

Let them make the guesstimates on their own. This time there was no video preview, but they know how long the experiment will last and, maybe, approximately how big a cockroach is?

But you can help them think up good questions about the three statements at the bottom of the page. Make sure they have an accurate understanding of what an "assumption" is. And talk to them ... what do they THINK will happen?!?!? 

When you don't know something, there is something left to learn!