Stepping Up Into Grade 6
October 1st- October 5th
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: Practice converting percents to fractions
Tuesday: Estimating the percent of a number
Wednesday: Finding the percent of a number
Thursday: Practice finding the percent of a number
Friday: Formative assessment
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
We will pretest for Celestial bodies and continue to use the engineering design process to compare and evaluate design solutions.
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
Can you build a bridge with only the materials in your box?
Show off those catapult designs for the catapult that will go the farthest!
What shelter can you make with limited materials?
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: Mesopotamia River Valley Map and Advantages/Disadvantages
Tuesday: Egypt River Valley Map and Advantages/Disadvantages
Wednesday: China River Valley Map and Advantages/Disadvantages
Thursday: India River Valley Map and Advantages/Disadvantages
Friday: Catch-up Day!
English Language Arts
This Week: We moved the test from Wed. 9/24 to Monday 10/1 so students could have one more week of working with teachers before the summative test. We will also begin the understanding words and phrases unit with lessons and activities. You can always help your child wit these skills at home by talking about the book he or she is reading. Discussing books is a great way to foster the love of learning too!
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
Hard Work Happening
Students are working hard to end with a 3 for drawing conclusions and inferring by reading!
Fun with Books
These ladies can't get enough of this cool pop-up book!
Help Your Young Reader!
Talk about the book your child is reading with him or her
Our learning target this week: We will continue working on our project to monitor and minimize a negative human impact. We will hopefully start archery this week as well.
Our essential learning targets for this unit:
- I will design a method for monitoring and minimizing a human impact on the environment.
Please feel free to contact me if you have any questions or concerns: firstname.lastname@example.org
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