Week 27 Math Test

Dear Parents,

I hope you are all well. This will be a short blog post as there is not much going on this week. In math we are having a test on Friday. The topics are drawing models of mixed numbers and improper fractions, finding fractions equal to whole numbers. I will get a thorough study guide out to you all by Wednesday evening.

Also important for math class right now is where students are supposed to be in RM. Students should be starting the lesson “Adding Mixed Numbers with Like Denominators.” This comes right after the lesson “Adding and Subtracting Fractions with Like Denominators” so you will have to read those lesson titles carefully. I will be assigning extra RM to students who have not yet reached this lesson. However, it is often more helpful if students spend a large amount of time on one or two evenings catching up rather than spreading out the agony of extra homework! Any extra RM your students can do to ctach up with their class will  certainly benefit them.

Next week marks the end of the quarter, so there will be more going on next week. Students will have a test in science and a quiz in math. I don’t want to overload them with tests next week, which is why I am choosing to have the math test this week. The science test next week will be largely in the water cycle.

Also, please remember that students have next Friday, 3/10 off. Usually you are all good at remembering these things, but I wanted to remind you because it’s not a holiday or any other known date. Rather students have off of school for two reasons: One is to give families who are leaving over break an extra day for their trips. We have found that many families will take their students out of school the day before a break, and we are trying to help them out by simply giving their students that day off. The other reason is to help teachers wrap up all the grading, classroom cleaning and evaluation writing that naturally comes with then end of the quarter. We do appreciate your flexibility and support in this matter!

These are all the notes I have for you this week. Please contact me through your Jupiter Ed Account with any questions, comments, or concerns you may have.

Sincerely,

Miss Wycklendt

The following is the study guide for the math test:

1.       Students should be able to draw models of improper fractions. For instance if they are asked to model 16/5, they need to understand that the denominator, 5, tells us how many parts make one whole. Since there are more than 5 parts in the numerator, they will need to draw more than one whole. They should start by drawing one whole, splitting it into 5 parts, and shading 5 out of 5 parts. Since that’s not enough they should draw another whole, split the second whole into 5 parts, and shade all the parts. They should keeping drawing wholes, splitting them into 5 parts, and shading the parts until they have 16 parts shaded. In this case, they will need 3 whole and 1 extra fifth of another whole shaded.

2.       When students model improper fractions, they should know what mixed number the improper fraction equals. In the above example, their model also shows 3 and 1/5.

3.       Students should be able to draw models of mixed numbers. For instance, if they are asked to model 2 1/3, they should draw and shade two wholes. Then they should draw another whole, split it into thirds, and shade one of the thirds.

4.       Students should know how to convert fractions to division problems and division problems to fractions. The rule is that the dividend = numerator and denominator = divisor. For instance, 3 divided by 7 = 3/7.   19/5= 19 divided by 5.

1.       Students should be able to draw models of improper fractions. For instance if they are asked to model 16/5, they need to understand that the denominator, 5, tells us how many parts make one whole. Since there are more than 5 parts in the numerator, they will need to draw more than one whole. They should start by drawing one whole, splitting it into 5 parts, and shading 5 out of 5 parts. Since that’s not enough they should draw another whole, split the second whole into 5 parts, and shade all the parts. They should keeping drawing wholes, splitting them into 5 parts, and shading the parts until they have 16 parts shaded. In this case, they will need 3 whole and 1 extra fifth of another whole shaded.

2.       When students model improper fractions, they should know what mixed number the improper fraction equals. In the above example, their model also shows 3 and 1/5.

3.       Students should be able to draw models of mixed numbers. For instance, if they are asked to model 2 1/3, they should draw and shade two wholes. Then they should draw another whole, split it into thirds, and shade one of the thirds.

4.       Students should know how to convert fractions to division problems and division problems to fractions. The rule is that the dividend = numerator and denominator = divisor. For instance, 3 divided by 7 = 3/7.   19/5= 19 divided by 5.

5.       Students should be able to find fractions equal to whole numbers by multiplying by whole numbers by fractions equal to one. Students must have the multiplication problem written correctly and completely in order to get credit for their work. For example, how many fourths equal 12? 12 x 4/4 = 48/4. Students must write the entire multiplication problem in order to get full credit for their work!

6.       Other ways of asking students to find fractions equal to whole numbers include: What improper fraction with a denominator of 4 equals (the whole number) 12?  12 (wholes) equals how many fourths? How many fourths are in (the whole number) 12?