# M6U3A3

### Summary

TLDRIn this educational video, the instructor prepares students for a summative test on fractions scheduled for Friday. The class is divided into three groups: those who have already taken the test, those who have completed all the grids but haven't taken the test yet, and those still working on the grids. The instructor organizes the session to address each group's needs, including setting up the test for a student, answering questions, and conducting small group sessions. The focus is on revising, reviewing weak areas, and practicing. The instructor also guides students through quizzes on adding and subtracting fractions with like and unlike denominators, emphasizing the importance of understanding the concepts.

### Takeaways

- 📅 The class is preparing for a summative test scheduled for Friday.
- 📚 Students are categorized into three groups based on their progress: those who have taken the test, those who have finished all grids but not taken the test, and those still working on the grids.
- 🔍 Students who have taken the test should continue working on their individual plans.
- 🚫 The teacher asks for no interruptions while setting up for a student taking the test that day.
- 📝 Students who have finished grids but not taken the test should be revising and reviewing material, focusing on weak areas.
- 📈 The teacher plans to work with small groups and requires minimum interruptions during these sessions.
- 💻 An email will be sent containing a folder that leads to the summative test.
- 👥 The teacher addresses individual students by name, providing specific instructions and support.
- 📉 A student named Sanji scored 62% on a quiz and is encouraged to understand the material better.
- 🎓 The teacher emphasizes the importance of understanding concepts rather than just guessing during quizzes.
- 🔗 The teacher demonstrates how to work with unlike denominators and simplifies fractions, highlighting the process for students.

### Q & A

### What is the main purpose of the video?

-The main purpose of the video is to organize and guide students through their final fractions week, which includes a summative test on Friday.

### What does the instructor plan to do with the students who have already taken the summative test?

-The instructor plans to let the students who have already taken the summative test continue working on their individual plans.

### What is the status of the students who have finished all the grids but have not taken the test yet?

-These students are expected to revise, review, and practice the topics they are weak in or need more practice on.

### What is the special arrangement for Cara who is taking the test on the day of the video?

-The instructor needs to set up everything for Cara, and she will be working in a separate 'small room' with minimal interruptions.

### What is the instructor's plan for working with small groups?

-The instructor plans to work with small groups after organizing and setting up for Cara's test, focusing on quizzes and individual help with minimum interruptions.

### What does the instructor hope to achieve by Thursday?

-The instructor hopes that all students will get through the material by Thursday so that everyone is ready for the test on Friday.

### How does the instructor handle the email with the test folder?

-The instructor sends an email containing the folder to the students, instructs them to open it, and click on the link to access the summative test.

### What is the procedure for students to take the test?

-Students are given a couple of pieces of paper, they take their book, and go into a separate room to read and take the test.

### What kind of help does the instructor provide for students during the quiz?

-The instructor provides guidance and answers questions, checks understanding, and gives tips on how to approach problems during the quiz.

### What is the instructor's approach to teaching improper fractions?

-The instructor explains that students can leave improper fractions as they are on a test or in a case, and it's not necessary to change them into mixed numbers, although doing so is still correct.

### How does the instructor handle the end of the session?

-The instructor instructs students to tidy up their desks and then dismisses them, reminding them to enjoy their day off the next day.

### Outlines

### 📚 Class Organization and Summative Test Preparation

The instructor begins by welcoming the students and organizing the class for the final week leading up to the summative test on Friday. Students are categorized into three groups based on their progress: those who have taken the test, those who have completed grids but haven't taken the test yet, and those still working on grids. The instructor outlines the tasks for each group, such as working on individual plans, revising, and continuing with video practice. The goal is for everyone to complete the material by Thursday. The instructor also mentions working with small groups and emphasizes the need for minimal interruptions during these sessions. Lastly, the process of accessing the summative test via email is demonstrated.

### 🎓 Individual Student Assistance and Quiz Progress

The script continues with the instructor addressing individual students, such as Cara, who is taking the test that day. The instructor checks if Cara has any questions and ensures she understands a particular problem. Other students are invited to approach for quizzes on unlike denominators. The instructor provides guidance on quiz completion and checks results, offering praise for a student who scored 100%. There is also a brief mention of a student named Sanji and an interaction about a quiz on division.

### 🧩 Fraction Operations and Classroom Interaction

The instructor engages with a student named Cara, who has already completed work on adding and subtracting fractions with unlike denominators. The instructor checks Cara's understanding by asking her to demonstrate the process, which she does correctly. The instructor provides a tip about leaving improper fractions as they are on tests and emphasizes that it's not necessary to convert them into mixed numbers. The focus then shifts to other students, with the instructor encouraging them to work through quizzes and offering to assist with unlike denominators, demonstrating the process of finding a common denominator and simplifying fractions.

### 🔚 Wrapping Up and Post-Class Instructions

Towards the end of the script, the instructor guides the students through the process of adding fractions with like denominators, emphasizing the importance of having a common denominator and simplifying the results. The instructor also checks in with a student named Sanji and ensures that the work is understood. As the class concludes, the instructor reminds students to tidy up their desks and announces that they are free to go. There is a mention of a day off the next day, and the instructor makes arrangements for a student to continue working on a task at home and to check a quiz result.

### Mindmap

### Keywords

### 💡Summative Test

### 💡Individual Plan

### 💡Grids

### 💡Revising

### 💡Small Groups

### 💡Quizzes

### 💡Denominators

### 💡Improper Fractions

### 💡Mixed Numbers

### 💡Practice

### Highlights

Introduction to the final fractions week and the summative test scheduled for Friday.

Organizing students into three categories based on their progress: those who have taken the test, those who have not yet taken it but have finished the grids, and those still working on the grids.

Instructions for students who have taken the summative test to continue working on their individual plans.

Guidance for students who have finished the grids but not taken the test to revise and review their weak areas.

The teacher's plan to work with small groups and the importance of minimizing interruptions during these sessions.

Process of sending an email to students containing a folder that leads to the summative test.

Setting up the test environment for a student named Cara, including providing paper and instructions for taking the test in a separate room.

Engagement with a student during the test, discussing a particularly challenging problem and providing reassurance.

Opening quizzes for students and explaining the process of accessing and starting them.

Reviewing quiz results with students, providing feedback, and encouraging understanding over memorization.

Demonstration of how to work with unlike denominators, including finding a common denominator and simplifying fractions.

Emphasis on the importance of understanding the concepts behind fraction operations rather than just memorizing procedures.

Instruction for students to tidy up their desks and prepare to leave, indicating the end of the session.

Discussion about the availability of the classroom for students to continue working at home, showing flexibility and support.

Final reminder for students to check their quiz results and understand their performance.

Closure of the session with a warm farewell and wishes for students to enjoy their break.

### Transcripts

welcome ladies and

gentlemen come on in yes yeah come on

in

[Music]

which way was the

camera the camera on camer on camera how

science all right ladies and gentlemen

have a look on board please and read the

message

there close up

your

all right ladies and

gentlemen just to organize our thoughts

Z there you go uh it's our final

fractions week we are having our sum

summited test this week on Friday okay

so what does that mean for us today okay

so I want to go through that briefly so

to do there are three categories of you

me I put you in the different boxes okay

have you taken the summative already yes

that means if you have you continue

working on your individual plan that

you've already created for yourself okay

you should know that we should we're

used to that it's all good if you need

if you have questions if you need help

with that you can come to me but only

after I get done with the other two

groups okay so have you finished all the

grids but you've not taken the test yet

there are two groups you view this I

think for example Cara is taking the

test today is anyone else going to take

the summ of it today no just car so I

need time to set up everything for Caro

okay so you can't bug you can't bug me

you can't ask me questions until I get

Cara set okay the other group of people

if you've already finished the grids but

you haven't taken the test but you're

not taking it today what should you be

doing revising reviewing going through

the the things that you think you're

weak in or that you need more practice

in and practicing that okay so then you

still working on a grid then you

continue watching videos and doing the

practice okay my hope is that everybody

can get through the material uh by

Thursday so we can all be ready for the

test on Friday I'm going to be working

with small groups today in the middle so

I'm gonna kind of organize myself in the

middle first I'm going to do cars

business then I'm going to open up

quizzes and do everything for you guys

and then I'm going to do small groups

during small groups I need to have

minimum interruptions if you have a

quick question I can answer that like if

you need to go to the bathroom or

something like that okay but I need a

little bit of time to work with those

people any

questions no all right get to

work

got all

right here's what's going to

happen for you okay I am going to send

you this email

yes it will contain this folder open it

and click on the thing and that takes

you to the Su test okay so let me do

that right in front of you so you can

see

the get

this

that now it's

yours all right this no

there there you are that's that now the

next thing I need to do is I need to

open up the test for you

so then I'm going to test here's

us and test is open you are ready now

what I'd like you to do is go into the

small room I'm going to give you a

couple pieces of

paper and you're going to have to take

your book and the paper and go in there

and read the

test

[Music]

andal then

actually

[Music]

extremely

gambling it's teaching me how to

G

hey Cara hello do you have any questions

about the test no I'm good no okay have

you looked if you scroll down to number

number 13 yeah have you checked out that

problem and youve understand that that

one's a little bit more thinky than the

others yeah yeah okay good when you have

questions you're free to come out of

this little Prison Room that I put you

in okay by right

bye

okay who needs a quiz or anything come

on over what do you need for um open up

on quiz one un

like unlike denominators quiz

one unlike quiz one you say qu okay very

good were you already starting that one

yeah I think it should be oh there you

are uh you're good you're

ready same you can't be doing the same

as somebody

else wait are you doing may you doing

one I'm doing well andar and Zar are you

doing like or unlike unlike unlike with

the bottom number different yeah really

all right you're then you're both in

you're good qu one right quiz one

yes you want to see the results very

good which quiz is

it Vision one or two One Division are

you ready you ready here we go here we

go here we go where is sh boom Oh Oh

It's

100% well done what what's your

[Music]

name adding and subtracting like or

unlike denominator like like go yes

M like denominators so that's addition

correct

yeah you want me to open it or do you

want to see the results open it very

good very

good and where is

Sanji where is your name there there you

are Sanji it is ready for

you

62 oh no 62

62

[Music]

for

than

FSE Z for few

minutes Okie

doie yes I guess

got guessing is good but knowing is

better

right

[Music]

Cara come

come's car she's taking a

test I

said I was I was planning on asking you

to start adding and subtracting

fractions but you already did it so

that's fantastic so I really

fundamentally have

nothing this is unlike denominators

right can you show me real quick how

you're working with that like I'm going

to give you an example and I want you to

just do it for me so if I had 2/3

plus yes great show me how you

do

and then

I can that be

simplified yeah yeah yes no maybe I

don't know what do you

think

yes I would do

it you are correct let me give you tip

this is

fantastic you did it 100% correctly okay

I mean this is just super duper cuz I

look I looked at some of the the

responses from the quizzes and I wasn't

sure that you understood this but you

understand perfectly this when it's when

it's an improper fashion you can leave

it like this on a test or on a case you

do not need to change it into a mixed

number if you do it's still correct it's

perfectly fine but I'm saying that if

you'd like you can just leave it at that

okay so right now you're taking the quiz

for quiz one unlike anom and and you

obviously okay very

good can I have sanj and shezza can you

guys come over here for a

sec sit

sit okay you just finished the VIS yeah

okay and that work super well so that's

great and right now you're doing adance

traction with unlike like like what do

you mean I'm sorry I'm on the quiz which

qu theik unlike fraction like like

fractions so you're kind of doing same

thing that's what I was thinking that's

great I'm I'm hoping that you can get

through that and start working on the

unlike yeah

I'm that today and the

unlike wed and I

come no but she's talking about she's

going to do some work home which I

recommend

yeah quiz I would like can I can I do

the UNL with you guys right now just to

show

you can we just look at it real okay I

just want I just want to do this I want

to

take

so you need to have a common denominator

the easiest way to do that is to

multiply you know you know okay Dad okay

he did that's fantastic that's super

good do you

okay good so then that's going to be

15 something over 15 now this is going

to be five over five because I took the

five from over here and this is actually

just one 2 * 5 is 10 so I multiply the

Bottom by five and mul the top by five

what's this one going to

be what am I going to multiply this five

by to get to the

15

three okay so 3 * 5 is 15 what's 3 * 4

12 and then we end up with 10 + 12 now

we're doing like denominators so that's

22 over 15 I can stop there our purp you

can you can change it into a mixed

number if you want you don't need to

St is that pretty

clear you feel like that's okay you know

what i' want you to do I want

it is fairly easy I want to do

34s

plus I want

do

I don't need you really good I

[Music]

just it the way your

dad but the

first the thing is you want these two to

have common Den so right now they're

different if you multiply them together

they become a common one so what's four

*

5 good so you got 20 so now you're going

to rewrite both of these fractions with

the 20 at the bottom right

yeah

20 that's okay that's okay let's go so

I'm going to rewrite it I'm going to

make a fraction here and a plus sign

and 4 * 5 is 20 I'm G to put that on the

bottom 4 * 5 is 20 so how did I get from

this four to this 20 I did it times five

so now I need to put this one 3

* how did I get from this five to

this four oh

so you just yes yes and then now I have

two new

so now I have 15 + 8 what's that going

to

be that will

be you're just adding now we're just

adding these two across the top'll be

20 or

two

one two three it's one of those 23 23

there we go we got 23 over 20 and now

you are done with that okay I want you

to watch Sanji one time he watched you I

think it's fair if you watch him okay

all right

s sure all right ladies and gentlemen

tidy up your desks we're getting ready

to

go I

[Music]

oh all right ladies and gentlemen you

are free to go

[Applause]

byebye bye

byebye enjoy England tomorrow thank you

enjoy yourself with the you don't have

tomorrow very

good oh yeah that's okay I'll leave it

open for you okay good and then you can

work on it and then I'll we'll work

again on

Thursday you going to leave open so I

can work on it at home yes okay good

yeah um the middle Pap the paper I've

been walking was in the middle okay very

good excellent Cara are you finished or

do you need more time no I need like a

30 minutes 30 minutes very good uh then

Thursday when you come you'll have extra

time

okay you want to you want to check your

quiz yes which

one very good that's a good one

un

5.0 / 5 (0 votes)

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