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!
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.
I am so excited to work with these amazing students! We began by watching a video from Stanford Mathematics professor Jo Boaler, focusing on 4 really important messages that we will be reinforcing throughout the year.
After we discussed the video, we talked a bit about the difference between a fixed mindset and a growth mindset, and students did a self-assessment as to their mindset.
FIXED MINDSET: Assumes intelligence and other qualities, abilities, and talents are fixed traits that cannot be significantly developed.
GROWTH MINDSET: Assumes intellligence and other qualities, abilities and talents can be developed with effort, learning and dedication over time.
On Wednesday, we started with Which One Doesn’t Belong? WODB activities help students to develop reasoning skills, make logical arguments, express their ideas in words, and engage with visual mathematics—which ultimately leads to deeper and more meaningful understanding of challenging topics and concepts.
patterns and sequences
date analysis and probability
algebra and functions
Together, students worked on the Four 4’s task. For students, this is a very safe and non threatening activity. It builds number sense and is a fun challenge. This task is also a really nice way of helping them become comfortable sharing their work in front of the class.
On Friday, students discovered that they could not seem to complete the Four 4’s task. I showed them factorial (!) which is very helpful for 11 and 13. We had some WWDB? discussions and completed Minute 2. Next up, tiling the plane.