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Friday, January 15, 2016

Math Program Path: Moving Forward

As the math program moves along the scope and sequence path, I try to embed past concepts into new learning in ways that matter.

So far this year we've focused in on landmark numbers, number descriptors, multiple algorithms, decimals, divisibility rules, facts, and graphing using coordinate grids. Now we're building competency with problem solving using measurement statistics and information, and soon we'll tart our fraction study in earnest though students have used fractions throughout the first part of the year as we discussed the relationships of landmark numbers and decimals.

How will I tie old learning and new learning together as we move forward.

Measurement and Problem Solving
Next week we'll dig in deep with problem solving and measurement statistics. We'll look closely at the proportional relationships between the measurement units for both metric and customary measurement systems. For home study students will practice standard conversions using That Quiz exercises.

Measurement and Fractions
Then the week after that we'll begin our fraction study by making decimeter and foot rulers. First we'll make the decimeter rulers. As we make these rulers we'll identify millimeters, half centimeters, and centimeters. We'll discuss the connection between the metric measurement, the base ten system, decimals, and fractions.

Later we'll make one-foot rulers. As we make these rulers we'll identify multiple standard fractions such as eighths, fourths, thirds, halves, and whole numbers. We'll study the way that ruler lines identify the fractional value related to an inch. Finally we'll compare the decimeter ruler and foot ruler. I'll ask: What do you notice? What parts are longer and which standard parts are shorter? When might you use one ruler rather than another? We'll then extend the learning to yards, miles, meters, and kilometers. We'll discuss the fractional relationship between the measurements.

Make a 10 X 10 table w/Google, then color in the cells
to make a beautiful mosaic. After that identify the fraction,
decimal, and percent of each color used. 
After that we'll use Google table to make 100 percent mosaics. As we create the mosaics we'll identify the fraction, decimal, and percent color-parts of each picture. This is a beautiful way to connect fraction, decimal, and percent concepts.

Geometry Review
Once we complete this discussion, we'll detour for a couple of days while I'm at ECET2 to focus on geometry as students ready for a mid-year general math assessment. Students will study polygons and then turn nets into three-dimension figures and analyze those figures. Students will also use pattern blocks to identify simple fraction models. This is always a great way to learn, and if we have time we may employ some origami into this study too.

Fraction Models, Operations, and Problem Solving
Then we'll return to fractions by making fraction bars, studying fraction operations, and employing fractions as we solve multiple fraction-related word problems. We will use and compare multiple fraction models throughout the study including number lines, fraction bars, cuisenaire rods, clocks and more.

There's lots of great math to come, and detailing the path via this blog post helps to focus the path.

What's on your upcoming math agenda? If you teach fifth grade, what would you add to  my path? Are there resources you use that you think are terrific. If so, please share.