Interactive Notebook Packet. Resources for a Middle School Math Notebook. Recommended Shrink to % on Xerox Machine

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1 Interactive Notebook Packet Resources for a Middle School Math Notebook Compiled and Created by Lauren Kubin Recommended Shrink to % on Xerox Machine

2 Math Interactive Notebook Resources Table of Contents Original New Title and Notes Page # Page # 1 Fold and Glue to front cover to create a Pocket 2 Cover Sheet First and Last Name Class Period Teacher School Year Commonly Used Websites and Login Information 3 I What is the Math Interactive Notebook? 4 II Right Side versus Left Side 5 III Notebook Grading Rubric 6 IV Cornell Notes How-To and Tips 7 V Blooms Taxonomy and Costa s Level of Questioning Verbs 8 VI Blooms Taxonomy and Costa s Level of Questioning Sentence Stems 9 VII UPS check 10 VIII Operation Key Words and Symbols 11 IX Place Value Chart and Griddable 12 X 13 XI Table of Contents 14 XII Table of Contents continued 15 XIII Table of Contents continued 16 XIV Table of Contents continued 17 XV Table of Contents continued 18 XVI Table of Contents continued 19 XVII Table of Contents continued 20 XVIII Table of Contents continued 21 XIX Table of Contents continued 22 XX Table of Contents continued 23 XXI Table of Contents continued 24 XXII Table of Contents continued 25 XXIII Table of Contents continued 26 XXIV Table of Contents continued 27 XXV Table of Contents continued 28 1 (Begin Class Notebook of Notetaking) Created by Lauren Kubin

3 Math Interactive Notebook For the entire school year, we will be using an Interactive Notebook. The interactive notebook is more than a notebook in which to take notes. It is a way of collecting and processing information. It will replace your math textbook. The Interactive Notebook uses a right side and left side to help you organize your learning. The right page includes traditional class assignments: notes, worksheets, etc. The left side is a place for you to process that information. Purpose: focus on today s activity Examples: pre-test, quick-write, demonstration, T-chart Purpose: reflect or apply today s activity Examples: content or lab questions, quick-write, summary, diagram, graph Interactive Cafe Purpose: information from today s activity (learning) Examples: textbook or lecture notes, vocabulary, lab procedure & data, worksheet, concept map Implementation Notebooks can be kept in your binder or stored in the classroom. Bring it to class every day. It will not be in your best interest to lose it. Number the pages sequentially. Do not remove any pages. Both right and left pages should be numbered. It is important that all of us have the same information on the same page. The first pages are reserved for a table of contents, and instructions. Other information will be included as appendices. Use color to help organize your information. Handouts, foldables and other papers should be glued or taped in place. No staples. You will need other supplies: markers, glue stick, tape, ruler, pencils, colored pencils Notebooks will be graded weekly using self, peer and teacher checklists. Compiled and Created by Lauren Kubin

4 Interactive Notebooks are characterized by RIGHT SIDE Input and LEFT SIDE Output! Left Side Characteristics Colorful, creative, unique to student, demonstrates understanding, entered on even numbered pages, date and subject title at top of each page Right Side Characteristics Content and concepts of curriculum, notes in Cornell style, teacher or text driven, entered on odd numbered pages, date and subject title at top of page Left Side Examples Poems Vocabulary Cartoons Word Puzzles Analogies Graphics Sketches Practice problems or examples Paraphrases Pictures Articles Lyrics to a song Web information Memory tips and techniques Brainstorming Concept maps/flow charts Study plan Reflections Goal setting Communication with parent/teacher Right Side Examples Lecture Notes Daily and homework assignments Tests Quizzes Lab activities Hand outs Vocabulary Assignments Focus or warm-up activities Foldables Pre-lab notes Book notes Graphic organizers Film notes An Interactive Notebook gives students a place to: Set Goals Plan Study Strategies Document Learning Track Success

5 Output Excellent All work is: Finished Thoughtful Making connections Clear Creative Interactive Notebook Rubric Satisfactory Majority of work is: Finished Thoughtful Making connections Clear Creative Need Improvement Some work is: Finished Thoughtful Making connections Clear Creative Weak Little/No work is: Finished Thoughtful Making connections Clear Creative Points Input All work is: Finished Thoughtful Thorough Consistently done with good effort Majority of work is: Finished Thoughtful Thorough Consistently done with good effort Some work is: Finished Thoughtful Thorough Consistently done with good effort Little/No work is: Finished Thoughtful Thorough Consistently done with good effort Points Organization and Neatness Pages are numbered Table of Contents complete with titles Work is neat and legible Contents is organized and in its proper place Less than 4 items are missing. Five to Eight items are missing. Nine or more items are missing. Points Teacher Comments: Score: Rubric Points: 50 = %

6 Student Handout/Display Master 1.1b Taking Cornell Notes Some Tips Level 2: sort, infer, analyze, sequence, organize, solve, explain, compare, contrast, classify, isolate, characterize, make analogies. Level 3: conclude, criticize, reorganize, justify, judge, estimate, predict, speculate, make a model, extrapolate, apply a principle, interpret, hypothesize, if/then Topic Note-taking Strategies Name: Class: Period: Date: Study/Review Questions How can you use the speaker s style to identify important points? How can you keep-up with the speaker? Become familiar with the speaker s style. Listen for important points that might be emphasized when the speaker: Pauses or slows down Repeats a point Modulates the volume of her/his voice Uses introductory phrases (e.g., The four main points are or Note the relationship ) Writes on the board Gestures or uses visual aids Write only the important ideas such as name, examples, terms, definitions, effects, evaluations, cross references: make it brief, but clear. Use abbreviations for familiar words. Speaker says: An altitude of a triangle is the perpendicular segment from a vertex to the opposite side or the line that contains the opposite side. An altitude can lie inside, on, or outside the triangle. Notes say: Altitude of is from vertex to opp side or line containg opp side. Can be inside, on or outside How should you use your notes to review? Use notes to review: Develop study questions and identify the main ideas. Fill in details for clarity. Look up and add to the definitions of new words/terminology. Identify information that is unclear and/or questions that need to be answered; write and mark them so they can be easily found; get answers to the questions from other students and/or the speaker. Add symbols to highlight important ideas and key words. Delete irrelevant information. Review the overall organization of the material: add symbols to make the organization clear or rewrite for clarity as needed. Write a summary of the significant ideas. Connections, Summary, Reflection, Analysis: Three important note-taking strategies are reviewed in the notes. Identifying important points and main ideas, using abbreviations to paraphrase information provided during the class and the use of notes for review are outlined. The important cues in identifying main points and the use of questions to help with review are particularly helpful strategies as is the writing of summaries. 4 The Write Path I: Mathematics Student Guide

7 penthouse A Three Story Intellect! The Student will Knowledge (Remembering) Learn specific facts, ideas, vocabulary; remembering/recalling information or specific facts. BLOOM S TAXONOMY and Costa s Levels of Questioning Comprehension (Understanding) Ability to grasp the meaning of material; communicate knowledge; understanding information without relating it to other material. Application (Applying) Ability to use learned material in new and concrete situations; use learned knowledge and interpret previous situations. ground floor Analysis (Analyzing) Ability to break down material into its component parts and perceive interrelationships. basement Synthesis (Creating) Ability to put parts together to form a new whole; use elements in new patterns and relationships. Evaluation (Evaluating) Ability to judge the value of material (statement, novel, poem, report, etc.) for a given purpose; judgment is based on given criteria. Introduction of knowledge Level One the basement Practice knowledge learned Level Two the ground floor Demonstrates mastery of knowledge learned Level Three the penthouse By doing the following collect, copy, define, describe, examine, find, group, identify, indicate, label, list, locate, match, name, omit, observe, point, provide, quote, read, recall, recite, recognize, repeat, reproduce, say, select, sort, spell, state, tabulate, tell, touch, underline, who, when, where, what alter, associate calculate, categorize, change, communicate, convert, distinguish, expand, explain, inform, name alternatives, outline, paraphrase, rearrange, reconstruct, relate, restate (own words), summarize, tell the meaning of, translate, understand, verbalize, write By doing the following acquire, adopt, apply, assemble, capitalize, construct, consume, demonstrate, develop, discuss, experiment, formulate, manipulate, organize, relate, report, search, show, solve novel problems, tell consequences, try, use, utilize analyze, arrange, break down, categorize, classify, compare, contrast, deduce, determine, diagram, differentiate, discuss causes, dissect, distinguish, give reasons, order, separate, sequence, survey, take apart, test for, why By doing the following alter, build, combine, compose, construct, create, develop, estimate, form a new, generate, hypothesize, imagine, improve, infer, invent, modify, plan, predict, produce, propose, reorganize, rewrite, revise, simplify, synthesize appraise, argue, assess, challenge, choose, conclude, criticize, critique, debate, decide, defend, discriminate, discuss, document, draw conclusions, editorialize, evaluate, grade, interpret, judge, justify, prioritize, rank, rate, recommend, reject, support, validate, weigh Compiled and Created by Lauren Kubin

8 Knowledge Level 1A (Remembering) Comprehension Level 1B (Understanding) Application Level 2A (Applying) Analysis Level 2B (Analyzing) Synthesis Level 3A (Creating) Evaluation Level 3B (Evaluating) Skills Demonstrated: Skills Demonstrated: Skills Demonstrated: Skills Demonstrated: Skills Demonstrated: Skills Demonstrated: Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Master of subject matter Understanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast Order, group, infer causes Predict consequences Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge Seeing patterns Organization of parts Recognition of hidden meanings Identification of components Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions Compare and discriminate between ideas Assess value of theories, presentations Make choices based on reasoned argument What is? How is? Where is? When did happen? How did? Why did? How would you describe? When did? Can you recall? How would you show? Can you select? Who were the main...? Can you list three? Which one? Who was? How would you classify the type of? How would you compare/contrast? Will you state or interpret in your own words? How would you rephrase the meaning? What facts or ideas show? What is the main idea of? Which statements support? Can you explain what is happening what is meant? What can you say about? Which is the best answer? How would you summarize? How would you use? What examples can you find to? How would you solve using what you have learned? How would you organize to show? How would you show your understanding? What approach would you use to? How would you apply what you learned to develop? What other way would you plan to? What would result if? Can you make use of the facts to? What elements would you choose to change? What facts would you select to show? What questions would you ask in an interview with? What are the parts of? How is related to? Why do you think? What is the theme? What motive is there? Can you list the parts? What inference can you make? What conclusions can you draw? How would you classify? How would you categorize? Can you identify the different parts? What evidence can you find? What is the relationship between? Can you make a distinction between? What is the function of? What ideas justify? How would you estimate the results for? What facts can you compile? Can you construct a model that would change? Can you think of an original way for the? Do you agree with the actions? with the outcomes.? What is your opinion of? How would you prove? Disprove? Can you assess the value or importance of? Would it be better if? Why did they (the character) choose? What would you recommend? How would you rate the? What would you cite to defend the actions? How would you evaluate? How could you determine? What choice would you have? Do you agree with the actions? With the outcomes? What is your opinion of? How would you prove? Disprove? Can you assess the value or importance of? Would it be better if? Why did they (the character) choose? What would you recommend? How would you evaluate? How could you determine? What choice would you have made? What would you select? How would you prioritize? What judgment would you make about? Based on what you know, how would you explain? What information would you use to support the view? How would you justify? What data was used to make the conclusion? Why was it better that? How would you prioritize the facts? How would you compare the ideas? Compiled and Created by Lauren Kubin

9 Steps I must follow on EVERY WORD PROBLEM UPS 1. Read the problem, sentence by sentence. 2. Write what you know and what you need to know from the word problem. (UNDERSTAND) Take apart each sentence and write only what is important to know and what you need to know. (WIK/WINK) 3. Write a plan of action to solve the problem. (PLAN) What type of question is it? What TEKS are involved? What are the steps you are going to use to solve the problem? 4. Solve the problem using your plan. (SOLVE) 5. Check: Is your answer Reasonable? ( ) Justify and Explain your answer in complete sentences. TEKS: 6.1 B Adopted 2012 by TEA Created by Miss Lauren Kubin

10 Common Operation Key Words Addition Subtraction Multiplication Division 1. Sum 2. Altogether 3. More 4. Combined 5. Increase 6. Plus 7. Total 8. Both 9. In all 10. Received 1. Difference 2. Remains 3. How much more 4. Take away 5. Less than 6. Remainder 7. Fewer 8. Decrease 9. Minus 1. Multiply by 2. Twice 3. Product 4. Most 5. Each 6. Total Equally 2. Split 3. Each 4. Goes into 5. Cut into 6. Quotient Deposit 12. Gone up 13. Wins 14. Gain 15. Rises Withdraws 11. Looses 12. A loss of 13. Spent Symbol (s) Symbol (s) Symbol (s) Symbol (s) + X ab 2(3) or 4*6 or / Created by Lauren Kubin

11 Integer (Positive or Negative) Thousands Hundreds Tens Ones Decimal Tenths Hundredths Created by Lauren Kubin

12 Table of Contents Date Left Side Page # Date Right Side Page # Created by Lauren Kubin

13 Name: Multiplication Table Super Teacher Worksheets -

14 STAAR GRADE 6 MATHEMATICS REFERENCE MATERIALS STAAR State of Texas Assessments of Academic Readiness AREA Triangle A = 1 h 2 b Rectangle or parallelogram A = bh Trapezoid A = 1 (b + b h VOLUME Rectangular prism V = Bh ) 0 Inches

15 STAAR GRADE 6 MATHEMATICS REFERENCE MATERIALS Centimeters LENGTH Customary Metric 1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m) 1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm) 1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm) VOLUME AND CAPACITY Customary Metric 1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (ml) 1 quart (qt) = 2 pints (pt) 1 pint (pt) = 2 cups (c) 1 cup (c) = 8 fluid ounces (fl oz) WEIGHT AND MASS Customary Metric 1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g) 1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)

16 facebook Status Updates Mother s name, Phone number, and Occupation. Father s name, Phone number and Occupation. Guardian s name, Phone number and Occupation. Last year I went to school at... Friends (76) See All I live in a house with... First Name My favorite thing to do in my free time is... Last Name When I grow up, I want to... Name I Go By My Birthday Favorite Book Favorite Subject Favorite Teacher Favorite Food Best Friends Favorite Sport 6th Grade Math Teacher The clubs/sports I want to participate in are... 3 things that you should know about me are... My address is... Do you have a computer at home? Do you have access to the internet at home? Math is... I learn best from teachers that... I struggle to learn from teachers that... This year in math, I hope to...

17 Interactive Notebook and Parent Communication Math Student: Each 6 weeks, schedule a time to meet with your parent or significant adult. Show them your INB and let them know what is going on in class. Write down a few comments made. Dear Parent or Significant Adult, Your student is keeping an Interactive Notebook in Mathematics. Please look through it and respond to the following questions. Thank you for supporting our science program. 1) The work I found most interesting was.. because. 2) What does the notebook tell you about your student s learning habits? 3) Do you have any comments, questions, or concerns? Print Name Signature Student s Name Date