REVISED 2/16/16
Mrs. Goss-Rodgers lesson elements for Week of September 16-September 20, 2013
Check all that apply:
 Math
JJIP Strategy for September: Word Parts and Vocabulary
1. Common Core Learning Standards Addressed:
Prime Time:
CCSS.Math.Content.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100
and the least common multiple of two whole numbers less than or equal to 12. 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 factor. For example, express 36 + 8 as 4 (9 + 2).
6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.
Bits !!:
6.NS.1 Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
1. Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using
visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) ÷ (3/4) and use a visual fraction
model to show the quotient; use the relationship between multiplication
and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3.
(In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person
get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup
servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of
land with length 3/4 mi and area 1/2 square mi?
6.EE.5 Apply and extend previous understandings of arithmetic to algebraic
expressions.
REVISED 2/16/16
Reason about and solve one-variable equations and inequalities.
5. Understand solving an equation or inequality as a process of
answering a question: which values from a specified set, if any, make
the equation or inequality true? Use substitution to determine whether
a given number in a specified set makes an equation or inequality true.
2. Learning Targets:
Prime Time:
Understand factors and multiples
and how to find them. Then apply
this knowledge to solving problems.
Bits II:
Students should start making sense
of problems and when having
difficulty, they should use
appropriate tools to persevere and
reason strategically,
Essential Questions:
-How do I find factors and
multiples?
-How do you represent number
in equivalent forms?
-Why is it important to know
number characteristics?
How do you determine which
operations to use when solving
problems?
2a. I can statements:
-I can determine when to find
the GCF or LCM when solving
problems.
Bits II:
I can estimate fraction and
decimal sums.
Bits II:
-Why do you have to find a
common denominator when
adding or subtracting fractions?
-How is fraction multiplication
related to fraction division?
-How do you determine which
operations to use when solving
problems?
-How do you determine
whether your answer is
reasonable?
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes?
REVISED 2/16/16
DIFFERENTIATION
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday
Comments:
Monday-Friday
Comments:
Formative (Ideas:)
Summative (Suggestions:)
 Thumbs up/down
 End of Unit Test
 Exit ticket
 Extended Response-Bellwork
 Zero to five
 End of Unit Project- My Special Number Project
 Anecdotal notes
 Tech project
 Teacher Observation
 Oral/visual presentation
 Checklist

 Oral summary
 Extended Response
 Quiz
 Written summary (or quick write)

4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning
experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus
Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks
Components of
Monday
Tuesday
Wednesday
Thursday
Friday
Gradual Release:
4.2 Prime Time:
I will go over
PRIME TIME
1.1 Bits & Pieces
No School
Focus Lesson
I will model how to
the
TEST
II:
(I do)
develop strategies
instructions for
I will model how to
SIP Day
for finding the
group work
estimate sums of
longest factor string and rotations
fractions and
by breaking
for reviewing
decimals to
composite numbers
for the Prime
determine if each
into factors until all
Time test
sum is nearest 0, 1,
of the factors are
tomorrow.
2, or 3.
prime.
REVISED 2/16/16
Guided Instruction
(We do)
Collaborative
(We do together)
We will continue
taking notes on how
to prime factorize
numbers and put
them in exponential
form. (Writing)
We will review
for the Prime
Time test
together by
going over
sample test
questions.
We will go over
all instructions
on the test
together before
students begin
(Reading)
We will work
through some Prime
Factorization
problems in
preparation for the
homework
assignment on the
white boards.
Students will
work in small
groups to
answer
questions
together
successfully
pertaining to
the prime time
concepts. They
will have about
8 minutes at
I will also collect
the Prime Time
Books from the
students today.
*Time permitting we
will work on our
Pride/Improvement
Prior Knowledge
Vocabulary:
fraction, numerator,
denominator,
improper fraction,
mixed number,
equivalent
fractions, reciprocal
(new), algorithm
(new)
- We will use p. 11
ACE #30 as a warm
up exercise. We will
review what
benchmarks are
and how they are a
way to compare
fractions or
decimals. (Reading,
Speaking)
We will work with
Labsheets 1.1A-C to
work on arranging
numbers (fractions,
decimals, and
mixed numbers)
using benchmarks.
Students will work
with a partner to
“play” this game.
(Speaking)
No School
SIP Day
No School
SIP Day
REVISED 2/16/16
piece for SLCs
each rotation
*Time permitting
(8 rotation) to
we will work on our
complete the
Pride/Improvement
sample
piece for SLCs
problems.
Independent
Prime Factorization
** Special
Students will
No Hw Tonight.
(You do)
worksheet (all)
Number
complete the
Project is due
Prime Time Test
tomorrow!
independently.
(Writing)
(Writing)
**Prime Time
Test
tomorrowStudy!
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Monday
Tuesday
Wednesday
Thursday
*Bellwork-MC A & B
*Bellwork- SR A
*Bellwork-SR B
*Bellwork- ER
*Prime Time Book
(Writing)
(Writing)
(Writing)
*White
*Prime Time Book
*Prime Time Test
*Bits 2 Books
*Boards/markers/erasers *Special Number
(Writing)
*Labsheets 1.1 A-C
*Pride/Improvement
Project Due tomorrow *After the test
*Pride/Improvement
artifact for SLC (Writing) *Prime Time Test
activity (extra
artifact for SLC
Tomorrow
credit)
(Writing)
No School
SIP Day
Friday
No School
SIP Day
Family Connection (How will you communicate with and extend into the home?)
Students will take home their binders and show their family their math folder and explain what will be kept in the math folder.
Students will receive their Progress Reports on Wednesday of their week and share them with their parents.
Teacher Reflection:
REVISED 2/16/16