Homework homerun!!

Dear Parents,

We have a few more days left until the DC CAS state assessments.

During DC CAS testing in the spring, 6th to eighth grade students must not only know basic and advanced knowledge and skills, they must retain them, understand them, and use them in real life situations.

As parents you can help with improving your child/children's test scores by letting your child do their homework at home which I have linked from this class website. All of the links, the powerpoint and the practice probes and games here have been used presented in class and should be reviewed and practiced by your child. In the next few days, I will be uploading some videos that your child can watch at home related to the lessons that we are learning in the classroom from Discovery Education. Please ask your child to visit the class website and do the homework using the log-in codes listed.

As your child's teacher, I am working very hard to give him/ her the academic supports that he/ she needs even outside the classroom and even beyond the call of duty. I want to see your child successful in life as much as you do.

Please take a few minutes to review the class website and work with your child each night on some of the strategies offered. Even students not in my class and from other school districts are using our Practice Probes and are having fun while learning from it.

Thank you for taking the time to always read my weekly emails. Your involvement is critical to your child's success.

Sincerely,

MARIA ANGALA

Room 118

Mean, Median, Mode & Range Rap (by Errol & Joshua)

3rd Advisory Math Project

Mean -

first you gotta add and divide

Median-

is the middle of the line

Mode-

is the most of the set

When it's time for range

you can't forget.

Geometry (by Durell)

3rd Advisory Math Project

Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know
Geometry is the study ofs

hapes and we’re going to learn about angles

Acute angles measure...
...Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know
A right angle measures exactly 90 degrees...
...Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know
Angles are measured by degrees.

A protractor is what you need....
...Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know

Stem and Leaf Plot Rap ( by Damon)

3rd Advisory Math Project

First you order

from the least to the greatest;

the stem -

is the tens of the numbers,

the leaf -

is the ones of the numbers,

stem and leaf plot

tell me what you got!

On student achievement

This week, the scores from the last benchmark assessments went out. My students did great! They showed tremendous improvement from their baseline scores. Students who scored proficient or advanced in the DC BAS in my school were given a ticket to dress down last Wednesday to reward them because they made a difference for working hard. Some of my students got proficient scores and as a result they started getting respect from other students who were calling them "special ed!" or other names to embarrass them. Teachers learned that everyone can learn, achieve and become successful with the right instruction, given appropriate resources and positive supports.

In my school, with our last benchmark assessments results, I have seen tremendous progress from those students who are being taught by excellent teachers; teachers who believe in their students, who have high expectations for them, who teach creatively implementing instructional best practices...their scores were so high!

A lot of students who scored below basic have the capability to achieve, but their self confidence were very low. I remember when I was still in school, I was an honor student but I performed poorly with teachers who did not challenge me and who were always embarrassing and putting my classmates down. I would never ever forget my math teacher, learning was horrible in his classroom. He was the reason why I still hate and I am still poor in math up to now.

I have some things to say about how excellent teachers, given the appropriate resources and right supports, can impact student achievement based from data, observation and experience. I want to let this out but I will have to stop right here.

Back to state assessments...a 10-year teaching veteran is offering tips on how to prepare students for standardized tests without sacrificing curriculum and teaching time. Heather Wolpert-Gawron suggests that students practice filling answer bubbles, learn common test terms, have goals and be confident. Edutopia.org

Testing tips from my students

Because of the results of the last DC BAS which showed progress, my students are very eager to do practice probes and kept reminding me to give them more exercises aligned to the DC CAS. They said they want to be "TEST READY!", I can't believe how pumped up they are!

Following the advice of a colleague here , I asked my students what testing tips would they give other students who want to do better this coming spring testing.

Here's some of their exceptional testing tips:

Before:

• -Put pencils in your backpack.
• -Eat a good breakfast.
• - Don't stay up late.

During:

• -Answer each question.
• -Ask for help.
• -Do your best.

After:

• -Share your worries with your teachers and parents.
• -Relax. It's over.

One of my students even composed a rap, and I was very impressed because he did it in less than 10 minutes and sounded like a pro. Will upload and share it to you later...

Pre-Algebra Summary of Lessons

February 16-20,2009

This week, we are going to wrap-up everything that we have learned in Pre-Algebra. Recall that we learned how to:

- define these terms: variable; algebraic expression; signs of operation; order of operations. Lesson review here.

- translate a word sentence into a mathematical expression. Lesson review here.

- write algebraic expressions. Lesson review here.

- apply the order of operations to solve math equations. Lesson review here.

- turn word sentences into algebraic expressions. Lesson review here.

- balance equations to solve for variables (solve for 'x'). Lesson review here.

Here's a video from Discovery Education that would help you understand these concepts:

Pre-Algebra Lesson Plan (Reteach)

February 2-6, 2009
RETEACH PRE-ALGEBRA THIS WEEK; REVIEW DC BAS QUESTIONS

MONDAY
2.2.2009

6PRA1 Use the properties of equality to solve problems using letter name variables (eg ¼ + x = 7/12)

WARM UP:
Give the definition:
-Concepts
-Problems
-variables
- equality
-inequality

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:
How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations: http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving linear equations. Ask them to:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:
http://www.ies.co.jp/math/java/geo/linf/linf.html

TUESDAY
2.3.2009

6PRA1 Use the properties of equality to solve problems using letter name variables
(eg ¼ + x = 7/12)

WARM UP:
Page 1, #s 1-3http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Properties of Equality http://www.cohs.com/teachers/docs/50_Associative%20Property%20of%20Addition%20etc.ppt#1

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. (http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf) Ask them to finish answer page 1 # 7-11:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

WEDNESDAY
2.4.2009

6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
Page 1, #s 4-6http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. (http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf) Ask them to finish answer page 1 # 12-16

T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

THURSDAY
2.5.2009

6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
Page 2, #s 1-3http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. (http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf) Ask them to finish answer page 2 # 7-12

T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

FRIDAY
2.6.2009

6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.


WARM UP:
Page 2, #s 4-6
http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

FRIDAY FUNDAY!

Pre-Algebra Jeopardy Game:
http://schoolcenter.brentwood.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=7017&fileitem=371&catfilter=85&PHPSESSID=2b87035eb2904fbfa0d3b36c78b2c4a1

WHOLE GROUP INSTRUCTION:
Explain the mechanics of the game

SMALL GROUP INSTRUCTION:Break the class into three teams, play the jeopardy game!

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

HOMEWORK:
Access Code: YQ5192

Equality and Inequality (Lesson Plan)

January 21-23, 2009

WEDNESDAY
1.21.2009

Standard 6PRA1 Use the properties of equality to solve problems using letter name variables (eg ¼ + x = 7/12)

WARM UP:

Give the definition:
-Concepts
-Problems
-variables
- equality-inequality

Goal(s)/ Expectation(s)

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)
By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:
How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations: http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving linear equations. Ask them to:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:
http://www.ies.co.jp/math/java/geo/linf/linf.html

THURSDAY
1.22.2009

Standard(s) 6PRA1 Use the properties of equality to solve problems using letter name variables
(eg ¼ + x = 7/12)

WARM UP:
7+9=x
8-x=10
x-6=18
7+3=x
8-x=12

Goal(s)/ Expectation(s)

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)
By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Properties of Equality http://www.cohs.com/teachers/docs/50_Associative%20Property%20of%20Addition%20etc.ppt#1

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. Ask them to:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

FRIDAY
1.23.2009

Standard(s) 6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
3x+ x = 12
6+ 4 = y
12x + y = 3x -2y

Goal(s)/ Expectation(s)

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal
By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. Ask them to:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

HOMEWORK:

The View From Saturday (Lesson Plan)

January 21-23,2009
SELECTION: “The View From Saturday” Houghton Mifflin

WEDNESDAY–1.21.2009

Standard 6.LD-V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR)
Have you ever seen a turtle? Where did you see it? Why do you think some people spend a lot of time studying turtles? Why are turtles interesting?

Goal(s)/ Expectation(s)

The students will:
T1 GOAL: Use a dictionary to define words from grade level text.
T2 GOAL: Recognize words with multiple meaning when used in the context of the sentence.
T3 GOAL: Using context clues, define unknown words from the story.
By completing the Context Clues Graphic Organizer from the text “The View From Saturday”.

ESSENTIAL QUESTION: How do you find the meaning of unknown words using context clues?

Guided Instruction
WHOLE GROUP INSTRUCTION:
Give out the vocabulary words for this story. Refer to the Context Clues Graphic Organizer. Brainstorm and fill the columns.

SMALL GROUP INSTRUCTION:
Break the class into three small groups.
T1: List three words from the novel and give at least three different definitions of each using the dictionary.
T2: List three words from the story and give the definition by citing a sentence or phrase from the story referring to these words.
T3: List three words from the word wall and give the definition based from how the words were used in the novel.

ASSESSMENT:
E-word game:
http://www.eduplace.com/kids/hmr06/ewordgame/index.html?grade=6&theme=3&selection=3

THURSDAY
1.22.2009

Standard 6.LD-V.8Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR)
Have you ever seen a turtle? Where did you see it? Why do you think some people spend a lot of time studying turtles? Why are turtles interesting?

Goal(s)/ Expectation(s)

The students will:
T1 GOAL: Identify the setting of the text.
T2 GOAL: Identify the mood or tone of a text.
T3 GOAL: Classify the mood of the text and explain the reason of choice.
By completing a Setting graphic organizer listing the settings, tone and the mood in the story.

ESSENTIAL QUESTION:How is the tone of the setting related to the mood of the story?

Guided Instruction
WHOLE GROUP INSTRUCTION:
Discuss the importance of the setting in the story and how it affects the mood.

Lead students on a picture walk, using these prompts:

Pages 324-325: What are these people looking at? What could stop the baby turtles from reaching the water? Do you think it would be better for the turtles if Nadia and the others carried them to the water? Why or why not?
Page 328: Where are Nadia and the others in this picture? Are the people happy? How do you know? What do you think Nadia is feeling? Why?
Pages 332-333: What are Ethan and Nadia doing? Are they happy? How can you tell? What is Ethan wearing around his ankle?

SMALL GROUP INSTRUCTION: Break the class into three small groups.

T1: Using the Setting graphic organizer, list down the settings of the text.
T2: Using the Setting graphic organizer, list down the settings and its corresponding mood or tone of the text.
T3: Using the Setting graphic organizer, list down the settings of the text its corresponding mood or tone and explain the reason of choice.

ASSESSMENT:
Q&A: Have the students describe what the beach is like in different seasons.

FRIDAY
1.16.2009

Standard(s) 6.LT-F.4 Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to the next or foreshadows a future event.

WARM UP: (BCR)
Where is your favorite place to go swimming? What do you and your friends do there? Do you prefer swimming inside or outside? Why?

Goal(s)/ Expectation(s)
The students will:
T1 GOAL: Identify the characters, setting, conflict and resolution in this story.
T2 GOAL: Sequence events in this story and identify the main event.
T3 GOAL: Answer questions about the plot in this story.
By completing the Plot graphic organizer.

ESSENTIAL QUESTION:
How do you retell the story to your partner? Use the pictures to help you. Can you tell what happens at the beginning, middle, and end of the story?

Guided Instruction

WHOLE GROUP INSTRUCTION:

Review the elements of a plot to the students. Show the PowerPoint Presentation on the Promethean Board.

SMALL GROUP INSTRUCTION: Break the class into three small groups. Distribute the graphic organizer and ask each group to complete it.

T1: List the characters, setting, conflict and resolution in this story.
T2: Sequence events in this story and identify the main event.
T3: Retell the story. Use the pictures in the book to help you. Tell what happens in the beginning, middle, and end of the story. Then listen as your group members retell the story. Make sure the group includes all the important events.

ASSESSMENT:
In one word, tell me what have you learned today?

HOMEWORK: