No Series: Number Talks in Sixth Grade (Uncut)
Math.Practice.MP4
| Common core State Standards
- Math: Math
- Practice: Mathematical Practice Standards
-
MP4: Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Math.5.NF.B.4
Common core State Standards
- Math: Math
- 5: Grade 5
- NF: Numbers & Operations--Fractions
- B: Apply and extend previous understandings of multiplication and division
-
4:
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
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b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
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Discussion and Supporting Materials
Thought starters
- What You'll See: Number talk assessment strategy Use of math menu Small group number talk Use of manipulatives Use of questioning?
School Details
Enumclaw Middle School550 Semanski Street
Enumclaw WA 98022
Population: 498
Data Provided By:
Teachers
Crystal Morey
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
7 Comments
Katherine Boone May 24, 2023 4:24pm
I love the fact that she never corrected them, made them all explain their thinking, smooth transition from the check in to the Menu task (which also allowed students freedom to chose what they wanted to work on), had a calm voice, used multiple ways of learning (visual and hands on) and emphasized that there are different ways to come up with the same solution/answer.
Amenah Saleh Nov 8, 2021 11:06am
The teacher has a calm and a positive personalty I like her stratege for solveing math problem .
Joann Miller Jan 11, 2021 9:00pm
The teacher has a soft and calming voice which makes the kids feel at ease. She uses blocks so the kids can show the answer to different fractions. I like her visual and hands-on exercise. She never gives the answer, so the kids do not know if they answered correctly. She continues to ask them questions to make them critical thinkers.
Myrna Fahnestock May 17, 2020 8:08am
Agreed with Joyce. I love the fact that the teacher never gave the answers. The kids were able to use their critical thinking and strategies to solve the math problems.
Africa Dunn Mar 28, 2020 9:48pm
I am using this lesson for an assignment I have for my school building leadership classes. I am also a 6th grade math teacher, I applaud your planning for your small group.