Interactive Notebook

Packet
Resources for a Middle
School Math Notebook
Recommended Shrink to 75--80% on Xerox Machine
Compiled and Created by Lauren Kubin
Math Interactive Notebook Resources
Table of Contents
Original
Page #
New
Page #
Title and Notes
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 Costas Level of Questioning Verbs
8 VI Blooms Taxonomy and Costas 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
Mat h I nt er act i ve Not ebook

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.
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.
Purpose: focus on todays
activity
Examples: pre-test, quick-write,
demonstration, T-chart
Purpose: information from
todays activity (learning)
Examples: textbook or lecture
notes, vocabulary, lab
procedure & data, worksheet,
concept map
Purpose: reflect or apply
todays activity
Examples: content or lab
questions, quick-write, 3-2-1
summary, diagram, graph
Interactive Cafe
Compiled and Created by Lauren Kubin
Interactive Notebooks are characterized by
RIGHT SIDE Input and LEFT SIDE Output!


An Interactive Notebook gives students a place to:
Set Goals
Plan Study Strategies
Document Learning
Track Success
Left Side Examples Right 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
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
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
Interactive Notebook Rubric
Excellent Satisfactory
Need
Improvement
Weak
Output
All work is:
Finished
Thoughtful
Making
connections
Clear
Creative
Majority of work is:
Finished
Thoughtful
Making
connections
Clear
Creative
Some work is:
Finished
Thoughtful
Making
connections
Clear
Creative
Little/No work is:
Finished
Thoughtful
Making
connections
Clear
Creative
Points 20 15 10 5
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 20 15 10 5
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 10 8 6 4
Teacher Comments:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Score:
Rubric Points: ________
50
= %
4 The Write Path I: Mathematics Student Guide
Student Handout/Display Master 1.1b
Taking Cornell NotesSome 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
Name: __________________________________________________
Class: __________________________________________________
Period: ________ Date: ____________________________________
Topic Note-taking Strategies
Study/Review Questions
Connections, Summary, Reflection, Analysis:
Become familiar with the speakers 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
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.
How can you use the
speaker s style to
identify
important points?
How can you keep-up
with the speaker?
How should you use
your notes to review?
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.
A Three Story Intellect!
BLOOMSTAXONOMYandCostasLevelsofQuestioning
The Student will
Knowledge
(Remembering)
Learn specific facts, ideas,
vocabulary;
remembering/recalling
information or specific facts.
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.
Analysis
(Analyzing)
Ability to break down material
into its component parts and
perceive interrelationships.
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 Onethe basement
By doing the following
Practice knowledge learned
Level Two the ground floor
By doing the following
Demonstrates mastery of knowledge learned
Level Threethe 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
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
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
basement
ground floor
penthouse
Compiled and Created by Lauren Kubin
KnowledgeLevel 1A
(Remembering)
ComprehensionLevel
1B
(Understanding)
ApplicationLevel 2A
(Applying)
AnalysisLevel 2B
(Analyzing)
SynthesisLevel 3A
(Creating)
EvaluationLevel 3B
(Evaluating)
Skills Demonstrated:
Observation and recall of
information
Knowledge of dates,
events, places
Knowledge of major ideas
Master of subject matter
Skills Demonstrated:
Understanding
information
Grasp meaning
Translate knowledge into
new context
Interpret facts, compare,
contrast
Order, group, infer causes
Predict consequences
Skills Demonstrated:
Use information
Use methods, concepts,
theories in new situations
Solve problems using
required skills or
knowledge
Skills Demonstrated:
Seeing patterns
Organization of parts
Recognition of hidden
meanings
Identification of
components
Skills Demonstrated:
Use old ideas to create
new ones
Generalize from given
facts
Relate knowledge from
several areas
Predict, draw conclusions
Skills Demonstrated:
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
happeningwhat 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
Steps I must follow on
EVERY WORD PROBLEM
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.
Created by Miss Lauren Kubin
UPS
TEKS: 6.1 B Adopted 2012 by TEA
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
11. Deposit
12. Gone up
13. Wins
14. Gain
15. Rises
16.
17.
18.
19.
20.
1. Difference
2. Remains
3. How much
more
4. Take away
5. Less than
6. Remainder
7. Fewer
8. Decrease
9. Minus
10. Withdraws
11. Looses
12. A loss of
13. Spent
14.
15.
16.
17.
18.
19.
1. Multiply by
2. Twice
3. Product
4. Most
5. Each
6. Total
7.
8.
9.
10.
1. Equally
2. Split
3. Each
4. Goes into
5. Cut into
6. Quotient
7.
8.
9.
10.
Symbol (s)
+
Symbol (s)
-

Symbol (s)
X ab
2(3) or
4*6
Symbol (s)
or /
Created by Lauren Kubin
Created by Lauren Kubin
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Table of Contents
Date Left Side
Page
#
Date Right Side
Page
#
Created by Lauren Kubin
Name:
Super Teacher Worksheets - www.superteacherworksheets.com
Multiplication Table
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0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
9 8 7 6 12 11 10 15 14 13 5 3 2 0 1 4
18 16 14 12 22 20 10 8 6 4 0 2 24 28 26 30
27 24 21 36 33 30 45 42 39 15 12 9 6 0 3 18
36 32 28 24 48 44 40 60 56 52 20 16 12 0 4 8
45 35 30 60 55 50 75 70 65 25 20 15 10 0 5 40
54 48 42 36 72 60 30 24 18 12 0 6 66 90 78 84
63 56 49 42 84 77 70 105 98 91 35 28 21 14 7 0
64 56 48 96 88 80 40 32 24 16 0 8 72 120 112 104
81 72 63 54 108 99 90 135 126 117 45 36 27 18 0 9
90 80 70 60 120 110 100 150 140 130 40 30 20 0 10 50
99 88 66 132 121 110 165 154 143 55 44 33 22 0 11 77
108 96 84 72 144 132 120 180 168 156 60 48 24 0 12 36
117 104 91 78 156 143 130 195 182 169 65 52 26 0 13 39
126 112 98 84 168 154 140 210 196 182 70 56 28 0 14 42
135 120 105 90 180 165 150 225 210 195 75 60 30 0 15 45
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STAAR GRADE 6 MATHEMATICS
REFERENCE MATERIALS
State of Texas
Assessments of
Academic Readiness
STAAR

AREA
Triangle A h =
1
2
b
Rectangle or parallelogram A bh =
Trapezoid A b +
1
2
1
(b = h
2
)
VOLUME
Rectangular prism V Bh =
6
5
4
3
2
1
0
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c
h
e
s
8
7
2
0
1
4

2
0
1
5
STAAR GRADE 6 MATHEMATICS
REFERENCE MATERIALS
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)
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facebook
First Name
Last Name
Name I Go
By
My
Birthday
Favorite
Book
Favorite
Subject
Favorite
Teacher
Favorite
Food
Best
Friends
Favorite
Sport
6th Grade
Math Teacher
Mothers name, Phone number, and Occupation.
Fathers name, Phone number and Occupation.
Guardians name, Phone number and Occupation.
Last year I went to school at...
I live in a house with...
My favorite thing to do in my free time is...
When I grow up, I want to...
The clubs/sports I want to participate in are...
3 things that you should know about me are...
My email 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...
Status Updates
Friends (76) See All
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 students learning habits?
3) Do you have any comments, questions, or concerns?
Print Name_______________________________
Signature_________________________________
Students Name____________________________
Date_______________________________