Spring Thaw: This year's Spring Thaw Auction/Benefit will be held on Saturday, April 5th from 6:00-10:00pm at the Coop Gym, 210 S. Morgan.
Fast Fact: Several students are still struggling with basic facts. Please check parent portal. If you child has less than a +30 on the multiplication and division fast-fact test, please encourage him/her to practice at home as often as possible. Having fluency with basic facts is extremely important. I'm attaching a good website game for practice. Simply click HERE.
Recess: Please note, we work to allow students to go outside for recess to run and play as often as possible. Please send students in appropriate clothing so that they can stay warm and dry for 20 minutes of outdoor play time! Students are allowed to change into their winter boots if they are sent.
Double P.E.: During third quarter, students will have P.E. on Wednesdays AND Fridays.
Student Portal: Students regularly check student portal each Tuesday during computers and are aware of their graded work and/or missing assignments. Please, reglarly check parent portal as well. I do my best to enter grades within a day or two of the assigned date to keep you as up-to-date as possible.
Graded Work: Graded work folders are sent home each Friday. Please remove all papers, read your child's reflection, and sign, notifying me that you have seen and discussed the graded work with your child. Empty folders should come back to school with your child each Monday.
Agendas: Student agendas are now the responsibility of the students and are not signed daily by Ms. Guerrero and I. However, students will still be prompted to take out their agendas and given time to write the assignments down.
Late Work: Late work is not accepted. Students are responsible for coming to school each day with their homework in order to receive credit. Absent work is not considered "late work" and students will continue to have the same number of days to make up the work as number of days they were absent.
Homework: Homework is given daily (M-F). Students should use their agendas to keep track of assigned homework. As a guideline, CPS recommends 45 minutes each night for teacher-directed homework and 120 minutes per week of parent-directed activities. Typically, I assign about 20 minutes of math or science homework each night. Students occasionally begin their homework in class if they finish their other work early.
The CPS homework policy with further explanation can be found here.
Monday - Library
Tuesday - Computers
Wednesday - P.E.
Thursday - Art
Friday - P.E (Students receive double P.E. during 3rd Quarter)
10-90 = A (greatly exceeding standards)
89-80 = B (exceeding standards)
79-70 = C (meeting standards)
69-60 = D (below standards)
59-0 = F
Math: Topic 10
The Topic 10 test will be on March 14
Adding and Subtracting Mixed Numbers
(click to go to Pearson website)
Lessons in this topic:
10-1 Improper fractions and mixed numbers
10-2 Estimating Sums and Differences
10-3 Modeling addition and subtraction of mixed numbers
10-4 Adding mixed numbers
10-5 Subtracting mixed numbers
10-6 More adding and subtracting fractions
10-7 Draw a picture and write an equation
Common Core Standards
taught in Topic 10
Use equivalent fractions as a strategy to add and subtract fractions.
CCSS.Math.Content.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Common Core Standards
of Mathematical Practice
As your child works through homework exercises, you can help him/her develop and apply the eight Mathematical Practices by asking some of these questions:
1. Make sense of problems and persevere in solving them.
• What problem are you asked to solve?
• Have you solved similar problems?
• What is your plan for solving the problem?
• Did you use a different method to check your answer?
2. Reason abstractly and quantitatively.
• Can you think of a number sentence (equation) to match the story/situation?
• What do the numbers in the number sentence mean?
• How are the facts in the problem related to one another?
3. Construct viable arguments and critique the reasoning of others.
• What does your answer mean?
• How can you be sure that your answer is correct?
4. Model with mathematics.
• What number sentence (equation) describes this problem?
• What numbers will you use to solve the problem?
• How are the numbers in the problem connected?
• Is your answer reasonable?
• What does your solution represent?
5. Use appropriate tools strategically.
• What tools can help you solve this problem?
• Which tool is the most useful for this problem? Why is that your choice?
• Did you begin by estimating the solution?
6. Attend to precision.
• What do the symbols that you used mean?
• What units of measure are you using?
• Explain what [term from the lesson] means.
7. Look for and make use of structure.
• What do you notice about the solutions you’ve just completed?
8. Look for and express regularity in repeated reasoning.
• Are there shortcuts for solving similar problems?
Click on any link
(click to go to FOSS Website)
* There has been a slight delay on some science labs as many/most of them require students to go outside for their investiations. Hopefully, in the next week the weather will cooperate more and students will have additional science time each week to make up for missed time.
Page 118 of the Science Content Framework clarifies standards and expectations for all 5th grade students.
The Solar Energy Module consists investigations that allow students to experience solar energy firsthand and to investigate the variables that affect solar-energy transfer.
FOSS EXPECTS STUDENTS TO