5th Grade Sep 2015

Grant Purpose and Background Partnerships Purpose of this Training Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge. Introductions and Training Purpose

Please take the time to visit the site later Contact us if you have any questions or need help. MSP Wikispace – Your Source for All Resources

Use the Instructional Alignment from your homework to discuss the implications across the grade levels Choose one to share out. Vertical Alignment (Instructional Alignment Chart, K-12 Vertical Progression book)

Targeted Standards Math 5.NBT.A.3b – Compare two decimals to thousandths based on meaning of the digits in each place, using >, =, and < symbols to record the results of comparisons. Science SPI Use data from an investigation to determine the method by which heat energy is transferred from one object or material to another.

Base 10 Blocks Think about what you already know about base 10 blocks. Discuss ways that base 10 blocks are used.

Decimals with Base 10 Blocks Clear Targets – I can read and write decimals to the thousandths place in word form, base-ten form and expanded form – I can write numbers in expanded form incorporating unit fractions.

Decimals with Base 10 Blocks Develop conceptual understanding first.

Decimals with Base 10 Blocks Model the connection between the base ten blocks with whole numbers and decimals – Think aloud how we are building upon our content knowledge from fourth grade (decimals to hundredths) and how decimals and fractions are both parts of a whole Explain: – 10 Flats in a cube (1 flat is 1/10) – 100 Rods in a cube (1 rod is 1/100) – 1000 units in a cube (1 unit is 1/1000)

. 3 thousandths – 3 of 1000 units 2 tenths – 2 of 10 flats 4 Hundredths – 4 of 100 rods. 1 whole Decimals with Base 10 Blocks How do I say this number?

. three two hundred forty and One thousandths How do I say 1.243? 3 thousandths – 3 of 1000 units 2 tenths – 2 of 10 flats 4 Hundredths – 4 of 100 rods. 1 whole

. 0 wholes 4 tenths – 4 of 10 flats 6 Hundredths – 6 of 100 rods 7 thousandths – 7 of 1000 units Decimals with Base 10 Blocks How do I say this number?

. 0 wholes 4 tenths – 4 of 10 flats 6 Hundredths – 6 of 100 rods 7 thousandths – 7 of 1000 units How do I say 0.467? seven Four hundredsixty thousandths

Thousandths Chart

1 Whole

Thousandths Chart 1 and Two hundred forty three 1.243

Thousandths Chart One and two hundred forty three thousandths

Thousandths Chart Four hundred sixty seven

Thousandths Chart Four hundred sixty seven thousandths

1 whole 3 thousandths 2 tenths 4 hundredths.. How would I write this number? How would I say this number? One and two hundred forty three thousandths How would I write this number in expanded form? 1 x x (1/10) + 4 x (1/100) + 3 x (1/1000)

7 thousandths4 tenths6 hundredths.. How would I write this number? How would I say this number? Four hundred sixty-seven thousandths How would I write this number in expanded form? 4 x (1/10) + 6 x (1/100) + 7 x (1/1000) 0 We Do

You Do Create two more decimals and represent them on the bottom two thousandths charts.

Comparing Decimals Using a Number Line Clear Target – I can compare decimals to the thousandths.

Batting Average Source: Calculating a baseball player's batting average is not a difficult task at all. A batting average represents the percentage of at bats that result in hits for a particular baseball player. The formula is: Hits / At Bats = Batting Avg.

That's all there is to it. For example, if Justin Upton gets 155 hits in a season and has 554 at bats, his batting average would be 155/554, or.280. The batting average is usually represented not as a percentage (i.e. 28.0%), but instead as a decimal number with three places after the decimal. A batting average of means that the player gets a hit every time he comes to bat, and an average of.000 means the player has no hits.Justin Upton

It should also be noted that not every time a batter comes to the plate counts as an at bat. Plate appearances that do not count as at bats include walks, hit-by-pitches, sacrifices, etc. Here's one last example: Albert Pujols gets 35 hits in 113 at bats in May, so his batting average would be calculated as 35 divided by 113, which is.310 for the month of May.Albert Pujols

Batting Average What is a batting average? Number of hits divided by the number of times at bat. Batting average is calculated as a decimal number to the thousandths.

Batting Average Batting averages are one way baseball teams are ranked.

Batting Averages Take your batting average and write the number in word form and expanded form. Partner Check your word and expanded form. Place your average on the group number line.

Which team has the highest average? In your groups, decide which team has the highest and lowest averages. Place your highest and lowest on the whole group number line.

Write about it Draw the number line on your paper and answer the questions. 1.Place 62.5 and on the number line. 1.Compare the two numbers using the symbols, =. 1.Explain your thinking

Think About It How does using manipulatives help students learn? How does what you learned this morning support what you are doing in your classroom? What was your biggest take away so far?

Lunch 11:00-12:15

Math Tasks There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics. Lappan & Briars, 1995

Math Tasks A mathematical task is a problem or set of problems that focuses students’ attention on a particular mathematical idea.

Math Tasks Teachers must be able to choose appropriate mathematical tasks judge the advantages of particular representations of a mathematical concept help students make connections among mathematical ideas grasp and respond to students’ mathematical arguments and solutions. Doerr, H. M., & English, L. D. (2006); Hunting, R. P., & Doig, B. A. (1997); Britt, M. S., Irwin, K. C., & Ritchie, G. (2001)

What are the barriers to using math tasks appropriately? A lack of mathematical content knowledge can impede teachers’ abilities to – notice and analyze students’ mathematical thinking – design actions that respond to students’ understanding – engage in productive professional conversations Doerr, H. M., & English, L. D. (2006); Hunting, R. P., & Doig, B. A. (1997); Britt, M. S., Irwin, K. C., & Ritchie, G. (2001 )

Task Selection True or False? (Discuss your answer with a partner) 1.All tasks must be high-level? 2.Accountable talk is only used during a high-level task? 3.The main purpose of tasks is for assessment purposes only?

Identify standards and targets Vocabulary Frame for the task

Mike’s teacher asked him to write in expanded notation. Mike wrote What is Mike’s misconception? How would you explain expanded notation to help Mike understand expanded notation? Mike’s Misconception

Mike’s teacher asked him to write in expanded notation. Mike wrote What is Mike’s misconception? How would you explain expanded notation to help Mike understand expanded notation? Mike’s Misconception

Quick Write Question Stems: After reviewing my work and others’ work, describe what I realized about my own thinking and solution. Share if you learned anything new or viewed another solution that you felt you would use in the future and explain why. Mike’s Misconception

Challenge: Your family is going out of town and your dog will be staying in the outside kennel. The temperature will be as high as 65 and as low as 30. How would you keep your dog’s water bowl from freezing or over heating? How would you keep the kennel at a comfortable and safe temperature? Design a plan to present to your parents.

Animal Habitats How do we know the needs of different animals? 8 Worm Video

Integrated Science and Math Lesson Classroom Pet Bad weather is predicted for the weekend. The school’s heating unit is being reset at a lower point to avoid a total shutdown of the system due to extreme expected low temperatures. Your class pet will be in school. The teacher has asked the class to create a plan for the classroom pet. Your classroom pet’s temperature changes with the outside temperature. Design a plan to keep your classroom’s pet safe and comfortable during the low weekend temperatures.

Integrated Science and Math Lesson Classroom Pet Water Container Clear Targets – I can compare decimals to the thousandths. – I can determine the best material for insulating a container.

Which Container? If we have to leave our classroom pet over the weekend when we know bad weather is approaching, what can we do to keep our pet safe and comfortable? – Which container will keep the water at a constant temperature for a longer period of time? – What are the best materials for protecting your pet when the temperature changes?

Water Temperature Warm Water Trial

Water Temperature Ice Water Trial

Material Comparison

Summarizing Students may summarize their findings on the computer or in their journals.

Integrated Science and Math Lesson Classroom Pet Materials: box with lamp and/or fan Students will create a plan for the pet staying in classroom over the weekend with expected low temperatures.

Closure Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge. Remember to check out the Wiki Remember to share information with rest of team (Math and Science) Remember to bring back the notebook and vertical progression book for future trainings Take materials with you. ( name the materials)