Immigration simulation

5.1 Math Resources

Students will be working on standards: *Multiplying and dividing with decimals *Divide decimals only to hundredths MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Throughout the week, the teacher will support the students understanding of multiplication and division being inverse operations of each other. The teacher will also ensure students understand the rules for multiplication and division of whole numbers and how they also apply to decimals   Multiplying Decimals Videos: https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/alg-basics-operations-with-decimals/v/multiplying-decimals https://www.brainpop.com/math/numbersandoperations/multiplyingdecimals/ https://learnzillion.com/lesson_plans/8152-multiply-decimals https://learnzillion.com/lesson_plans/6683-use-an-area-model-to-multiply-decimals-by-decimals   https://www.youtube.com/watch?v=JfE3lDGPCu0 Activities/Practice: http://classroom.dickinsonisd.org/users/1691/docs/Practice/Mult_Div/Multiplying%20Decimals%20Word%20Problems.pdf Connect Four-Multiplying Decimals https://www.teacherspayteachers.com/FreeDownload/Connect-Four-Multiplying-Decimals-1943728 Mult. Decimals w/ Models https://www.pinterest.com/pin/323555554460372267/ Mult. Decimals Showdown https://www.teacherspayteachers.com/Product/Multiplication-with-Decimals-Showdown-328581   Online: https://www.ixl.com/math/grade-6/multiply-decimals https://www.iknowit.com/lessons/e-multiplying-decimals.html https://www.splashmath.com/multiplication-decimal-multiplying-fractions-games-for-5th-graders?page=2   Dividing Decimals Video: https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-dividing-decimals/v/division-strategies-for-decimal-quotients https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-dividing-decimals/v/dividing-decimals-completely https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-dividing-decimals/v/long-division-with-decimals https://www.youtube.com/watch?v=HlEx1TN-dqY https://www.youtube.com/watch?v=X78xis8NbF8 https://learnzillion.com/lesson_plans/5338-divide-decimals     Practice: https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-dividing-decimals/e/divide-decimals-visually https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-dividing-decimals/e/dividing_decimals_3 https://www.mathgames.com/skill/5.22-division-with-decimals Games: http://www.fortheloveofteachingmath.com/wp-content/uploads/2012/03/Dividing-Decimals-Board-Game.pdf http://mrnussbaum.com/decimals-workshop/ https://www.teacherspayteachers.com/Product/Multiplying-Decimals-Dividing-Decimals-Adding-Decimals-Subtracting-Decimals-1517495

Update for 11/12

       Dear Parents,


      On Monday students will type their final draft of their informational papers.  They will be able to use their rough drafts, copies of articles, and bibliographies to help them complete their final drafts.  Students in 5.1 math will also have their Multiplying Decimals quiz.  In Tiger Time this week, we will begin learning how to divide decimals. In 6.1 math we will begin our Algebra unit this week.  As always, your student should be working on the assigned homework in their agendas and reviewing the materials I send out through Remind texts. 


       On Tuesday students should come to school dressed as an immigrant for our "skit" - it should be a powerful experience for them!  In Science we are beginning our unit on Cells.  Please make sure your student is reviewing the power point and links I've sent out on Remind. 


      Students do not have school on Friday, November 17th.  I hope they enjoy their long weekend!


       :)  Jenny M-G


5.1 Math:

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

• What are some patterns that occur when multiplying and dividing by decimals?
• How can we efficiently solve multiplication and division problems with decimals?
• What strategies are effective for finding a missing factor or divisor?
• How can we check for errors in multiplication or division of decimals?


6.1 Math:


Apply and extend previous understandings of arithmetic to algebraic expressions.
MGSE6.EE.1 Write and evaluate expressions involving whole-number exponents.


MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.


MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5-y.


MGSE6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.


MGSE6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas 𝑉= 𝑠3 and 𝐴=6𝑠2 to find the volume and surface area of a cube with sides of length 𝑠=12.


MGSE6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.


MGSE6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them.) For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.


MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100.

a. Find the greatest common factor of 2 whole numbers and use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factors. (GCF) Example: 36 + 8 = 4(9 + 2)



b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve

real-world problems.

STEAM lab & digital presentations

         The kids' Turn of the Century digital presentations were a hit with the students and parents alike.  Great job, 5th graders!!  We also enjoyed creating a "285" loop and calculating our cars' rate of feet per second in the STEAM lab this week.

Math and Social Studies resources

6.1 math previews:
Proportions video
https://www.brainpop.com/math/ratioproportionandpercent/proportions/
Percents video
https://www.brainpop.com/math/ratioproportionandpercent/percents/


5.1 math preview:
Multiplying with decimals
https://www.brainpop.com/math/numbersandoperations/multiplyingdecimals/


Crash Course in the Industrial Economy
https://www.youtube.com/watch?v=r6tRp-zRUJs


Crash Course in the Growth of American Cities
https://www.youtube.com/watch?v=RRhjqqe750A

Science Olympiad fun with aerodynamics!

Turn of the Century project and rubric

                                                                                                                      Name__________________________

 

                                                                                                                       Due:  November 9, 2017

                                             Turn of the Century Project

 

   SS5HI Describe how life changed in America at the turn of the Century

 

Description of the task: you will create/illustrate a VISUAL summation of this unit (Chapter 7-Lessons 3-4; Chapter 8-Lessons 1-3). Your visual assessment must include a short summary (4 details or ideas) and pictures/maps/charts/diagrams on the following topics:

 

1. The Importance of cattle drives
   Include maps of the Great Western Cattle Trail and the Chisolm Trail.
   Who were the Black Cowboys of Texas?
    
2. Inventions at the Turn of the Century
   Include the Wright brothers, George Washington Carver, Alexander Graham Bell, and Thomas Edison.
   What did they invent and how did it change Americans’ lives?
    
3. Immigrants to America –
   Why were people moving to America?  Where were they moving from?  Where in America were they settling?
4. The Growth of American Cities (Pittsburgh, Chicago) –

Why were people moving to the cities?  How many people were moving to the cities?

 

 

Digital Storytelling : Turn of the Century Project Teacher Name: Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Voice - Conversational Style	Uses a conversational style throughout.	Uses a conversational style the majority (85-95%)of the time	Uses a conversational style most (70-84%)of the time.	Presentation style is primarily monologue.
Soundtrack - Emotion	Music stirs a rich emotional response that matches the story line well.	Music stirs a rich emotional response that somewhat matches the story line.	Music is ok, and not distracting, but it does not add much to the story.	Music is distracting, inappropriate, OR was not used.
Images	Images create a distinct atmosphere or tone that matches and illustrates all of the concepts. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches and illustrates some of the concepts. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but images for half or more of the concepts were missing. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone or illustrate the concepts.
Grammar	Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.	Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.	Grammar and usage were typically correct but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.
Duration of Presentation	Length of presentation was 4 minutes.	Length of presentation was 3 minutes.	Length of presentation was 2 minutes.	Presentation was less than 2 minutes long OR more than 4 minutes.