4-7 Gradespan

5
th
Grade
One on one
Quadrilaterals
Teacher: How are you feeling about what we learned today in class?

Kayla: Classifying seems confusing.

T: What do you know about quadrilaterals.

K: They each have 4 sides. They have 4 vertices.

T: Do quadrilaterals have any other names?

K: Like a rectangle? A square, parallelogram, a rhombus, and a trapezoid

K: I know their names but I dont know what classifying meant.

T: Classifying is when you put things in groups because they have something in
common or a shared quality. Here are some pens we can classify. What
different groups can we make of these pens.

K: We can put them in groups by color.
(Kayla put the pens in groups by different colors, how they look on the outside,
and, the color of ink they write.)

T: We can classify shapes by their properties too. What do all these shapes
have in common?

K: They all are quadrilaterals because they all have 4 sides.

T: We can also give the quadrilaterals names based on their properties.

We go over each quadrilateral and its property.

K: Reads directions, Classify each quadrilateral. Be as specific as possible.
(Kayla writes down the names of the quadrilaterals correctly.)

K: Reads directions, The measures of three angles of the quadrilateral are
given. Find the measure of the fourth angle.

T: Before we begin this part is there anything you are wondering about or
confused about?

K: No

T: Before you move on, what can you tell me about what you learned about the
angles of a quadrilateral?

K: I dont know

T: (points to a rectangle) What can you tell me about the rectangles angles?

K: (Silently stares at the rectangle)

T: Whats this little square mean again?

K: A right angle

T: What does that mean?

K: Im stuck.

T: Lets use this protractor

We measure the angles of the rectangle using a protractor and found that the
measurement of a right angle is 90 degrees. We added up the angles and found
out that their angles equal 360 degrees.

T: Reads the quadrilateral angle to Kayla again.

K: The square and the rectangle both have right angles.

T: Whats the measurement of a right angle again?

K: 90 degrees

T: What do the sum of their angles measure?

K: 360 degrees

T: How will you find out what the missing angle is?

K: I will add up the three angles and then subtract that amount from 360 degrees.

She adds 150, 89, and 65. She gets 304. Then I subtract 360 from 304. My
missing angle is 56 degrees. (She got the correct answer.)

She continues to work on another problem where she has to find the missing
angle.

T: Show me how you did this one.
I notice that Kayla added the 3 angles correctly but when it was time to subtract
she wrote the smaller number on top and tried to subtract 280-360. I let her try to
subtract it to see what she would do and she regrouped the hundreds, even
though there were not any thousands to regroup from. I went over the
subtraction with her and she saw her mistake.

T: How did you get 12 for the 2 in 280? Where did that 10 come from?

K: I dont know.

T: In order for that to become 12 you would have had to have a digit to regroup
from in the thousands place. Look closely at the numbers you wrote down. Do
you notice anything?

K: Oh, I put 280 first and I should have put 360 first.

T: I used to do that too. Anytime you come to a problem like this when youre
regrouping, check the numbers again and make sure in subtracting that the
greater number is on top.

Kayla solves the rest of the problems correctly.


























Grade Span K-3
2
nd
Grader
One on one
2 Digit Addition with Regrouping

Teacher: Hi there! Im going to watch you do some adding today. Do you know
how to add?

Hailey: Yes.

T: Have you added numbers this big before?

H: Yes.

T: Okay, go ahead and get started. Let me know if you get stuck anywhere.

H: Okay.

Hailey adds the first row quickly and correctly. The first row did not have any
regrouping.

She get to the second row where the first problem stumps her. She stops. The
problem is 46+97.

T: Okay, what part seems confsing?

H: Right here, the 9+4.

T: When you added 34+ 12, where did you add first?

H I added 3+1 and then 4+2

H: (pointing at the problem shes stuck on) I Know 9+4=13

T: I saw you added numbers in the ones and tens house the other day. What
were you doing when you were adding in those houses?

Hailey draws the tens and ones house on her paper. I noticed she has the words
ones and tens in the wrong place.

T: Are you sure the names are in the right order?

Hailey switches them

H: So we would havehmmm How many tens would we have?

T: Do you write or draw the problem in the houses?

H: Yes, we use French fries and cubes.

T: What do you do with the French fries and cubes? Do I read you the problem
and you draw it?

H: So this is 46 right?

T: Yes

H: (Drawing in the tens house, shes draws the French fries) This is forty-six, four
tens (10, 20 30, 40) and then I put 6 ones (1,2,3,4,5,6).

T: Then what? Do we add 97 into the houses too?

H: Yes. We need to add 9 tens (1,2,3,4,5,6,7then counts them all by tens
10,20,30,40,50,60,70,80,90) and 7 cubes too. I just counted to 7.

T: Then what?

H: I think we add them all together. 10,20,30,40,50,60,70,80,90

T: Wait a second, where were the other 4 tens that we first put in that house?
(I noticed when she put the 9 tens in there she erased the original 4 instead of
adding them to the tens house. She draws the 4 tens back inside the tens house
and recounts.)

H: (She begins counting the tens house).Whats after 100?


T: Well 101 is after 100, if youre counting by ones. Are you counting by tens?

H: Yes

T: Well if you have 100 and you have ten more, how much is that?

H: 110?

T: Thats right

H: 110, 120, 130. Theres 130.

H: Now I will count the ones.

131,132,132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143

143.

T: Great job. When I add problems, I add them like this: This is like the ones
house and I add the ones first. 6+7=13 so I leave the 3 ones here and I regroup
the ten to the tens house like this. Then I add up all my tens. Have you seen
anyone add like that?

H: Yes, my dad does it like that and my teacher showed us that too.

T: Try the next problem 82+48.

H: 8+2 make 10 so I can put a one up here (above the tens place)
1+8+4= 12
My answer is 120.

T: Almost. You forgot to add the one ten you brought over.

H: 130

T: Great. Try the next problem 77+58

She regroups no problem and gets the correct answer. She is done answering
the problems on the page and makes herself her own problem 87+99 and solves
it correctly.




















8
th
Grade
One on One
Algebra

Teacher: Can we start by reading me your directions for this problem?

Jasmine: Sure. Estimate the location of each of the numbers on the number line.
3 and 6/7, -0.4, 10/3, -0.302, absolute value of -3.5

T: Where will you start?

J: I will make the fractions decimals first.
(She begins with 10/3 and divides and gets 0.3. She stares at her paper and I
could tell she wasnt sure what to do next.)

J: I dont know how to do 3 and 6/7.

T: Tell me how you got a decimal for 10/3.

J: I just divided 10 divided by 3

T: What is confusing you on this fraction?

J: The 3 (pointing to the whole number)

T: What do you call a fraction that has a whole number?

J: A mixed number? (She was not very confident in her answer.)

T: Yes, Good! Is there a way to make this go back to an improper fraction?

J: Oh I know, I can multiply this with that and add this on top.

T: Yes thats right. What did you get?

J: 27/7

T: So how can you make 27/7 a decimal?

J: I will divide it using a calucator.
(She divides and gets 0.259259)

T: Do you need to write down that long number?

J: No, I can just write 0.25

T: Have you been taught to also look at the thousandths place and round?

J: Oh yes, I will write 0.26

T: Okay. Now where will you go?

J: I will find the absolute value of -3.5. That will be positive 3.5.

T: Okay, now that all your numbers are in the same form, youre supposed to
place them where they go on the number line.

J: She immediately takes -0.4 and places it and the far right not leaving any room
for the positive numbers. I interrupt her and asked her why she put that amount
there.

T: Would you put -0.4 at the end of your number line?

J: Yes

T: If you place it there, where would all your positive numbers go?

J: (She points to the front of the number line.)

T: Does that make sense for your order of your numbers?

J: I dont know

T: Remember what a typical number line looks like? I drew a number line with a
zero in the middle. I asked her what are numbers that are on the right side of the
zero called?

J: Numbers

T: Yes, are the positive or negative?

J: Positive.

T: What happens when you move forward on the number line?

J: They get bigger.

T: Yes good. Now what about numbers to the left of the zero?

J: They are negative.

T: Yes good. And what happens to their values as you move left?
J: They get bigger?

T: Well I can see why youre saying that but remember a negative value is less
than zero.

J: They are getting smaller but look bigger.

T: Yes they are actually getting smaller. Is the number line confusing you right
now?

J: yes.

T: What if I just asked you to list the decimal values in order from the smallest
value to the biggest value. Write them on you paper off to the side.

J: (She writes down -0.4, -302, 0.26, 0.3, 3.5)

T: Can you now place those on the number line?

J: She places them on the number line but doesnt include any benchmark
numbers. She places them all equally apart as if we were listing 1,2,3,4.

T: Do you have to place them in a special way on your number line?

J: No, you just have to have them in the right order.

T: Can you include numbers like 0 and 1?

J: No we just had to do these numbers up here. (She points to the original
problem)