Video Lesson and Quiz Ready 11/22

Hi 5V Accel Math Families,

How are you? I hope your Thanksgiving was a good one and that the kids are relaxing and having fun. We all deserve it.

The video lesson titled: "REVIEW of discounts and operational thinking" has been uploaded to Edline. Please tell your child and kindly request from my side that they watch the video prior to class on Monday. If your family is busy and can not, I understand.

Please also remind your child that there is a mini 4 question survey/quiz to take. About half the class has taken the quiz already.  As a reminder, here is how to access the video and the survey/quiz:

After logging onto Edline and going to Mr. Vaid's class:

Video: Right side of screen is the content section: math lessons and resources>Unit 2>Video Lessons>REVIEW of discounts and operational thinking

Survey/Quiz: Right side of screen is the content section: math lessons and resources>Unit 2>Assessment for Learning>Math Operations Check


Thanks so much. We are on the cutting edge here and beginning to make learning more personal and meaningful for our students.

Mr. Vaid

Flipped Instruction Going Well; Will Continue: Update 11/26-11/30

Nearly all students this week participated in flipped instruction! 

Before I detail the week ahead, I wanted to let you know that the flipped instruction model in our math class is going very well. In a few moments I will elaborate on flipped instruction so you have a little more knowledge about it. I'll speak in simple terms and avoid teacher jargon. Anyway, I plan to increase the use of this model because the students are responding well to it.

A few things about flipped instruction:

What it is: 

• The nature of the name implies that what is typically done at home (homework and studying) can be done at school, and what is typically done at school (formal lesson and assessment) can be done at home. 

• Flipped instruction model allows for each student to work at a pace that is more conducive to his/her learning approach, style, and ability. 

• Flipped instruction allows for students to pre-learn or build background on a concept prior to coming to class and either beginning work or having the teacher re-teach the concept. 

• Flipped instruction provides more opportunities for a teacher to assess a student on an ongoing basis, and it allows a student to receive the proper type of instruction for that day's content; this could be re-teaching, enrichment, more one-on-one instruction, and small group instruction. 

• At its heart, when done well, flipped instruction promotes ongoing assessment and personalized instruction for each child, thus giving him/her the best context for learning, reflecting upon learning, and having opportunities for higher level enrichment. 

What is is NOT: 

• Flipped instruction is not "go home, watch a lesson, come to school the next day, and do work." It appears that on a very basic level this is what flipped instruction is, but trust me, being a teacher, there is a whole lot more to it; at its heart: ongoing assessment and personalized instruction. 

• Students learning solely on their own. While flipped instruction has a student watch an online video/tutorial or webcast initially at home, this is really what I like to call level one instruction. The next day in class, I make it a point to visit with each student and do follow up work and re-teaching. Sometimes that re-teaching is extensive (for a child whose assessment the nigh before shows me he/she really doesn't get it, and sometimes that re-teaching is a follow up with questioning. Sometimes the re-teaching really is enriching your child and posing more challenges, aka as enrichment. 

What are we Learning or re-learning this week before Friday's Test? 

• Skills and strategies for computation. 
• Context for computation (balancing our checkbooks)
• Higher level computation (calculating sales tax and discounts) 
• Exponential notation 
• Context for applying operations in word problems (Problem solving work) 
• How to better evaluate our math strengths and weaknesses (reflection) 

Okay, so maybe the test will be the following Monday or Tuesday. I will keep you posted. There is one standard left for us to introduce and that is: 

Standards:

5.NB.T2: Explain patterns in the number of zeroes of the product when multiplying by powers of 10. 

6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. 

Buying a Car and Buying a House. Update: 11/12-11/16

We rely on strategy as opposed to guesswork. 

Greetings 5V Math Families!

Buying a car involves every basic computational component: addition, subtraction, multiplication, and division. Last week, the kids began the purchase process and quickly found that after calculating sales tax and interest, buying a car is not as easy and simple as it appears.

Recap of standards addressed last week: 

-Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. (6.NS.3)

-Fluently divid multi-digit numbers using the standard algorithm. (6.NS.2)

-Interpret and compute quotients of fractions and solve word problems. (6.NS.1)


This week's standards focus: 

-Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. (6.NS.3)

-Fluently divid multi-digit numbers using the standard algorithm. (6.NS.2)

-Explain patterns in the numbers of zeros of the product when multiplying a number by owes of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. use whole-number exponents to denote powers of 10. (5.NBT.2)

Transfer of Knowledge: 

-Continue process of buying a car.

-Calculating sales tax

-Calculating interest

-Determining monthly payment

-Debiting amounts from checkbook

-Crediting checking account

-Debiting and crediting savings account

-Begin purchase inquiry into a home

-Space exploration and distance

Review of Mathematical Practices: 

We try to incorporate each of these practices during the math week.