MEL3E – Day 14

Our warm up today was a jump over to our Savings strand. In that strand we’ll talk about banking options, advantages, disadvantages of cheques. One skill that I’ll throw in for warm ups is cheque writing. The students had a copy of this in the warm up booklet. I left it all open for them to fill in while I walked around and observed what they already knew about cheques and writing them. Which wasn’t a whole lot. I stepped in after a few minutes to fill the cheque out on my iPad and Apple Tv. We talked and made notes all about the different sections of the cheque.

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After this we played Monopoly!

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The game offers some practice making change and money decisions. I added a new rule with a red die. Every time you make a purchase or have to pay money to another player you have to roll the red die. If you roll a 1 or 2 you have to pay 13% sales tax (HST). If you roll a 3 or 4 then you pay nothing extra. If you roll a 5 or 6 you receive a 20% discount. We rounded all values to the nearest dollar.

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We played for the entire class. Students had their whiteboards and calculators with them to do any calculations needed. Today we only had 11 kids….so all 11 played on the one board. If I had anymore I would have set up a second game. With 11, no one made it completely around the board in our 1 class. Next time I would have broken them up into smaller groups.

While we played I put on the following playlist from Spotify! I heard groans and complaints about the 80s music. I said “If you purchase property then you got to choose a new song for the group to listen to”. This sparked a few kids up.

We took pictures of how much money and what properties they had….so next time we played (maybe next week) we can pick up where we left off.

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MEL3E – Day 13

Warm up today was from again Would You Rather Math.

We looked up how many litres were in a gallon from Google. They went to the boards to finish off their choice. Some coaching was needed with most groups to decide how to use the conversion. I found myself using my hands to show why multiplication makes sense if we are converting the litres to gallons. I put up my hand to say

“I’m holding 1 gallon…how many litres is this? Now here in my other hand I have two gallons…how many litres?”

“Mr. Orr, that’s too much now. We only want to 1.85 gallons.”

“Ok, say i had 1.5 gallons?”

“I’d multiply by 1.5″ ….”so I should multiply by 1.85!!”

And for some groups who were converting the litres to gallons I also demonstrated using my hands. I pretended I had cups that held 3.785L and scooped some water out of the 5.62L bucket….how many times can I do this? The students seemed to grasp that they would divide here!

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For the remainder of class we revisited our trip to San Francisco. We looked at travelling by bus and travelling by train. Students filled out the sheet researching websites like Greyhound, Amtrak, and Google Maps.

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MEL3E – Day 12

Our warm today was from wouldyourathermath.com. This warm up piqued their interest quite a bit. We did a gut check….and most of the class wanted the quarters. In their pairs they went to the vertical surfaces to show some evidence to support their decisions.

We looked up the thickness of a quarter (.175 cm) and they chose their tallest person to measure so they could compare.

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I wanted us to not only look at some costs involved with travelling but introduce calculating tax on items. So I kept the collaborative work going with some Agree or Disagree statements.
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We looked up what a bus pass costs for a student.

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Again they went to the vertical boards to work through this problem. I had to review with a few of them how to calculate a percent of a number.

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What I loved about this problem was the talk that was happening. Students were verbally comparing the advantages and disadvantages of using the bus vs. renting a car. Listing advantages and disadvantages is one of our expectations but it was nice to see the talk instead of us listing them down in a workbook or worksheet.

We continued the decision making with a few more agree or disagree statements.

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Click to download the PDF

We ran out of time just as the majority of students finished the page.

MEL3E – Day 11

So I was away from class today. My little broke her arm while doing the monkey bars and we spent the day getting a brace! 

This is what my class was supposed to have done with the supply teacher. 

They’ll complete the worksheet below on converting times by time zone and from the 24 hour clock to 12 hour clock. 

When they complete that they are to work on their mastery work using FreshGrade.