Grades 7—8 Question: How is each number below different from each of the others? She wrote: I know its less than 30 inches because the cubes are smaller than 1 inch. Two times one-half is one. Neither of her parents thought this was a good idea and limited her to six kids. Gorman and 28 other Navajo volunteers turned their native language into a secret code that allowed Marine commanders to issue reports and orders and to coordinate complex operations. Thirty is closer, but I still have two hundred seventy to go. Sometimes the teacher asks another student to restate what has been heard, or to define a term, or to come up with a new number that could be included in the list to fit the rule.
First you have to think of a number to write about. You can also introduce multiple, but be prepared for its misuse. How much fabric is left over? As I recorded, I noticed that the first numbers were all odd. Because of the newness of the language, many fifth graders will interchange factor and multiple. Discuss the meanings of the math terms they use and the relationships among them. Students may need to make a list of integer addition problems whose sums are negative and look for commonalities among them in order to answer this question.
Finally a few hands went up. Some children were aware of some of the rules of the game at this point. Also note what concepts students did not provide evidence for, or for which the evidence is incomplete or inaccurate. One plus one plus one is three. Then I described the task. When I first began to play the game in this manner, I was astounded at the inefficiency of the discussion accompanying the game without the availability of this terminology. Then they should take the cubes and split them into two equal stacks of cubes or as near equal as possible.
How much could the lobster weigh? Reproduce one of them, give copies to students in pairs, and have them see if they can figure out why it makes sense. Reorganize the data and label the mode. Then I finished reading the book. One is on only one side of the die so it has one out of six chances of being rolled. After a few moments, I called the class back to attention. As I circulated, I noticed that some students relied on counting squares before drawing while others drew, then counted, and made corrections if necessary.
When I felt everyone was ready, I called the class back together so students could share their ideas and discuss the writing assignment. I then pointed to the second statement: 2. Mariah relied on common denominators. Everyone thought for a moment. Since Kenny made his suggestion, I built on it at this time. Homework: If 3 is 5% of a number, what is 30% of that number? After several rounds, I introduced language that would be helpful as the children discussed potential moves.
Of course, Moira did not tell her parents because she thought they would be upset. Then, in a different color, add three squares around it to create a 2-by-2 square, then five squares to create a 3-by-3 square, and so on. This lesson gives a four-step plan, including a K—2 sample task and corresponding authentic student responses. You can break numbers apart to make multiplying easier. I decided to move on rather than continue to discuss this point. We continued for about fifteen minutes.
Mathematicians sometimes use the median in a set of data to make some estimates about a group. But mostly we see boxes, triangles, and letters used for variables in equations. Writing Prompts for Martha Blah-Blah We would suggest that Granny Flo take out the following 7 letters: Without these 7 letters, it would be difficult for Martha to say the following words: Without these 7 letters, it would be easy for Martha to say : Why? Ask any math question and get an answer from our experts in as little as two hours. Cathy Humphreys presented the same problem to seventh graders. As I was thinking out loud, the children were buzzing about how I was earning my points—and how they were losing theirs! I explained that a summary statement should explain what they noticed about the data they had collected. I suggested to some students that they place a shape on the inch-squared paper and count the squares it covered. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one or a fraction.
I was delighted with the mathematical observations, insights, and discussions that occurred within this format. See Figures 1—3 on the following pages. Mariah also showed how she had arrived at the converted fractions. The yardstick was resting on the chalkboard tray. The lesson is adapted from Math for All: Differentiating Instruction, Grades 3—5, by Linda Dacey and Jayne Bamford Lynch.
When about ten minutes remained in the period, I called the class to attention. If each slice sells for one gold coin, and if I can sell 10 pizzas a day. I crossed off 30 and posted it on their side of the T-chart while keeping a running total. The students enjoyed the colorful illustrations by Giuliano Ferri and were happy when Chris Croc and Ben Bear solved their problem of being hungry by buying food from one another, passing the one gold coin back and forth until there were no pizzas or cakes left. Group 6 wrote: 22½ because we know that each cube equals ¾ inches. To begin, I pointed to the first statement: 1.
Although the highly respected Japanese code crackers broke U. As we played one or two more rounds, I began to share a few of the rules—the first being that when you choose a number, the other player must be able to earn points. Group 7 had a different approach. When Anton and Amber reported the answer—29,200—I ended the lesson by asking the students which number was closer to the exact answer: 30,000 or 350,000. Ingrid, Douglas, and Ranna took turns timing one minute and counting each other blinking. Here is just a sampling of the problems they wrote: Tom was buying wood for his woodshop class. Then I asked them to make a different estimate.