Decimal Ops and Geo

DAY 1 - Exploring Place Value and Expanded Form with Decimals

Focus Question: How do you decide which operation to use to solve a real-world problem?
Goals & Standards:
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm
for each operation. (6.NS.B.3)
Use estimates to solve problems and check answers

Minds-on (10 mins): Use the numbers 1 through 9, exactly one time each, to fill in the boxes and make three
decimals whose sum is as close to 1 as possible.

So far I have found two sets of decimals whose sums equal 0.999 and are 0.001 away from a sum of 1. They
are: 0.452. 0.379, 0.168 and 0.425, 0.398, 0.176. Other answers possible are:0.176 + 0.234 + 0.589; 0.139 + 0.576 +
0.284; 0.458 + 0.369 + 0.172; 0.597 + 0.268 + 0.134

Action / Lesson (40 mins):

Pose the question:
1) When and where might you commonly see and use decimals?
Possible answers: when dealing with money, when seeing times for races, when using metric measurement
such as meters or liters, when weighing produce at the grocery store, gasoline prices
2) Think of instances in which they might add, subtract, multiply, or divide decimals.
Naming Decimals and Estimation Practice (Math Journal p 106 + Math Masters page (HW) p 102)
Students complete 106 individually then share with group.
Whole class discussion questions can include:
When you see a decimal name in words, how do you know where to place the decimal?
-the decimal goes between the whole number and the fraction piece, the word and tells you
How does the decimal point in 32.04 tell you where to plot this number on a number line?
For the last table entry, where did you put the decimal?
-no decimal point needed for whole numbers
How is the decimal number in words related to the fraction equivalent?
EX. 2.3 is read, two and three tenths just like just like the fraction 2 3/10
Students play games for the remainder of the class as they explore decimal values
Enrichment Card #23, Extra Practice Card #24, Memory with the Fraction, Decimal, percent deck cards.

Closure (5 mins): Pick one question from each level and have students do an exit ticket

Homework / Practice Math Master p 102 -- allow class time to get started/ask questions (15 mins)
Reflection:
DAY 2 - Estimating and Equivalence with Decimal Ops
Focus Question: When you work with decimal computations, what strategies can you use to estimate the results?
Goals & Standards:
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. (6.NS.B.3)
Use estimates to solve problems and check answers
Take up HW (10-15 mins) **Explain the idea of expanded form for decimals** in question #5
------------------------------------------------------------------------------------------------------------------------------------------------

Minds-on (10 mins):

Show the video: 1.2 under launch

illustrates the importance of proper decimal placement when discussing numbers

Action / Lesson (30 mins):

Group Task:
CARD SORT (15 - 20 mins)
The card-sort activity is designed to help students understand some of the nuances of place value
and how decimal place value relates to the fraction form and expanded fraction form of the number.
Lets take a look at the cards. What do you notice about the cards?
Some are decimals, some are fractions, and some are in expanded form. In addition, some cards
have small letters and some cards have small numbers in the lower right corner.
Tell the students that they will sort these different forms of rational numbers into groups of cards
with equivalent values. Students will use the blank cards to write additional equivalent forms for each
group. Guide students to use these small letters and numbers to help them quickly identify and talk
about the cards.

Decimal Cards displayed for discussion:

Teacher lead discussion...want to dismiss the case of multiplying by 10addressing the use of mathematical
language and potential misconceptions. When finding equivalent fractions, students commonly refer to adding
a zero to a fraction by multiplying by ten, which refers to a correct mathematical process, but does not
accurately identify the mathematics of the processes.

Discuss why these cards are all equivalent. (Card 10 is the expanded form)
Why is 74 over 10 equivalent to 740 over 100? writing 74/10 x 10/10 versus 74/10 x 10...Which form is correct
and why? It should be 10 over 10. Why is that? Because you are really multiplying by one, because 10 over 10
is equal to 1. Multiplying by one doesnt change the fraction, just changes how it looks.
Can someone explain why the last card, 740 over 100, is equivalent to the first card, 7.4? The whole-number parts
are equal, and the fraction parts are equal, because we can multiply the 4/10 part by 10 over 10 to make the
equivalent fraction 40/100.
Extension Questions

Homework / Extra Practice (15-20 mins):

Estimating with Decimals Practice Doc

Closure:
Reflection:

DAY 3 - Adding and Subtracting Decimals

Goals & Standards:
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm
for each operation. (6.NS.B.3)
Use estimates to solve problems and check answers

Minds-on (10 mins): Focus Question: How do you use place value to add two given decimal numbers? (Lesson 2.1 CMP)

HINT: What number does each box represent? Where should the 9 or the 1 go (or NOT go)?
There are many solutions to get the largest sum of 106.551. One of the possibilities of the three numbers
could be: 0.421, 7.53, 98.6.
There are many solutions to get the smallest sum of 16.659. One of the possibilities of the three numbers
could be 0.689, 3.57, 12.4
**We can talk about aligning the decimal points here and the value of place value**

Action / Lesson (40 mins):

Whole Class Intro Problem:
Play 2.1 video (Launch Video) (5 mins)
Discussion Questions:

 How do you think the clerk might have arrived at the total of $10.87? not aligned digits
correctly when adding.
How would you explain that the correct amount is $2.86, without simply saying, Thats
what the calculator shows? estimation
How does place value play a role in the clerks error? Possible answer: Perhaps the
clerk aligned the left digits rather than the digits that belong in each place. The clerk should
understand that the dollar amounts need to align, the dime amounts need to align, and the
penny amounts need to align.
Group Problem:
Students work on this task together in groups
This problem can reinforce lining up decimals, using 0 as a place value holder, etc

Closure (10 mins):

Homework / Extra Practice Document (15-20 mins):

Reflection:

DAY 4 - Adding and Subtracting Decimals Contd

Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 5 - Multiplying Decimals (Day 1)

Goals & Standards:

How do you find the product of any two decimal numbers?

Minds-on (10 mins): https://www.youtube.com/watch?v=bNbD_rc_TNI Carnival Games are rigged.

Q: Which fairs/carnivals have students attended?
Action / Lesson:
The various vendors need to purchase that space where the game is played. They need to calculate the area.
Q: What is area? A: The amount of space that an object occupies (2 dimensions)
-play the video for lesson 3.1 (Connected math)
Q: How did the booth operator estimate the rent for each booth?
A: He estimated and then multiplied.
(there is a procedure for multiplying, they will be working to make sense of the rule and why it works. Next, set them to
work on Problem 3.1, which focuses on multiplication)
Q: How do you / he know which operation to choose?

A: In the first question, you multiply the length and width to find the area. In the second question, you would need to
divide $200 by $1.95.
Using the area model teaching template (Teaching Aid 3.1 - Area Model), work through the first question with students
(0.4 x 0.3)...then have students work in partners to complete the rest of the handout.
Add these questions to the back of the handout:

Closure: 10 mins

Taken from Everyday Math, MM TA3

Reflection:

DAY 6 - Multiplying Decimals (Day 2)

Goals & Standards:

How do you find the product of any two decimal numbers?

Minds-on (10 mins):

Action / Lesson:
Explain Ingrids estimation strategy. Does her answer make
sense? Why or why not?

here the teacher can lead a discussion on how to calculate the algorithm (ignore the
decimals)
Solve expressions 1 and 2. What strategy did you use to
calculate the answers?
Compare your strategy with Ingrids. How is it similar and how
is it different?

do this timed

have students realize that both questions are

the same
Closure: Estimate 0.2 x 1.2 and then calculate. Show all of your work!
Reflection:

DAY 7 - Dividing Whole Numbers & Decimals (Day 1)

Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 8 - Dividing Whole Numbers & Decimals (Day 1)

Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 9 - Intro to Perimeter & Area

Goals & Standards:
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems
Minds-on (10 mins):
Filing cabinet
How many post it notes are needed to cover the perimeter and area of the one face of the filing cabinet?
Show video
Whats an estimate thats too high? Too low?
What information would be helpful?
Action / Lesson:
Use cubi-links to assist the bumper car task for hands on component.

For next years carnival the PTSA is looking to install bumper cars. One company they found makes their bumper car
floors from 1 meter-by-1 meter square tiles. The bumper rails are built from 1 meter sections.
Guiding questions: what do the rails represent? What do the floor tiles represent?
Opportunity to review idea of perimeter and area

These cubilinks are similar to the tiles that the design company will be using. Each cube is 1 square meter ( 1m 2 ).
Q: If this one cube represented the smallest and simplest floor plan, what would its perimeter be? (4m)
Q: Make a bumper car floor plan of 2 cubes, whats the area and perimeter of your design? (NOTE: The cubes need to fit
together)...How many meters of railing would this plan need? (6m)
Q: Make a bumper car floor plan of 3 square inches...How many meters of railing is needed?
Q: Show me a design with 4 square meters of flooring. How many meters of railing does it need?

Q: Do any of the designs have the shape of a rectangle? Yes, the 2- by-2 design is rectangle.
Q: How do you know it is a rectangle? The figure has 4 sides, the opposite sides of the figure are parallel, and the figure
has 4 right angles.
Q: Are other numbers of tiles that can be arranged in more than one way so that different numbers of rail sections are
required. Leave this as an open-ended question
Wait until Question #3 to discuss / summarize area and perimeter formulas
Perimeter=(length+length)+(width+width)=(2length)+(2width)
By counting the rectangles sides lengths, we know that P=2(+w)=2+2w. What property is illustrated by
these two equivalent methods?
Distributive Property.

Group Practice:
Students work in groups of 4 on one of Design A - D using cubilinks to work with. Section B should be completed in class.

Home Practice:
Students are able to choose, either to complete #1 or #2 for homework. Graph paper will be provided on the document.

Document
Closure: Quick digital EXIT SLIP on google forms
Reflection: Can use question C as a formative or summative question. (Problem 1.1)

DAY 10 Goals & Standards:

6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and
mathematical problems

Minds-on (10 mins):

The dimensions of a rectangle are called length and width. Students draw the rectangle and then answer
questions a - c as a way to summarize their learning from the day before.

**discuss why the formula is: P=2L + 2W / P = 2 (L+W) but also P= L+L+W+W is
acceptable.
Virtual Geo Board
Action / Lesson:
Students have 2 activity cards to explore area and perimeter using geoboards.
Activity Cards #1 - 4

Closure:
Reflection:
Materials needed: string, cubilinks, geoboards and elastics.

DAY 11 Goals & Standards:

6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems

Minds-on (10 mins): How many squares do you see?!

Whats a guess thats too high? Too low? Whats your gut-reaction guess? Take some time now to
try to problem solve.
Answer:

Action / Lesson:
Students will work in partners at two stations with a possible third station for high flyers.
Activity Cards here
Constant Perimeter:
Fido, our mutt, keeps running away and we need to fence him in. The fencing costs $3
a foot and we have only $72 to spend. How much fencing material can we buy? Fido is
a very hyper dog. We need to build the largest possible rectangular pen so he had
plenty of room to run. What do the dimensions of the pen need to be?
Try this: Is it possible to make a non-rectangular fence within our budget with a larger
space for Fido to run?
Constant Area:

Nuha is building a huge sandbox for her younger sister. She has enough sand to cover
48 square meters. Suppose that the walls are made of sections one meter wide and
cost $24.50 each.
Based on the cost of the wall sections, which design would be the least expensive to
build? Describe what that SandBox looks like.
Which SandBox plan has the most expensive set of wall sections? Describe what that
SandBox would look like.
Try this: Is it possible to make a non-rectangular sandbox with the same
amount of sand that costs less?
For our high flyers:

World on a String
Sajah is tired of counting the individual rail sections around the outside of each
bumper-car track. She starts to think of them as one long rail. She wraps a string
around the outside as show:

A. What do you think she does next?

B. How does this string method compare to counting the individual rail sections?
C. Can she use the string method to find the area? Explain your reasoning.
If time allows for additional questioning:
The area of a rectangle is 30 square units. What is the largest possible perimeter of the
rectangle?

The front door of a house is broken and needs to be replaced. The perimeter of the
door is 26 feet. If the width of the door is 3 feet, what is the doors area in square feet?
While Ms. Torti taught in Canada, she contributed by being part of the snow shelter initiative,
building snow shelters for children to wait in at school bus stops. She was on her last snow
shelter, but only had enough wood for a total perimeter of 20 feet.
a. Make a table of all the whole number possibilities for the length and
width of the shelter. Find the area of each shelter.
b. What dimensions did Ms. Torti choose to have the greatest area in her shelter?

Closure: Possible Exit Ticket (if time allows)

Reflection:

DAY 12 Goals & Standards:

6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems

Minds-on (10 mins): Triangle Sorting Activity

Provide tables with triangle cards, protractors, and rulers.

Guiding questions for the sorting activity:
Create and write down at least two versions of different sortings for the given triangles.
Explain the requirements for your different groups. Why did you decide to sort them this way?
Are there any triangle vocabulary words you can associate with your groupings (do not divulge: right triangles, isosceles
triangles, equilateral triangles, acute triangles, obtuse triangles, scalene triangles, base, height)
Action / Lesson:
Beginning of class will be spent reviewing the stations of the previous day.

Activity Cards here.

Answers Here.
Opportunity to discuss the idea of maximizing and minimizing area and perimeter.
If we have a constant area, how can we maximize or minimize the perimeter? It can be maximized by using the factors 1
and itself. It can be minimized by using the two factors with the smallest difference between them.
If we have a constant perimeter, how can we maximize or minimize the area? It can be maximized by using the two
addends that are the same. It can be minimized by using the two addends that have the largest difference between
them.
Minds on will be carried out AFTER our small summative .
(Summative Answer Key- would like to add more possible answers for the first question once students submit their
work)

Closure: Have a few students present their different groupings using the document camera, see if their classmates can
guess their sorting criteria without being told.

Reflection: Materials: triangle cards, ruler, protractor

DAY 13 - Supply- Decomposing Polygons

Goals & Standards: (supply teacher in today)
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems
Understand that the linear measurements of the base, height, and slanted height of parallelograms and
triangles
are essential to finding the area and perimeter of these shapes

Minds-on (10 - 15 mins):

Play this Khan Academy video with the solution.

Action / Lesson:
Assessment Cycle (20 mins)
Students receive their Check-in 1. They discuss their solutions / strategies / errors with tablemates. Then students use the
answer key to correct their work using a different coloured pen/pencil. Students are to go through the assessment cycle
by completing the error analysis for their assessment.
Once students finish their error analysis, they are to complete the triangle fill in the blank doc. Students are to fill in the
blanks, and then glue their doc into their notebooks.

Partner Activity:
Everyday Math (Unit 5, Math Master, p 210)
Students decompose a polygon into triangular pieces and use the pieces to make a parallelogram.
Next they reflect on how to compare the areas of two figures.
Individual Activity:
Students work on an individual task: Making Tracks. What they do not complete in class becomes homework.
Resource:

https://www.royalholloway.ac.uk/studyhere/documents/pdf/educationaladvisors/shoeprintworksheet.pdf
Closure:
Reflection:

DAY 14 - Triangles
Goals & Standards:
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems

Minds-on (10 mins):

Solution 1
Solution 2
Action / Lesson:
Students receive the Lab 2.1 questions digitally.
Students receive a paper copy of the triangles in order to support the lab.
Q: Think about the patterns you observe that will help you write a formula for finding the area of any triangle.
Answer Key

Closure:
Reflection:

DAY 15 - Parallelograms
Goals & Standards:
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems

Minds-on (10 mins): Dojo Chapter 5

1. What does it feel like when something is too challenging? Is it wrong that we feel this way?
2. What kind of attitude should we take on when facing a challenge, and why is that important?
3. When taking on a challenge, it's okay to ask for help or to take a break to reflect, like Mojo did! Does this
mean we aren't growing our brain anymore?
Email for parents:
Dear parents,

Were continuing to watch a video series about how students can develop a growth mindset via ClassDojo! This
is the current video we are on, you can watch it here. Below are three discussion questions to help fuel the
conversation at home.
1. Sometimes when we are working on a challenging task, we may think, "just try harder." Is there a way to
change this phrase?
2. What are some strategies we can use when facing a big challenge, so that we don't burn out?
3. Lets brainstorm phrases we can use to keep us going when facing a challenge (e.g., "Nice effort trying to
solving that math problem!").
Thank you for your continued support in growing our brains and changing our math mindset!
Action / Lesson:
Working in table groups, each group will receive two colored pieces of paper with different parallelograms on
them.
Each student will choose a parallelogram and cut it out.
They will then try to make one cut in the parallelogram to turn it into a rectangle.
Once each student has been able to create a rectangle from their parallelogram, have a group discussion about
how the area of a parallelogram relates to the area of the original rectangle. Have groups share out their
findings.
As a table, students will glue their parallelograms/rectangles like the following picture and include their findings
on the relationship of the areas of both figures.

I am a parallelogram song (playing against Kristen's will...)

Students will work in their table groups exploring the following questions: Parallelograms Worksheet
(provided digitally on Haiku)
With the following parallelograms (printed individual copies):

They will create the tables in their notebooks and compare the area of the parallelogram and the area of the triangle
formed by drawing a diagonal in the parallelogram.
Answers:
Figure A: about 12 cm
Figure B: about 12 cm
Figure C: about 21 cm

Figure D: about 24 cm
Figure E: about 16 cm
Figure F: about 214/5cm
Possible answers: add the lengths of the sides; add the lengths of the two sides that form an angle and double; or double
one side length, double the other side length and total.
Figure A: 8cm2
Figure B: 8cm2
Figure C: 24cm2
Figure D: 35cm2
Figure E: 15 3/4cm2
Figure F: 18cm2
Possible answers: count the number of whole square centimeters and estimate how many partial square centimeters
there are; cut off part of the parallelogram by cutting perpendicular to the base, rearranging to make a rectangle, and then
finding the area of the rectangle.

The areas of all the triangles are the same. The areas of the parallelograms are twice the area of one of the triangles. The
triangles have the same bases and heights as the parallelograms. Therefore, the area of the parallelogram is 2 area of
a triangle whose base is one side of the parallelogram and whose height is the same as the height of the triangle.
7.

8.

9, 10, 11, 12

Closure: Using what we know about the area of a rectangle or the area of a triangle, students create the formula
for area of a parallelogram. (A=bh). Draw and label picture in their notes.

Reflection: Switched the order of the lab and cutting exercise for better flow and greater understanding

DAY 16 Decomposing Shapes (from EDM)

Goals & Standards:
Objective: How can we find the area of complex polygons by deconstructing them into smaller, familiar
polygons?
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems. Investigations 1, 2, 3, and 4
Minds-on (10 mins):
Summary of Triangles and Parallelograms Venn Diagram
Check in to see which students can compact out of the Tangram Intro activity (MM TA19) and move right
to the enrichment activity (from CMP).
Action / Lesson:
Group A:
Students who need more practice with decomposing shapes will work on:
Tangram Activity (EM)

 Composing and Decomposing Polygons (State of Nevada) (EM-Math Journal - Page

233)
Group B:
Students who are ready to move onto the enrichment activity will work on:
CMP activity ACE Connections 3, #38 (State of Tennessee)
Tangram Activity (Everyday Math)
To prepare for finding the areas of complex shapes, students find the area of each tangram piece,
compose polygons with the tangrams pieces and then calculate the total areas of the polygons.
They compare different ways to decompose polygons.

Math Journal - Page 233

Composing and Decomposing Polygons Activity (Nevada)
ACE Connections 3, #38

Home Practice:
Group A: Composing and Decomposing Polygons (State of Nevada) (EM-Math Journal - Page 233)
Group B: CMP activity ACE Connections 3, #38 (State of Tennessee)

Closure:
Alternative Activities:
Everyday Math Quilt Activity (MM P.215) and CMP Quilt ACE Exercises P.75, #48)
Reflection:

DAY 17 - Area and Perimeter Problem Solving (incorporated Algebra)

Goals & Standards:
Objective: How can we find the area of complex polygons by deconstructing them into smaller, familiar
polygons?
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context
of solving real-world and mathematical problems. Investigations 1, 2, 3, and 4
Minds-on (10 mins):
Parallelogram Mystery
Sketch the described parallelogram.

Label its base and height.

Do you think there is another possibility? Why or why not?

1. The base is 8 cm and the perimeter is 28 cm.

2. The base is 4.5 cm and the area is 27cm squared.
(Answers below)

Action / Lesson:
Activity 1: (From Dash Inv 2 acE 41)

Mrs. Schochet is again thinking about that puzzle problem. She is wondering what would have happened if they
had a different shaped table. She sketched a few different versions. Above are two of her sketches. She wants
to know how much paint she would need to cover the part of the table that is not covered by the puzzle, but
doesnt yet have a growth mindset for math and has turned to us for help. How much paint would she need for
each design?

Activity 2: (From Dash inv 2. aCe #38, 39)

Back to planning for next years ASD Carnival, the PTSA was thinking of having a dart board connect to the dunk
tank to make it more difficult. They are looking at different possible designs and shapes. For each problem,
subdivide the shape into given regions and explain your strategy.
Design A: A square with four regions representing 1/10 of the area, of the
area, 3/10 of the area, and of the area.
Design B: A rectangle with four regions representing of the area, of the
area, 3/12 of the area, and of the area.
Activity 3:
Finding missing pieces. Explain your approach using #picsnumbzwords
1. If the area of a square is 144 square centimeters, what is its side length?
2. What is the height of a triangle whose area is 4 square meters and whose base is 2.5 square
meters?
3. What is the base of a triangle whose area is 90 square inches and whose height is 15 inches?
4. If the area of a parallelogram is 238 square centimeters, and its base is 14, whats its height?
Try this! Find the base and height for the following parallelogram (drawing not to scale):

Closure:
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DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 -

Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection:

DAY 1 Goals & Standards:

Minds-on (10 mins):

Action / Lesson:

Closure:
Reflection: