Critical+Thinking

=I look forward to seeing all of my fantastic 5th graders on Tuesday and Thursday!=

Week of 5/13-5/17
==Tuesday, 5/14: Read and begin "Length" journal on moletawiki before class on Thursday, 5/16 (Use moletawiki link at the top of this page.) You will have time to complete it during class on Thursday if needed. When you get to moletawiki, click on the “Pages and Files” link on the gray, right-side toolbar. From there you will either see the “Length” post, or you can sort by the date column to get it to move to the top of your list. ==

Use this conversion table for your length calculations:
 * ||  || Common Usage ||   || Reciprocal Value ||   ||
 * [|Type] ||  || 1 ft. = 12 in.. ||   || 1 in. = 0.0833 ft. || [|Abbr] ||
 * CUSTOMARY UNITS OF ||  || 1 yd. = 3 ft. ||   || 1 ft. = 0.3333 yd. ||   ||
 * MEASURE: LENGTH ||  ||   ||   ||   ||   ||
 * ||  || 1 mi. = 5,280 ft. ||   || 1 ft. = 0.000189 mi. ||   ||
 * ||  || 1 mi. = 1,760 yd. ||   || 1 yd. = 0.000568 mi. ||   ||
 * METRIC ||
 * ||  || 1 in. = 2.54 cm. ||   || 1 cm. = 0.3937 in. ||   ||
 * ||  || 1 ft. = 30.48 cm. ||   || 1 cm. = 0.0328 ft. ||   ||
 * ||  || 1 m. = 3.2808 ft. ||   || 1 ft. = 0.3048 m. ||   ||
 * ||  || 1 m. = 39.37 in. ||   || 1 in. = 0.0254 m. ||   ||
 * ||  || 1 m. = 1.0936 yd. ||   || 1 yd. = 0.9144 m. ||   ||
 * ||  || 1 km = 1000 m. ||   || 1 m. = 0.001 km. ||   ||
 * ||  || 1 km = 0.621 mi. ||   || 1 mi. = 1.6103 km. ||   ||
 * ||  || 1 m. = 39.37 in. ||   || 1 in. = 0.0254 m. ||   ||
 * ||  || 1 m. = 1.0936 yd. ||   || 1 yd. = 0.9144 m. ||   ||
 * ||  || 1 km = 1000 m. ||   || 1 m. = 0.001 km. ||   ||
 * ||  || 1 km = 0.621 mi. ||   || 1 mi. = 1.6103 km. ||   ||
 * ||  || 1 km = 0.621 mi. ||   || 1 mi. = 1.6103 km. ||   ||

Thursday, 5/16:
==Complete "Length" journal on moletawiki and length conversions (using the form below if you haven't downloaded one yet) before class on Tuesday, 5/21. The conversion form should be saved with all of your group members' names at the following Y drive path:== Y:/Moleta/5th grade measurement/Period # (# = find your class)

- with each tree, always create a sample space (summary) and include the number of total possible outcomes
Here is a link to an online version of the textbook on which the CT lessons are based (it’s the same one used for our standard and advanced math classes). This practice quiz is a good place to start, and there are also examples of the lesson (and 11-2) that you may study. The “Extra Examples” and “Personal Tutor” links on the left side of the page may be helpful in addition to the “Self Check Quizzes” that appear in the link below.

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Thursday, 4/4: Complete 11-1 Word problems for Tuesday, 4/9
== PLEASE NOTE!!! THE CT MATH TEST HAS BEEN MOVED TO MONDAY, 3/25 DURING STUDY HALL DUE TO THE LS EASTER PLAY ON TUESDAY! PLEASE EMAIL ME THIS WEEKEND WITH ANY CT MATH QUESTIONS, AND MAKE PLANS TO BE AT SCHOOL PROMPTLY ON MONDAY MORNING! ==

==Thursday, 3/21: HW: Review for test on Monday, 3/25 over Chapter 2 in OneNote (sections 2.1-2.3 & 2.5-2.7; 2.4 & 2.8 are NOT on the test); no written HW; use study topics (below) from last quiz as a guideline==

==***NOTE: you will NOT be asked to create any tables or graphs this time except for the stem and leaf plots. You WILL be asked to answer questions about all of them. The questions will be related to scale, intervals, 3MR, data comparisons, and whether certain graphs/tables should or should not be used (e.g. line graphs are best for demonstrating performance changes over __time__; bar graphs are best for __comparing__ more than one type of data).==

Thursday, 2/21: Practice Skills 2-7 (2-7 PS) - Complete 2-10 EVENS and 11-16 ALL. This is due on Tuesday, 2/26.
Additional tip for 2-7 PS: #'s 11, 12 & 16 ask you to analyze the data to determine what patterns you see (3MR: mean, median, mode, range) or if one measure is not helpful in describing the data. For example, if all of the numbers are close together except for 2 outliers, mean might not be a good choice to describe the data since the outliers would throw off the accuracy of the mean.

For #s 11-12, you should put the #5 data in order to examine it more easily. For #16, replacing the words “measure of central tendency” with “3MR” might help you to understand and answer the question better and more easily.

Thursday, 2/14: NO HW - enjoy the break!
====

Thursday, 2/7: On PS 2-6, complete 1-10 //ODD numbers only// and 11-16 //ALL// by Tuesday, 2/12
**Week of 1/28-2/1**

Thursday, 1/31: Quiz! PS (practice skills) 2-5 due Tuesday.
=---= =Week of 1/22-1/25=

2-3 Word Problems due on Tues, 1/29
=--= =Week of 1/14-1/18=

Periods 1 & 2: Visit the Y drive before Thursday's class to get your CT Math notebook. Here is the path you must follow: Y/Moleta/5th grade CT/Period (1 or 2)/(your name)/5th CT Math/Open OneNote
===Then you should read the 2-2 Study Guide and attempt the work if you understand it. We will complete this in class on Thursday, but by reading it first you will hopefully gain a better understanding of the material.===

=Periods 5,6,& 7: Please complete 2-2 Study Guide (#1- #2) for Thursday, 1/17=

Complete 2-2 Word Problems for Tuesday, 1/22
=Week of 1/7-1/11= =Tuesday, 1/8:= =1) Download syllabus and ask a parent to electronically sign it. Show (please do __not__ email) the signed syllabus e-copy (__not__ print out) to me in class by Tuesday, 1/15.=

=2) Complete 2-1 Study Guide before class on Th 1/10. We will do Practice: Skills in class!=

Also, if you have trouble writing on the PDF after you download it, right click to print it to OneNote. ==

Thursday, 1/10:
=Complete 2-1 Word Problems before class on Tu 1/15. Don't forget your signed syllabus as well if you didn't have it on Thursday!=