Illuminate Benchmark Testing

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Amplify Science

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Achieve3000

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Multiplication Chart

   Multiplication Chart

Math Jokes

https://www.fatherly.com/play/math-jokes-and-math-puns

The Lion, the Witch, and the Wardrobe

https://drive.google.com/a/laalliance.org/file/d/14quK16ytKM1sGKayYZUn9DrtOpH1-GPl/view?usp=drivesdk

   

Announcements	Supplies Needed	Think Now
- Tutoring Thursday and Friday this week, after school from 3:30 to 5:30 - Lexile Building for the month of January with Achieve3000 continues! -Pennies for Patients fundraiser -Coloring Books and Crayons for Los Angeles Children's Hospital  - Alphabetical Order    1st- Facilitator    2nd- Recorder/Reporter    3rd- Resource Manager    4th- Task Manager	- Pencil (no mechanical) - iPads/CPM books - Learning Logs - Proofreading Pen - Homework	CL 5-109. For each of the following products, estimate the approximate answer.  Explain your reasoning.  Then multiply each set of numbers to see how close you were. CL 5-110. Find three fractions that are equivalent to each of the following fractions.

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Digital Agenda

Week of January 21-25, 2019 Math Periods 1, 3, 6
Teacher: Ms.Content	Grade Level:  6th	Lessons: 6.1.2- - 6.1.3
Standard(s): 6.NS.1 6.NS.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. 6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.	Learning Objectives: Students will determine that a fraction can be seen as one number formed by division and construct various visual models to represent division problems.  Students will make sense of the long division algorithm.	Learning Goals/Outcomes: Students will learn how to: Represent division of fractions using diagrams. Divide whole and mixed numbers by fractions.
Mathematical Practices: Today’s lesson is to make sure that students are really making sense of the relationships between percents, decimals, and fractions. It is important that we emphasize attention to precision in student explanations. This lesson has students looking for and expressing regularity in repeated reasoning. They describe the patterns that they see and identify both general methods and shortcuts for moving between representations of a given value.    It is really important that students take the time necessary to make sense of these problems and persevere in solving them.
Essential Question(s) for the week: How can I share it equally? How do I know the portions are equivalent (the same) How can I represent the relationship? Can I represent it in another way? What does it mean to divide?
Monday/Tuesday	Wednesday	Thursday/Friday
Think Now/Number Talk (10 minutes)	Think Now (5 minutes)	Think Now/Number Talk (10 minutes)
My Favorite No	My Favorite No	My Favorite No
Whole Class/Whole Group          (25 minutes)	Whole Class/Whole Group        (15 minutes)	Whole Class/Whole Group           (25 minutes)
Lesson 6.1.1,  6-1	Lesson 6.1.2, 6-15	Lesson 6.1.2, 6-17
Team Work (25 minutes)	Team Work (15 minutes)	Team Work (25 minutes)
6-2 to 6-4	6-16	6-18, 6-19
Independent Station/ Individualized Online Learning (20 minutes)	Independent Station/ Individualized Online Learning  (15 minutes)	Independent Station/ Individualized Online Learning   (20 minutes)
Anytime http://www.aplusmath.com/Games/index.html http://www.math-play.com/simplifying-fractions-game/simplifying-fractions-game.html http://www.mathplayground.com/ https://www.ixl.com/signin/lausdalmatt	NA	Anytime http://www.aplusmath.com/Games/index.html http://www.math-play.com/simplifying-fractions-game/simplifying-fractions-game.html hp://www.mathplayground.com/ https://www.ixl.com/signin/lausdalma
Closing (10 minutes)	Closing (10 minutes)	Closing (10 minutes)
Exit Ticket Independently	Raffle	Exit Ticket Independently
Homework	Homework	Homework
Math Minute 43/44	6-5 to 6-14	6-21 to 6-25