Most students on our team are working with finding common denominators to add (or subtract) fractions. We practiced a couple of methods for finding the LCD (least common denominators) and then using the LCD to make equivalent fractions to add or subtract. Students have been reminded that simplifying final answers is required and will be marked off if it is not done.
Some students worked on subtracting mixed numbers with regrouping. This group has already mastered finding and using common denominators. Homework tonight: (MUST SHOW WORK!) *Adding fractions group: page 12- EVENS ONLY *Subtracting mixed number group: PS- EVENS ONLY
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Students worked on simplifying fractions as a stand-alone activity for the last time today. They will be expected to use this skill on all answers moving forward. Students had an extension worksheet on the back of their classwork (fractions maze worksheet) to practice Least Common Multiple (a new concept) and Greatest Common Factor (review concept)
Homework: complete Fraction Maze worksheet ** ALL fractions in the maze MUST be reduced, even if they are not part of the "path" through the maze. Make sure that each of the first 6 problems have 3 equivalent fractions with denominators of less than 100.** We did some skill review of critical skills (simplifying and converting between mixed numbers and improper fractions).
On Monday, students worked on a packet converting between mixed numbers and improper fractions. This was to be completed for homework if necessary. Then students were able to work from their Fractions Skills List on IXL. On Tuesday students reviewed equivalent and simplifying fractions on a double-sided worksheet. Most students finished this as classwork and either worked on their fractions skills list or on an additional converting between mixed numbers and improper fractions practice sheet. HOMEWORK: Monday: complete packet- 2 double-sided pages Tuesday: complete Fraction Finder Worksheet- 2 sides Today we talked about mixtures in real-life and connected that to environmental engineering and how people to soil samples to see what contaminants might be found in a given area. Students were given a "soil sample" that they had to analyze for what contaminants (Dots and Gummy Bears) were in the sample and what percentage of the sample was contaminated.
Groups were then able to distribute their samples evenly and enjoy them :) Today we worked on converting between mixed numbers and improper fractions. We watched a BrainPop video and took notes then practiced on a matching worksheet that most students handed in. The remaining students will hand in next week.
Homework: finish tennis racket/ball worksheet if not handed in Today we talked about saturation and used the example of cleaning up a spill. When cleaning up a liquid spill, the paper towels can become saturated so that they can't wipe up any more of the water. The water will drip off the paper towels because they can't hold any more water. We used this same analogy when doing our Kosher salt solutions. Students worked in groups to figure out how many scoops of salt it took to saturate 50 ml of water. We will discuss our results on Monday.
Today was our first official day in groups. Throughout the course of the 40 minute period, students will have about 10 minutes of direct instruction (a mini-lesson), then they will have about 10 minutes of seat-work to practice what we worked on. After their seat work is completed, students will go onto IXL to practice 5th grade fraction skills. Each student has a chart with the skills listed to check off as they master (100%). The groups rotate through the 3 parts of the class. Because of this, assignments are by group, and you will need to check with your child (in their planner) as to which assignment they need to complete.
Adding like denominators: page 6 Adding unlike denominators: page 12 Subtracting with regrouping: page 22 Evens only |
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April 2020
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