Ms. Hammond’s Math & Science Lesson Plans
Week of: February 23-27
Domain: Separating Mixtures/Solutions & Dividing Fractions
Habit: Think Win-Win
Science: Matter is anything that has mass, takes up space, and is made of particles often too small to be seen.
Dates:
Monday 2-23
Tuesday 2-24
Wednesday 2-25
Focus
How can we separate
What is evaporation and how What is Flotation and how is
Question(s):
mixtures? What is
is it used to separate
it used to separate mixtures?
Standards:
Objective(s):
Procedures:
filtration and sifting and
how is it used to
separate mixtures?
5-4.3, 5-4.5, 5-4.6
TLW separate a mixture
using the processes of
filtration and sifting.
Instructional Time:
Part One
Using diatomaceous
earth (powder), salt,
gravel, and water,
students will filter all 3
solutions (Use
Separating Mixtures lab
sheet).
*Save the salt water for
the next day.
Part Two
Students will read
Filtration Article and
complete the sifting and
filtration portion of their
Study Sheet on their
own. Allow students
opportunities to discuss
answers from reading
with class
Thursday 2-26
How is magnetic attraction
used to separate mixtures?
Friday 2-27
What is chromatography and
how is it used to separate
mixtures?
5-4.3, 5-4.5, 5-4.6
TLW use the process of
flotation to separate a
mixture.
Engage: Review methods of
separation learned from
yesterday’s lab.
5-4.3, 5-4.5, 5-4.6
TLW use the process of
magnetic attraction to
separate a mixture.
Engage: Review methods of
separation learned from
yesterday’s lab.
5-4.3, 5-4.5, 5-4.6
TLW use the process of
chromatography to separate
a mixture.
Engage: Review methods of
separation learned from
yesterday’s lab.
Instructional Time:
Part One
Students will be given a
container of water and a bag
of mixed items, and will
determine which items sink
or float. Students will be
instructed to dump all items
into the tub of water and
devise a plan to separate
them into groups.
Instructional Time:
Part One
Students will be given a
mixture of various items and
a magnet wand. Students will
use the magnet wand to
determine which items could
be separated from the
mixture using magnetic
attraction. They will also
discover that not all items are
magnetic.
Instructional Time:
Part One
Students will complete
chromatography experiment
in which they determine
who committed a crime
based on a note left by the
culprit and a list of suspects
(Power Point). Students will
explore the separating
technique of
chromatography to
determine their answer.
mixtures?
5-4.3, 5-4.5, 5-4.6
TLW use the process of
evaporation to separate a
solution.
Engage: Review methods of
separation learned from
yesterday’s lab. Ask students
to brainstorm ways the
remaining salt could be
separated from the water.
Instructional Time:
Part One
Using salt and water solutions
from yesterday’s lab, students
will begin the evaporation
process.
Part Two
Students will read
Evaporation Article and
complete the Evaporation
portion of their Study Sheet
on their own. Allow students
opportunities to discuss
answers from reading with
class.
Part Two
Students will read an article
about Debris from the
Tsunami to learn more about
flotation used in separating
mixtures.
Students will use article and
lab to complete their study
sheet section on Flotation.
Part Two
Students will view Magnetic
Attraction Video. Students
will use video and lab to
complete magnetic attraction
section of study sheet. Allow
time for students to share
responses on Study Sheet.
Part Two
Students will read
Chromatography Techniques
Article and complete
information on Study Sheet
as a group. Allow groups
time to share their findings
with the class and clear up
any misconceptions for
students.
TEST will be on MONDAY!
Materials:
Study Guide, Filter
Paper, Gravel
Diatomaceous Earth,
Funnels and Dowels,
Filtration Article
Study Guide, Salt
Petri Dish or Pan for
Evaporation, Evaporation
Article
Study Guide, Floating Items,
Water, Tubs, Floatation
Article
Study Guide, Video, Magnetic
Items, Magnets
Study Guide, Coffee Filters, 5
different types of ink pens,
Chromatography Article
Math There are multiple interpretations of multiplication and division of rational numbers and each operation is related to other operations.
Dates:
Monday 2-23
Tuesday 2-24
Wednesday 2-25
Thursday 2-26
Focus
Question:
How can I divide fractions by
fractions?
How can I divide a fractions
and whole numbers?
CCSS:
Can I demonstrate my
knowledge of dividing
fractions by completing a
practice test?
Friday 2-27
Can I demonstrate my
knowledge of dividing
fractions by completing a
summative assessment?
Can I demonstrate my
knowledge of adding,
subtracting, multiplying and
dividing fractions through a
culminating assessment?
TSW demonstrate their
knowledge of adding,
subtracting, multiplying and
dividing fractions through a
culminating assessment.
1, 2, 3, 4, 5, 6, 7, 8
5. NF.3, 5.NF.4, 5.NF.5, 5.NF.6, 5.NF.7
Objectives:
TSW compute area using
their knowledge of
multiplying fractions.
TSW use my knowledge of
area and multiplying
fractions to solve a realworld problem.
TSW demonstrate their
knowledge of dividing
fractions by completing a
practice test.
TSW demonstrate their
knowledge of dividing
fractions by completing a
summative assessment.
Mathematic
al Practice:
2, 4, 5, 6
2, 4, 5, 6
1, 4, 5, 6
1, 4, 5, 6
DOK:
Procedures:
DOK 1, DOK 2
Guided Math:
Teacher Group: Queenies
Topic: comparing decimal #s
and fractions
DOK 1, DOK 2
Guided Math:
Teacher Group: Glam Girls
Topic: comparing decimal
#s and fractions
DOK 1, DOK 2
Guided Math:
Teacher Group: Starlets
Topic: comparing decimal
#s and fractions
DOK 1, DOK 2
Guided Math:
Teacher Group: Razzle
Dazzles
Topic: comparing
decimal #s and fractions
Engage:
http://learnzillion.com/lesso
ns/205-divide-fractions-byfractions-dividing-across
Engage:
Students will learn how to
divide fractions and whole
numbers by building on
what they know already
about dividing fractions by
fractions.
(page 33-34 of “Math
Journal Packet”)
Instructional Time:
Students will complete a
practice test to prepare for
tomorrow’s test on dividing
fractions. While students are
working independently, the
teacher will pull groups to
clear up any misconceptions.
(mp 1, 4, 5, 6)
Concrete:
Students will divide fractions
by fractions using visual
models. Students will be
given “Dividing Fractions
with Visual Models” to
practice using the visual
model (use only the cards
that divide fractions by
fractions).
(mp 2, 4, 5, 6)
Representational:
Students can complete the
“Dividing Fractions Task
Concrete:
Students will divide
fractions and whole
numbers using visual
models. Students will be
given “Dividing Fractions
with Visual Models” to
practice using the visual
model (use only the cards
that divide fractions and
whole numbers).
Early Finishers:
These students will work on
MAP RiT practice on
Odyssey. This is
individualized to each
student’s needs. Students
will record their activity in
their Math log.
Instructional Time:
Students will complete a
formal assessment on
dividing fractions. The
teacher will use
conference grading to
provide feedback to the
students.
(mp 1, 4, 5, 6)
Early Finishers:
Leveled MAP RiT practice
on Odyssey
Homework: Math
Practice Problems
DOK 1, DOK 2
Guided Math:
Teacher Group: Glam Girls
Topic: comparing decimal
#s and fractions
Instructional Time:
(mp 1, 2, 3, 4, 5, 6, 7, 8):
Students will complete a
culminating assessment on
adding, subtracting,
multiplying, and dividing
fractions. Students will be
demonstrating their
knowledge of standard
algorithm and modeling.
Students must choose one
problem to write a
constructed response on
scaling.
The teacher will work with
students who have any
misconceptions on the
current concepts being
reviewed.
This will serve as a
Cards (leveled)” in order to
practice the standard
algorithm. These problems
are leveled to meet them on
their individual level.
(mp 1, 5, 6, 8)
Additional Practice:
Students may complete the
“Dividing Fractions by
Fractions Practice” page using
the standard algorithm.
Homework: Math Practice
Problems
Formative
Assessment:
Teacher Observation
Are students relating the
division problems to their
knowledge of multiplication
with fractions? Are students
accurately drawing the
models to represent their
problems? Do students have a
good foundation of how to
use the models before they
move on to the standard
algorithm?
Materials:
Task Cards, Practice Sheet
(mp 2, 4, 5, 6)
Representational:
Students will complete the
Math Journal page dealing
with Word Problems (page
36-37 of “Math Journal
Packet”)
Students will Practice Using
(focus on fraction by
fraction and fraction by
whole):
*Envision Textbook Pages
294-295 and 296 and 297
*Workbook pages R 11-10
(mp 1, 5, 6, 8)
Homework: Enjoy your
weekend!
Teacher Observation
Are students relating the
division problems to their
knowledge of
multiplication with
fractions? Are students
accurately drawing the
models to represent their
problems? Do students
have a good foundation of
how to use the models
before they move on to the
standard algorithm?
Task Cards, Math Journal
Pages, Textbook, Workbook
Homework: Review Math
Practice Test
culminating assessment for
the entire fraction unit.
Homework: Enjoy your
weekend!
Teacher Observation
Are students accurately
completing the problems on
their practice test? Do
students show an
understanding of simplifying
the answers from their
division problems (i.e.
changing improper fractions
to mixed numbers)?
Which students need to be
met with to clear
misconceptions before
tomorrow’s formal
assessment?
Practice test
Teacher Observation
Are students accurately
completing the problems
on their test? If they
answer a problem
incorrectly, do they
understand their
mistake? Are they able to
fix their mistake and
demonstrate a true
understanding of the
concept at hand?
Teacher Observation
Are students accurately
demonstrating their
knowledge of addition,
subtraction, multiplication,
and division of fractions? Are
students drawing accurate
models that represent their
problems? Are students able
to follow the process on how
to complete a constructed
response?
Summative Test
Culminating Assessment