Cluster 3
If you know, you know!
March 17th Update
To Parents, Guardians, and Care Takers,
Below you will find information on the current curriculum of all subjects and classes. As always, if you have any questions please do not hesitate on reaching out to any of the cluster teachers.
Thanks!
Cluster 3
April 5th Field Trip to Fenway Park!
Practicing cursive in advisory!
St. Patrick's Day!
Baby Lennon takes a visit to Cluster 3!
Math with Mr. Casciano
Hello Cluster 3 Families!
We finished Unit 5 on Friday with our end of unit test. Students will get their grades back this week, with the opportunity to retake it on Friday if they choose too.
Our next unit will be focused on algebra with expressions, equations, inequalities.
Unit 6: Expressions, Equations, and Inequalities
In this unit, students extend what they learned in Grade 6 about solving one-step equations to solve equations of the form `px+q=r` and `p(x+q)=r`, and equations that include expanding, factoring, or adding terms. Students also solve inequalities and graph their solutions on a number line.
Section 1: Equations and Tape Diagrams (Lessons 1–4)
Students use tape diagrams to represent equations and situations in context and to determine unknown values. This builds on students’ work with tape diagrams in Grade 7, Unit 4 and with determining unknown values in equations in Grade 7, Unit 5.
Lesson 1 builds on students’ understanding of proportional relationships from Unit 2 as they determine unknown values in the relationship between a shape and the number of toothpicks and tiles that border it. This lesson introduces students to relationships that are predictable but not proportional.
Lesson 2 invites students to use tape diagrams to make sense of the types of relationships from Lesson 1 and to determine unknown values in the context of smudged receipts.
Lesson 3 connects tape diagrams to equations of the form `px+q=r` and `p(x+q)=r` as students connect both of these representations to descriptions of situations in context.
Lesson 4 is an opportunity for students to put together everything they have learned in this section, focusing on the structure of situations, equations, and tape diagrams. This understanding of structure will support students as they solve equations more formally in Section 2.
Social Studies with Mr. Kirkaldy
Learning Targets:
- I can identify examples of divine intervention in The Adventures of Ulysses.
- I can determine if diving intervention does more to help or to hinder Ulysses's journey home.
Last week we finished our unit on ancient China by having a class debate on whether Emperor Qin Shihuangdi should be remembered as a hero or a villain. Conversations were spirited in each class, and students did an excellent job responding to each other and countering various arguments as they arose. Now, we are shifting our focus to ancient Greece, beginning with reading The Adventures of Ulysses, a young adult version of The Odyssey. As we read, we're looking for ways in which divine intervention either helps or hinders Ulysses's journey home. Students will be writing an argumentative essay about this at the end of the novel.
Check out our School Friends' Smores
EDL & PHONICS CLASSROOMS - https://www.smore.com/1a8k7
SPECIALIST'S CLASSROOM - The Specialist S'more
READING CLASSROOMS - https://www.smore.com/5r0sb-reading-classes
MS. SORENSON'S CLASSROOM - https://www.smore.com/enhsa
ELA with Ms. Fitanides
ELA classes continue to work on our personal narratives. This week we are working to peer edit, revise, polish and "publish" our stories for a class showcase. Writers have really been working hard to extend their stories with great details and dialogue.
Next up is an argument writing unit where we will learn how to craft an effective argument with solid evidence to prove our position. I apologize in advance to caregivers. You might see some of our work showing up at home as kids master these skills!
Standards:
* I can write a narrative that includes description through, follows a general narrative format, shows my voice though sentence length, word choice and other strategies, and is grammatically correct.
Science with Ms. Smith
We will continue our study of the standards below:
I CAN recognize whether a chemical equation is balanced or not.
I CAN relate balanced equations to the law of conservation of mass.