Weeks Twenty-One/Twenty-Two (February 7-18)
The main focus for these weeks will be addressing Number Sense 1.1 and the Key Standard 1.2 as well as several Mathematical Reasoning Key Standards. The extension activities address Number Sense 1.3 and the Key Standard 1.5.

February 11 - Lincoln's Day

Main Activity
Interactive Mathematics Text
        p. 19 Save My Place
           This activity includes working with decimals, division, and mathematical reasoning.

Alignment to CA Mathematics Standards:
Number Sense
1.1 read, write and compare rational numbers in scientific notation (positive and negative powers of 10), approximate numbers using scientific notation
1.2 add, subtract, multiply and divide rational numbers, integers, fractions and decimals and take rational numbers to whole number powers
Mathematical Reasoning
1.1 analyze problems by identifying relationships, discriminating relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns
1.2 formulate and justify mathematical conjectures based upon a general description of the mathematical question or problem posed
2.4 make and test conjectures using both inductive and deductive reasoning
2.7 indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy

Extensions
MAC Text
        pp. 71-74 - Dividing Decimals
        pp. 48-63 - Decimals
        pp. 154-156 - Fractions and Decimals
        pp. 67-67 - Scientific Notation

Alignment to CA Mathematics Standards:
Number Sense
1.3 convert fractions to decimals and percents and use these representations in estimation, computation and applications
1.5 know that every fraction is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions representations of a decimal

Problem of the Week - pp. 190-196 - Unit 11 - number patterns and operations
        On the first Wednesday of the month students will have a reading activity in class. They will read the different POWs in their text and select one to work on for that week.

Alignment to CA Mathematics Standards:
Mathematical Reasoning
1.1 analyze problems by identifying relationships, discriminating relevant from irrelevant information, identifying missing information, sequencing and prioritizing information and observing patterns.
1.2 formulate and justify mathematical conjectures based upon a general description of the mathematical question or problem posed.
1.3 determine when and how to break a problem into simpler parts.
2.4 make and test conjectures using both inductive and deductive reasoning
2.5 use a variety of methods such as words, numbers, symbols, charts, graphs, tables, diagrams and models to explain mathematical reasoning.
2.6 express the solution clearly and logically using appropriate mathematical notation and terms and clear language, and support solutions with evidence, in both verbal and symbolic work.
3.1 evaluate the reasonableness of the solution in the context of the original situation
3.2 note method of deriving the solution and demonstrate conceptual understanding of the derivation by solving similar problems.

Resources

Assessment
  • Students will demonstrate ability to divide decimals.
  • Students will read, write and compare rational numbers in scientific notation.
  • Students will convert fractions to decimals and percents and use these representations in estimation, computation and applications.
  • Students will know that every fraction is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions representations of a decimal.
Weeks Twenty-Three/Twenty-Four (February 21-March 3)
The main focus for these weeks will be addressing Measurement and Geometry 2.3 as well as several Mathematical Reasoning Key Standards. The extension activities address Measurement and Geometry 2.4.

February 21 - President's Day

Main Activity
Interactive Mathematics Text
        p. 20 Finders Keepers
           This activity includes concepts of length, width, height, area, volume and rectangular solids.

Constructing Rectangular Prisms

This will be available as an ESCOT Runner problem. The activity is called Cube/Rectangular Prism Activity

Alignment to CA Mathematics Standards:
Measurement and Geometry
2.3 compute the length of the perimeter, the surface area of the faces, and the volume of a 3-D object built from rectangular solids. They understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor
Mathematical Reasoning
2.2 apply strategies and results from simpler problems to more complex problems
2.4 make and test conjectures using both inductive and deductive reasoning
2.5 use a variety of methods such as words, numbers, symbols, charts, graphs, tables, diagrams and models to explain mathematical reasoning
2.8 make precise calculations and check the validity of the results from the context of the problem

Extensions
MAC Text
        p. 394-397 - Volume of Prisms

Alignment to CA Mathematics Standards:
Measurement and Geometry
2.4 relate the changes in measurement under change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 12 square inches, 1 cubic inch = 2.54 cubic centimeters)

Resources

Assessment
  • Students will demonstrate understanding of length, width, height and volume of a rectangular solid.
  • Students will demonstrate understanding that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor.

Go to: Weeks 25-26 and 27-28 || Table of Contents



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