Getting ready for the next test!

Check out our next skills sheet -- these are all of the things that will be on the next Decimals & Percents test that will happen sometime late next week! We worked on making this list today in class, and filling out the chart.

Percent equations a different way...

We've been working on percent equations, and working at them by decoding and dividing. Today we talked about a new way of thinking about these things... through a chart! You can see our notes from today below, and I've asked them to work on the bottom half of the sheet they already have in their possession (see yesterday's post).

Way #1

Way #2

Way #3

Playing with percents!

We really talked about percent equations today, and got to practice decoding into equations AND solving them! Take a look at what the kids need to complete for homework--by tomorrow! (Here's a blank copy, here's the decoded copy, here's the answers...)

The Cool Webpage that does your homework FOR YOU!

http://www.webmath.com/wppercents.html

Sophie Germain

Mathematicians are people, too: Sophie Germain

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Percent Equations Completed!

Today we finished telling the story of the percent equations! We even got to try out decoding some equations on our own... and you'll see our results below. You'll also see a most wonderful t-shirt that Elizabeth found and gave me from the recycling fair! :)

I would like the kids to TRY and finish the three problems from the board (below) -- try meaning they take a look at them with you and with their notes and see what they can figure out.

My shirt!!

Close up of my shirt!

HW

Percent Equations

We've been working with some pretty interesting stuff in First Year Math... percent equations! Today we continued our conversation from Tuesday, specifically with regards to decoding the words into math. We're still learning how to solve these problems though! And it's going to take us at least until tomorrow!

No homework!

Percent equations way #1

Percent equations ways #2-3

Into percent equations

I know, been awhile!

We've been working (yesterday, but not today because of block schedule) on percent equations. These are things that look like not only

40% of 60 is...

but also

45 is 20% of what number...

AND

34 is what percent of 64...

To study these, I am using the metaphor of "decoding" -- we have to decode the english into math language in order to solve the problem. We just started this yesterday--and the reason why you didn't see any homework come home is because we hit a wall!

I'm hoping to remedy this tomorrow in class. :)

Discounts everywhere!

After our warm up, we checked our homework and spent time working on the last three problems from their work yesterday during class/at home. These three problems couldn't be completed using the shortcut with 10% we talked about yesterday, they had to be done the multiplying way! Afterwards the kids got to make their own discount problems! They were quite interesting.... :)

The 10% Shortcut

Today after our blast-from-the-past warm up, we learned about the 10% shortcut. (Simply, that you can find 10% of a number by moving the decimal once to the left.) We then used this awesome shortcut to find some discounts on problems. You can see the problems that they started in class and will need to finish for homework by clicking here. They only need to do #s 1-5 and the answers for those are available here.

We've had lots of kids in and out this week and I want to remind them and parents that class docs (look over on the right of this page for Class Docs) is where I post all assignments, notes, homework, etc. if I don't put a link directly to it in the blog post. Enjoy!

Conversions!

Today after an interesting warm up (check the class docs to see what I mean!), we worked on a FDP chart (conversions chart). If kiddos didn't finish, they'll want to for homework. Click here for a copy of the worksheet. And here for answers! :)

Leonard Euler

Today's story was about Leonard Euler! Check out the notes on him below.

The kiddos also got five problems for homework (check the pic below) -- just a review of the skills we've been working on!

Leonard Euler

HW

More FDPs

Today we focused on FDP's and conversions. (Fraction/Decimals/Percents)

We made a huge chart today on the board and converted every which way we could on that chart! We even took notes on them. :)

Yesterday the kids worked on a sheet that helped them practice finding the percent of a number. We'll pick that one back up, along with conversions, and dividing decimals... next week!

Plus... I will be sending out ONE homework problem over email this weekend. (Probably tonight.) Feel free to embellish and add problems to practice at home with your child!

More practice problems

Practice problems

On their own practice

How to do conversions...

FDP

Fractions, Decimals, and Percents! Oh my!

Today I introduced the kids to the FDP chart. Conversion time! We talked the basics of converting back and forth and forth and back in the chart. Check out the class docs for the notes--practice time will be tomorrow evening!

Sir Isaac Newton

Since we were all at home yesterday, we read our usual Monday story today! And, as you can see from the blogpost title, it was about Sir Isaac Newton! Check out the notes below.

We also got a chance to start talking about percents and finding the percent of a number at the end of class. Every child walked out of the room with a green post-it that had ONE homework percent of a number problem on it. Be on the lookout!

%s

Sir Isaac Newton

On Trimester 2 Evaluations

I wanted to send out a note about how to read your child's second trimester math evaluation which you will be getting in the mail (along with your child's other reports) in the coming days.

You may have heard through the grapevine (in fact, you might have even heard through me!) that the Middle School Staff has been engaged in an Action Research Project on assessment and evaluation this year. (For more information on what exactly Action Research is, see this Wikipedia article.)

We've been asking ourselves many, many questions over the past few months. Among those are questions like:

    * Who are evaluations for? Students? Parents? Future teachers (of the students)?

    * What is the best way to convey how a child is "doing" in a class?

    * How can we improve our process to meet the needs of all parties involved in the assessment/evaluation experience?

(Note: These are a summary of the questions that my brain has latched on to and mulls over before I fall asleep each night--not necessarily representative of the entire Middle School Staff's questions.)

And, as you can imagine, many of us have taken on the task of actively experimenting with how our evaluations look, what they say, and how they say it. Some of us have added rubrics. Some of us have focused more on project assessment.

For my second trimester evaluation, I decided to focus on truly involving the students in the assessment/evaluation process.

There are many overarching goals that teachers have. These are the goals, dreams, and visions for what students will take from their time spent with us beyond how to add fractions and diagram a sentence.

As you probably guessed, I have a whole slew of these. :) But the one that got tapped these past few weeks was this: Students (and successful human beings) should be able to accurately evaluate themselves on how they are doing according to a specific standard--whether internal or external. Put plainly, people should know whether they're good at something or bad at something and how to process that.

When you open up your child's second trimester evaluation packet and turn to their math evaluation, you're going to see what I'm talking about.

The week before evaluations were due in advisor's boxes, each one of my math classes took an online form/survey of their performance and experience in my class. On that day, we rolled out the Mobile Mac lab and I made a BIG deal about all that I've written to you so far. I explained myself, and walked them step-by-step through the survey, answering questions along the way.

Basically, the kids had to answer the following sentences with the choices of Never... Sometimes... Most of the time... Always. And they could only choose one of the four.

Take a look at the actual evaluation the kids filled out. (This is just a PDF copy, you can't make any more submissions--don't forget to scroll down!)

I explained to the kids that they were to fill out the evaluation and that they were essentially writing their own evaluations. I, of course, reserved the right to adjust and tweak where I saw fit, and I would make my own comments on their reports as always. But you would be surprised how little I actually had to go back and change.

As the kids filled out the evaluations, many questions arose that sounded like, "Matthew... What if I'm more towards Sometimes... or maybe Most of the time?... I don't know... Can I say in between?"

I encouraged them to think these things through, for it's in that conversation that I think the magic of this evaluation and assessment experiment lie. And this is what I want to encourage you to do as you sit down and process your child's evaluation.

For example, "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds pretty good to me. Good job!"

Or... "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds interesting. What was it that kept you from putting down 'Always' on that one?"

To add another layer to the process, I decided at the last minute to let the kids see their final evaluations before they were delivered to advisors. In this way, I hoped kids would be able to continue to be part of the conversation about how they were evaluated and assessed in math. This created the space for kids to ask me, "Matthew? Why did you move me from 'Most of the time' to 'Sometimes' on this one?" And what a great conversation we had then!

Take a look at what the second trimester evaluations look like.

So, Matthew. Why this long blog post/email?

There are a couple of reasons. One is to keep you in the loop. Another is to try and prepare you and go ahead and answer some of your questions about how to read your child's evaluation.

And finally, I want your feedback. :) Be on the lookout for a post or an email asking for your feedback soon!

Thanks for all that you do--I hope all of this makes sense and that it was an easy and straight-forward read. I appreciate your patience and kindness as well in this wonderful dance we're doing called education your children. :) Have a great day!