MATH
This week we began our unit on Percentages. This unit is particularly important because of its relevance to everyday life. No matter what walk of life the students may choose, all of them will have to deal with money in one capacity or another. Given our country’s current economic state, I feel strongly that it is my responsibility to seize this opportunity to teach the kids the basics of finance. Therefore, my Percentage Unit will revolve around the following learning objectives:
· Fraction/Decimal/Percent equivalencies
· Find the Percent of a Number
· Percent Increase and Decrease
This week we reviewed the concept of percent and how to procedurally convert fractions, decimals, and percents from one form to another. We also reviewed how to calculate the percent of a number and then practiced by playing The Thousand Mile Race, a card game in which students use this knowledge to “race” other students. Lastly, we learned about how to set up the “Percent Proportion” to solve for missing bits of information. Mrs. Alter added a great kinesthetic touch by getting the students out of their seats to actually set up the proportion in a physical way (see slideshow). After the proportion had been established, we spent time exploring various word problems and how to translate the words into mathematical statements. Often times students find this “translation” process to be the most challenging aspect of coming up with the correct answer. I gave them some very specific pointers and clues that should assist them in this process. I highly encourage ALL students to review this information which is posted on my website. (Click here to view the Powerpoint).
As the unit progresses, the students will be receiving practice on these concepts through class activities, the Larson’s computer program, and through homework. I also encourage you to weave these concepts into your family life as well. Involve your kids whenever possible. Here are a few ideas of appropriate ways to do this:
· Devising family or individual budgets
· Shopping – calculating taxes
· Dining out – calculating taxes and tip
· Banking – calculating simple interest
· Analyzing and discussing savings vs. debt
A Quick Word about Homework
This week there is no “Mixed Review.” Rather, the students are working on an “Error Correction and Analysis” of the cumulative test they took upon completion of the Green Home Unit. Part of this assignment is to obtain a parent’s signature. Please use this opportunity to touch base with your child about his/her affective side of learning as well. We’re working hard at school to promote healthy study habits. Hopefully this assignment will give you and your child an opportunity to discuss what these study habits “look” like at home. The kids are getting older, the material is getting harder, and the pace is brisk. We all need to be aligned so that we are providing the support necessary for the students to be successful. Please touch base with your child and talk about these things. Your support and involvement make all the difference!
This week we began our unit on Percentages. This unit is particularly important because of its relevance to everyday life. No matter what walk of life the students may choose, all of them will have to deal with money in one capacity or another. Given our country’s current economic state, I feel strongly that it is my responsibility to seize this opportunity to teach the kids the basics of finance. Therefore, my Percentage Unit will revolve around the following learning objectives:
· Fraction/Decimal/Percent equivalencies
· Find the Percent of a Number
· Percent Increase and Decrease
This week we reviewed the concept of percent and how to procedurally convert fractions, decimals, and percents from one form to another. We also reviewed how to calculate the percent of a number and then practiced by playing The Thousand Mile Race, a card game in which students use this knowledge to “race” other students. Lastly, we learned about how to set up the “Percent Proportion” to solve for missing bits of information. Mrs. Alter added a great kinesthetic touch by getting the students out of their seats to actually set up the proportion in a physical way (see slideshow). After the proportion had been established, we spent time exploring various word problems and how to translate the words into mathematical statements. Often times students find this “translation” process to be the most challenging aspect of coming up with the correct answer. I gave them some very specific pointers and clues that should assist them in this process. I highly encourage ALL students to review this information which is posted on my website. (Click here to view the Powerpoint).
As the unit progresses, the students will be receiving practice on these concepts through class activities, the Larson’s computer program, and through homework. I also encourage you to weave these concepts into your family life as well. Involve your kids whenever possible. Here are a few ideas of appropriate ways to do this:
· Devising family or individual budgets
· Shopping – calculating taxes
· Dining out – calculating taxes and tip
· Banking – calculating simple interest
· Analyzing and discussing savings vs. debt
A Quick Word about Homework
This week there is no “Mixed Review.” Rather, the students are working on an “Error Correction and Analysis” of the cumulative test they took upon completion of the Green Home Unit. Part of this assignment is to obtain a parent’s signature. Please use this opportunity to touch base with your child about his/her affective side of learning as well. We’re working hard at school to promote healthy study habits. Hopefully this assignment will give you and your child an opportunity to discuss what these study habits “look” like at home. The kids are getting older, the material is getting harder, and the pace is brisk. We all need to be aligned so that we are providing the support necessary for the students to be successful. Please touch base with your child and talk about these things. Your support and involvement make all the difference!
SCIENCE
Poor Mrs. Smith's family was infected with H1N1 this week! YUCK! Therefore, we did all math this week. Next week we catch up on science. We missed you Mrs. Smith and hope everyone is feeling much better!
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