1. Welcome to the Flipped Classroom
Fifth Grade Math:
Welcome to the Flipped Classroom

2. Math Notebook
Write your name on the front of your notebook in permanent marker.
On the first page: Use expressions and equations to describe yourself in numbers.
Glue in the Table of Contents

3. Math Notebook
Write your name on the front of your notebook in permanent marker.
On the first page: Use expressions (22 x 20) and equations(22 x 20 = 440) to describe yourself in numbers.
Glue in the Table of Contents

4. Learning Goal 4
In addition to level three, I can:
● Create a storyboard that represents the sequence of flipped lesson for a math skill I’ve already learned. 3
I can:
● Describe a flipped classroom
● State the purpose of a flipped classroom
● Identify the 8 mathematical practices
● Describe how we use each of the mathematical practices in our everyday lives. 2
● Understand that a flipped classroom is different from how I’ve learned before
● Identify some of the 8 mathematical practices
● State that we use mathematical practices in our lives, but not explain how. 1
● Understand that math is an important skill to have.
The students will understand the structure of a flipped classroom and how thinking like a mathematician improves performance.

5. Our Classroom Structure is FLIPPED
At Home:
Review old lesson (optional)
Watch new lesson
Do S.Q.U.A.R.E.
School: Arriving at Math Class
Indicate where I am on the scale
School: During Math Class
Practice and get answers to my questions during
math centers
School & Home:
Show what I’ve learned by acing tests and applying skills to my life

6. Math Workshop: Flipped Classroom
START
RACING
FINISH LINE
iReady First Days
Beginning of the Chapter
Pre-Test, Pass 90% or higher
Show What You Know & Vocabulary
Based on scale, skip to problem-solving
Watch Lesson Video
Take notes
Do Practice Problems
Record learning & questions
Record your learning on the scale
Work in MATH Centers
Meetings
At your Seat
Technology
Hands-On Learning
End of the Session
Learning Goal Scale
Math Notebooks
End of the Chapter
Game Day
Ms. Addison checks Math Notebooks
Chapter Test

7. S.Q.U.A.R.E. Method S – Set a time, Set yourself Q – Quiet the area
U – Understand the target
A – Ask questions
R – Review problem(s)
E – Execute proof
S – Set a time, Set yourself
Q – Quiet the area
U – Understand the goal or target
A – Ask questions
R – Review problem(s)
E – Execute proof

8. Two S.Q.U.A.R.E. Styles Foldable S Q U – Understand the target
A – Ask questions
R –Review problem(s)
E – Execute proof S Q
U – Understand the target
A – Ask questions
R – Review problem(s)
E – Execute proof

9. Scale for Lesson at Home
Chapter
Scale:
The students will evaluate their progress toward the learning target 4
I created a real-world problem and solved it with a written proof. 3
My practice problems were correct with a written proof. 2
My practice problem was wrong and I know why.
I need more practice 1
My practice problem was wrong and I don’t understand why.

10. Foldable

11. 1: Make sense of problems and persevere in solving them.
DON’T GIVE UP!!! Use the Math Problem-Solving Steps: C - Circle the key numbers and units U - Underline the question B - Box math action words (which might indicate the operation) E - Evaluate (What steps should I take? What strategy is best?) S - Solve & Check (Does my answer make sense? How can I double check?)

12. 2: Reason abstractly and quantitatively.
Isbeth cannot find her ruler and she needs to know if her green ribbon is long enough to make a bow for her hair. She reasons that a paperclip is about 1 inch long. She uses the same paperclip to measure the ribbon from end to end. Her ribbon is about 13 paperclips long.
She remembers she has a blue bow that is the exact size she wants. The blue ribbon she used to make the blue bow was 1/3 yard when she bought it at the store.
Does she have enough?

13. 3: Construct viable arguments and critique the reasoning of others.
Shaun says that 21 x 12 = 33, what was his mistake?

14. 4: Model with mathematics.
From “Stepping Stones” at Indiana University
Accessed 8/22/17

15. 5: Use appropriate tools strategically.
What are some tools a mathematician might use?

16. 6: Attend to precision. Read problems carefully
Write using math vocabulary to explain their reasoning
Speak using math vocabulary to explain their reasoning
Draw models using math symbols and language

17. 7: Look for and make use of structure.
What do you notice about the structure of a triangle?
What do you notice about the structure of a balanced equation?

18. 8: Look for and express regularity in repeated reasoning.
Matthew wants to share 25 cupcakes with 10 other people. He writes an expression: 25 ÷ 11
He understands that he using REPEATED SUBTRACTION or REPEATED ADDITION (11x?=25) to figure out how much each person will get

19. Scale: Mathematical Thinking
Chapter
Scale:
The students will understand the structure of a flipped classroom and how thinking like a mathematician improves performance. 4
In addition to level three, I can:
● Create a storyboard that represents the sequence of flipped lesson for a math skill I’ve already learned. 3
I can:
● Describe a flipped classroom
● State the purpose of a flipped classroom
● Identify the 8 mathematical practices
● Describe how we use each of the mathematical practices in our everyday lives. 2
● Understand that a flipped classroom is different from how I’ve learned before
● Identify some of the 8 mathematical practices
● State that we use mathematical practices in our lives, but not explain how. 1
● Understand that math is an important skill to have.