Stepping Up Into Grade 6
September 24th- September 28th
Want to See How Your Child is Doing?
***Please bring charged chrome books to school each day
***Please remind your student to bring their planner to school each day
Monday: Catch up on NWEA day
Tuesday: Go over Pretest Data
Wednesday: Intro to Percents
Thursday: Converting Percents to Fractions (using equivalent ratios)
Friday: Percents to Fractions to Decimals (using equivalent ratios)
Our essential learning targets for first quarter are:
6.RP.A.3.a Create tables of equivalent ratios, find missing values in thetables and plot the pairs of values on the Cartesian coordinate plane.
6.RP.A.3.b Solve unit rate problems.
6.RP.A.3.c Solve percent problems.
Our learning target for this week is: I can solve real world percent problems.
Important terminology for this unit: coordinate plane, equivalent ratio, graph, greatest common factor, least common multiple, ordered pair, origin, prime factorization, rate, ratio, ratio table, scaling, unit price, unit rate, x-axis, y-axis, x-coordinate, y-coordinate
rational number, percent, least common denominator (LCD), proportion, percent proportion,
Extra Practice Pages: 25, 37, 45, 65, 77, 143, 153, 161
Which is the Better Deal?
Students did lots of work finding the unit price to determine the best deals.
Graphing a Mammoth?!
Working Hard on an Extension!
This week: We will work with teams to practice the steps in the engineering design process!
Our learning target for this week is: I will evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Our essential learning targets for the quarter are:
- 6-8.ETS1.B.3 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
- 6-8.ETS1.B.2: Analyze the data from the tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- 6-8.ETS1.B.1: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- 6-8.ETS1.A.1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Important terminology for this unit: metric measurement, volume, length, temperature, mass, time, constants, independent variable, dependent variable, testable question, hypothesis
Our learning target for this unit is: River Valleys Describe how physical characteristics of river valleys supported permanent settlement and the rise of early civilizations.
Important terminology for this unit: Irrigation, Natural Barriers, physical characteristics, climate, vegetation, geography
Unit Checklist: This document outlines what is expected of the students to show they have met the standard. A pacing calendar is on the 2nd page (it may be altered to allow more time if students show they need more practice).
Monday: Learn about the 4 River Valleys. Student will need to take notes and turn in a picture of them on Google Classroom.
Tuesday: Complete the Vocabulary Assignment and turn it in on Google Classroom when finished.
Wednesday: Compare and Contrast River Valleys. Student will need to turn in the Venn Diagram charts on Google Classroom.
Thursday: Catch-up on work not completed in class or as homework for Social Studies this week.
Friday: House Day and 90 minute Early Release for Homecoming Activities.
Exceeding the Standards
Students researching how we got from the beginnings of farming to modern farming techniques and how they impact our society.
Growing our Brains
Making a list of all the ways school helps us grow our brains.
All Done Choose One Activities
Once students have mastered the standard they may expand their learning with other topics.
Exceeding the Standards
English Language Arts
This Week: Students will taking the summative assessment for our Drawing Conclusions and Inferring unit on Wed., Sep. 26. They took the pretest on finding the Meaning of Words and Phrases and that will become our focus along with starting to draft our first writing piece. They will be writing a narrative story with one of the many ideas they have collected over the weeks.
Our learning target for this week is:
1. I can make inferences by citing textual evidence to support the analysis.
2. I can support my thinking with text evidence.
3. I can figure out the meaning of unknown words using context clues and reference materials.
4. I can figure out the meaning of unknown words and phrases that use figurative language.
Our Essential Learning Objectives (ELOs) for 1st quarter: (RL = Reading Literature and RI = Reading Informational)
RI1A/RL1A - Draw conclusions, infer, and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL1B/RI1B - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials.
W2A - Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience; develop writing with narrative techniques.
RL3D/RI3D - Read and comprehend literature and informational text independently and proficiently.
Important vocabulary for this unit: draw conclusions, conclusion, conclude, make inferences, inference, infer, analyze, cite
Students taking the new NWEA Language assessment!
Inferring & Drawing Conclusions Summative
Wednesday is the last test we give on this objective as a class. Be prepared and remember to use these skills as much as you can while you're reading!
More Hard Work
We are so proud of how hard these students have worked this week on the new assessment!
Inferring & Drawing Conclusions Summative
Our essential learning targets for this unit:
- I will construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Please feel free to contact me if you have any questions or concerns: email@example.com
Students, if you are serious about making a change and creating something to help reduce plastic in the ocean, email firstname.lastname@example.org to be a part of an after school group to work on that problem.