October 14: Coffee Prices

Assignment: Coffee Prices (line graph)

Due Date:  Friday, October 16

Today we continued our work on line graphs. Students made predictions about a line graph with no labels, then used another line graph with no labels and created their own scale & labels. Learning how to read a line graph and critique the details is a valuable way to understand what is being represented ... and what is not!

On tonight's homework, students are to accurately plot the given points, draw the line graph, and provide any labels and markings. Even more importantly, students are asked to notice trends and make assumptions about the graph. There are a LOT of correct, defendable answers, but there can be incomplete answers too. 

So, how can you help?

Help with accuracy. If your child has trouble identifying where the point goes or connecting the points with a straight line, help them. Grab a ruler or straight edge. 

Ask them what the graph represents. Have them talk to you about it. Listen, ask questions about their ideas, and have them show you the proof of why they made their assumptions. They should know what "trend" refers to in a graph, but have them explain it to you. They need to convince YOU they are on a good track!

October 13: 3 impressions

 Assignment: Three Different Impressions

Due: Wednesday, October 14

Today was another shift into graphing. In class we had fun guessing what a graph represented and talked about misleading graphs and how they can transmit a message to a viewer who is not alert. The students learned how the scale of a graph can skew their impression even with real data.

The assignment for tonight reflects these concepts as well. For this assignment, they are given two scales to graph as line plots. For the third graph, they will select a third scale and draw a graph that "proves" their position. 

So, how can you help?

*Make sure they use as much of the third grid as possible, as well as a scale that dramatizes their given message. They should go out of their way to be convincing while still having a legitimate scale and accurate points.

*Remind them there are two scales: both the x and the y axis. They could increase the scale of the time AND the cost if they so desire. 

*Have them adjust their scale(s) if it is too compact or fails in the drama department. They want to hit the viewer over the head with their message and not leave room for other interpretations. 

*Have them mark their points clearly and connect those points with straight lines. They need to be able to read their graph accurately.

*Talk about it with them! What does the graph tell you? What is emphasized? What is hidden beneath the dramatic scale? 

*There are two goals here: 1) can you create a graph to convey a message while using actual data and 2) can you read between the lines to understand the actual data that is being represented.

Thursday Assignment: Decimal Choice Form

Due: Friday, October 9

This is an online practice quiz that will self-grade. The first one they complete will be the one for a grade. 

The quizzes will appear in the resource section of their Google classroom next week and students may use them any time thereafter to practice the skills needed for this test. 

How can you help? 

*Have your child bring their Math Notes book home and help them fill it with reassuring reminders. 

*Have them take as many of the Google form quizzes as they/you feel will help them; only one will count as their grade, so they do not need to "complete" all of them. 

AND ...

Friday, October 16:  Our first Quiz Bowl!

This is our 6th grade questions (some trivia included) game. It is a lot like team Jeopardy and fun to watch. We will begin around 9:00 and you are welcome to attend for any or all of it!

Quiz Bowl happens about every 5 weeks. If you cannot make this one, there will be others. Hope to see you there! ;-)

October 7 - Tug-of-War

Assignment: Mathematical Tug-of-War

Due Thursday, October 8

Today in class we wrapped up our weeks of the marshmallow relays where we practiced communicating details with a team. They have tried being in different parts of the communication chain and learned how important it is to be clear and specific. Ask them about this experience and how they learned from week to week!

Tonight students will partake in an algebraic puzzle. They need to read the scenario, imagine how the changing combinations balance, and show their thinking towards a solution. The answer is less important than the work they put into understanding and explaining the problem itself. Express it!

So how can you help?

Feel free to help them work through the story. Making visuals of each step should help them think about how each of those steps gives clues to the next. Don't finish the problem with them, but you can help build the bridge! This problem came from an old book called, "Math for Smarty Pants," which channels the solving math for fun mentality, so enjoy it!

Oct. 6 - Decimals Choice 3

 Assignment: Decimals Choice #3

Due: Wednesday, October 7

We are at the point now where they should be finishing up multiplication practice and focusing on division. However, there is still one worksheet with just multiplication. I will also be releasing some online practice sets at a later date.

Their worksheet options are listed in the order of difficulty. There is no rush, so encourage them to select a worksheet that they feel comfortable with, but is not too simple. Division is typically the most difficult, but the applications are multi-step and more difficult than will be required on this test.

Decimal Multiplication TL: Last chance to practice a worksheet with multiplication only!

Decimals W2 (basics): More practice dividing by whole numbers; last chance for this level as an assignment!
Decimals A (almost): Not quite up to test level, but a little bit of both whole number and decimals to divide by. 
Decimals TL: Test level practice with decimal division
Challenge: Decimal Applications with multiple steps.

How can you help?

My sense is that the decimal test will either be the week after conferences or the following week. They have all of the test information now, it's just a matter of mastering each skill set: addition, subtraction, multiplication, division, place values, ordering, and applications.

Be sure they are writing out their work and understand where to place their decimals. They should be turning in this work along with their answers.

If they have not brought home their Notes Book yet, have them bring it home soon to update any skill area they might appreciate extra notes in. Tests, especially if they are new to them, are stressful and that stress can cause them to panic. Notes can be reassuring and let them know they are on the right track. 

Again, do not correct their work. Let them turn in the work with mistakes, then redo the problems they miss and make note of those mistakes in their Notes Book. 

The exception to this is if they are doing something completely wrong, like not lining up their decimals in addition and subtraction. Provide that instruction reminder, then let them carry on. 

October 5 - Kyle B

 Assignment: Kyle B

Due Tuesday, October 6

Kyle has returned with some trickier problems and more information to sort through. I have appreciated hearing how some of you are working with your child to focus on important information and get to the root of the problem. Highlighting important information for each question (maybe a different color for each?) is another way to bring their attention to the right places.

What can you do to help?

See above! Have them identify each question and the information needed to answer it. 

Sometimes the language in these types of problems is unfamiliar to students. Things like work hours and round-trips don't necessarily resonate with every student. 

The main mistakes in the first Kyle assignment were things like not biking home from the park, not catching that he was doing a task twice, or not buying all of the food items he purchased. 

Therefore: Refrain from telling which operations to use, but do give helpful Kyle hints like - 

*Kyle does not live where he works, so he needs to come back home every day.
*Kyle works a set number of hours per day, but that changes when he works overtime.

*How would you convert parts of hours to decimals, not fractions?
*Kyle is an avid bike rider. His training routes take him in a loop back home.
*Kyle changes employment often ... hence everything will continue to change.

They should take their time solving Kyle's problems.  Does their answer make sense? The best approach is often to ask if they think their answer fits what could happen. Example: If Kyle lives one mile from work, does it make sense he would only ride his bike one mile that day? Or less?

Helping them to think through what a reasonable answer might be is a great way to get them on the right track. Carry on!

October 2 - Walking Along

Assignment: Walking Along

Due: Friday, October 2

This assignment continues our work with statistics and line graphs. Learning to read a graph accurately and understand what it is telling you is an important skill, especially when the media bombards you with all sorts of data to interpret. 

Line graphs are pretty simple to read, so this assignment gets us started on that path. Students are to use the given color key to complete the graph. If they change the colors, they need to change the key as well. They should mark the points on the graph that represent each data point, then connect the dots with STRAIGHT lines. The scale and labels have been completed already. 

*there is no redo for the questions on this worksheet, just the graph itself.

How can you help?

*Creating vertical lines above each month can help line up the data points for easier comparison and make the graph easier to read. Feel free to get a ruler and show how to make those lines accurately before graphing the points. 

*Line graphs plot their points on the lines, not in the spaces. They should intersect the month lines, but fall in the approximate value of the sales lines.

*Use the color key if possible, but if they need to use other colors have them redo the key to match.

*Define any terms that need clarification, for example, the word "consistent," just to be sure they are thinking along the right lines. 

Sept. 30 - Balloon Dog

 Balloon Popping Dog

Due no later than the beginning of class on Thursday, October 1

Today we are making reasonable estimates, then thinking of three good questions that have the potential to make our estimates better. Students should not do any sort of research on this topic, but they CAN turn those research thoughts into their questions they ask!

Please note: students are NOT graded on the accuracy of their estimates, they are given credit (1 pt) for making reasonable estimates (low, high, and best) based on the short video we watched in class today, then writing down three quality questions (1 pt. per question). 

How can you help?

Estimates: What is an estimate? What makes an estimate reasonable? What makes an estimate unreasonable? Think high: "I am pretty sure this is too high, but it seems possible." Think low: "I am pretty sure this is the fastest any dog could pop all of those balloons ... and yet it's probably not quite possible." Then think of something between those two estimates that seems like your best guess. Go with that!

Questions Part 1: students are given credit (1 point per question) for questions that can lead to better estimates, but NOT the answer. After they ask me the questions in class, they may opt to change their estimates accordingly! "IDK" will not receive credit. 

Questions Part 2: *Questions should be helpful, but not reveal the answer.

You must have questions! Give them ways to think about the kinds of questions they would ask about this situation. Examples of things you can lead them with: If you were to research this, what would you look up? What would you like to know about this situation to improve your estimates? What would helpful information look like? What would you like to ask? Seek information that will help you guess more accurately, which may be about the dog, the balloons, the contest ... 

As you help your child with this homework, the very things they ask you are probably the very things they can ask as their questions! If they say, "But I don't know what ..." it probably leads right to a good question to ask. Tell them to write it down!

We will be sharing questions and answers in class, so make sure they are prepared. This assignment must be completed prior to class and they will not be able to complete or redo this assignment after the fact. ;-)

Sept. 29 - Choice #2

 Assignment: Decimal Choice #2

Due Wednesday, September 30

Today in class we focused on multiplication and division of decimals - both by whole numbers AND by decimals. I was surprised by the number of students for whom this was new arithmetic, but we are working through it together! Those who have it mastered can select other options to choose from tonight. See below. 

The students were taught using traditional long division. There is now a link in the resource tab if you need a refresher on this method.

Overall, the students have moved past addition and subtraction equations. While mistakes are still made when borrowing or carrying, these should be practiced with equations you create or other future review assignment options. Tonight the options are varying degrees of multiplication and division problems only. The test is still over a week away, so they will have time to re-assess and practice. 

So, what can you do?

*Make sure they are selecting assignments at a practice level for them. They should be wary of moving too quickly, but also push themselves into new assignments as they improve. Playing it "safe" for a higher grade is not the way to learn new skills, so encourage them to take a leap when they can. 

*Read the resources and review the steps and "rules" without correcting their work. For example, remind them to count the decimal places when multiplying or turn decimal divisors into whole numbers when dividing. They are encouraged to add any reminders into their Math Notes Book for future reminders.

*Provide practice problems or examples that you correct, then let them try the homework problems when they feel confident. They will get that homework back and have the opportunity to find their errors and correct them for full credit. Making mistakes and learning from those mistakes leads to better retention in the end.

Their options today were:

D - Division practice when dividing by a whole number.
F - Focus on more difficult problems, dividing by whole numbers AND by decimals 

B - Decimal Multiplication Basics 2

M - Decimal multiplication at test level
W - Whoa! These multiplication problems have exponents and a few ops! (Extention option)

Sept. 23 - Max the Maze

Assignment:  Max the Maze

Due Thursday, September 24 (prior to Camp Seymour)

This is a favorite assignment of many of my students. It requires:

*trial and error

*creativity

*and perseverance

It also requires recognition of how the different operations affect numbers with decimals. The sooner students realize what happens when multiplying a number by a decimal smaller than one, things start to click. 

Here are the rules for this assignment:

*USE A CALCULATOR.  (Answers may be rounded to the third decimal when recording)

*Trace a path on the maze to reach the highest total. I recommend putting the maze in a transparent sleeve (they have one) and taking some trial runs with a whiteboard marker.

*You may go through a point several times, but may not go back over ANY of the lines.

*Once you reach the finish, your progress ends.

When you are happy with your route:

*On the actual maze paper, mark the route with a pen or highlighter, indicating your path and direction with arrows. 

*On the accompanying table, write each of the operations & values for each step, with the running total of the route. (please round on the doc, but not as you work) In other words, keep a running total on the calculator, but put the rounded numbers to the nearest hundredth on the paper.

They MUST add at least seven lines and reach 5,000 points to receive full credit.

How can you help?

Do it with them! Well, don't "do" it, but help them try some different starting paths to see what leads to higher totals. NOTICE what leads to higher values and what leads to lower values. This is a fun assignment to work on together. 

Help them to strategize: when does a higher total have the most value? When does a move that decreases the value matter the most? Are there any areas to avoid? Target? 

Show them how to input it into the calculator if necessary. This is not an arithmetic assignment. We want them drawing conclusions and placing their decimals accurately.

Decide when to be happy with the total. Some people give themselves a time limit, but as mentioned above, they must travel at least 7 paths and reach 5,000 points to receive full credit. 

And finally, have them access our Google Classroom and show you how this assignment will be graded. It is not necessary to have the highest score in the class, but that is a fun goal to aim for. It's always a surprise to see who finds the highest total!