Week 22!

Students continued to use hexagons to explore the loving relationship between math and art. Larger versions of their personal hexagons will be 3D printed, so other NNM students may use them as stencils for batiking textiles!

Students are also using diagrams to develop a better understanding of fraction division.

Week 19

How Many Groups? (part 1)

Learning GoalsCoordinate multiplication equations and pattern block diagrams in which the yellow hexagon represents one whole.

Create a diagram to represent and solve a problem asking “How many groups?” in which the divisor is a unit fraction, and explain (orally) the solution method.

Dividing Fractions

Fraction Matching Activity

Formative assessment of the understanding of equivalence, and the methods students use to determine equivalence.

Interpreting Division Situations

  • Create an equation and a diagram to represent a multiplication or division situation involving fractions, and coordinate these representations (orally).
  • Explain (using words and other representations) how to find the unknown quantity in a multiplication or division situation involving fractions.
  • Interpret a verbal description of a multiplication situation (in spoken or written language), and identify which quantity is unknown, i.e., the number of groups, the amount in one group, or the total amount.

Week 15!!!

OK, the whole week has been pretty incredible. Lessons included area model for multiplication, problems without figures, recipes, converting units, unit rate, and we solved some area puzzles. Today was our game day to celebrate our weeks together. This group is amazing!!

Vivian took this picture!!

Weeks 12/13

We have been so busy with the move to our new space, that I have not had time to post. I hope you can forgive me.

We have started our measurement work – naming units of measurement, knowing whether the unit should be used for indicating length, weight or volume, and converting units. We are continuing to review area and equivalent ratios. Th e students are absolutely loving our new space!

Student Goals

  • Generalize (orally and in writing) that it takes more of a smaller unit or fewer of a larger unit to measure the same quantity.
  • Given a measurement in one unit, estimate what would be the same amount expressed in a different unit, and explain (orally) the reasoning.