# Grade 5 & 6 News

## Newsletter #1: Who we Are

## UOI Details

**Central Idea: **As adolescents, our bodies go through a series of changes that impact our wellbeing.

**Key concepts**: Causation, Form, Reflection.

**Related concepts: **systems, body image, maturity, well-being, self-image

**Lines of Inquiry:**

- Social and emotional changes that happen during adolescence (causation).
- Factors and choices that contribute to well-being (form)
- The importance that education plays in this stage of development (reflection)

## What are we Learning this Unit?

## English Language Arts/UOI

**ELA/Writing**

As we finish up the school year, students will continue to practice CAFE strategies in reading. They will be specifically practicing the following skills:

- recognize and explain cause-and-effect relationships.
- compare and contrast within and between text and support with text.

As we finish reading

__Refugee__by Alan Gratz, students will compare and contrast characters from the story. Students will also analyze an event from the book with a real-life event and note the similarities and differences in the point of view they represent. Students will also explore characters through literature and look at how they are described socially, physically and emotionally.

In writing, students will learn about the elements of narrative writing. Students will be given a choice to either select an event of their life to write about or write about how much they've changed from a time when they were in a different grade. Students will work on sentence fluency and use prepositional phrases in their writing.

**Science/Social Studies**

- explore the brain’s role in receiving information from the senses, processing that information, and controlling the muscles to enable movement.
- develop a mental model of how their brain works.
- explore the brain's role in creating and regulating hormones.
- explore the concept of self-image and the impact of media and social media on self-image.

## Math

__5th Grade__

Students will be working on __Module 5: Addition and Multiplication with Volume and Area __as well as __Module 6: Problem Solving with the Coordinate Plane.__

Students will work on the following standards:

**Geometric measurement: **

- understand concepts of volume and relate volume to multiplication and addition.
- Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
- Measure volumes by counting unit cubes of various units.
- Relate volume to the operations of multiplication and addition.
- Classify two-dimensional figures into categories based on their properties.
- Understand that attributes belonging to a category of figures also belong to all subcategories of that category.

**Graph points on the coordinate plane**

- Use a pair of perpendicular number lines, called axes, to define a coordinate system.
- Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

__6th Grade__

**6th Grade Standards:**

Over the past few weeks, we have been actively working on Module 4 Expressions and Equations. Students have finished Topic A - Topic D. We are slotted to work on Topics E - H by the end of the year. My goal is that students finish Expressions and Equations in preparation for their 7th grade year. This module serves as "pre" Pre-Algebra.

You can expect to see Homework as follows:

**Topic E: Expressing Operations in Algebraic Form**

- List vocabulary words that can describe a given expression. For example, subtract, difference, triple, and product are words that can be used in reference to the expression 15 − 3x.
- Write an expression in words to match a given algebraic expression. For example, x + 2 can be written as two more than x or the sum of x and 2.
- Write an algebraic expression to match a given phrase. For example, eight minus the product of 2 and g can be written as 8 − 2g.

**Topic F: Writing & Evaluating Expressions & ****Formulas**

- Read a word problem and identify and define the unknown quantity, or variable. Write an addition or subtraction expression that matches the problem, and then evaluate the expression when given a value for the variable.
- Given information, create a table to show the relationship between two quantities. Analyze the data, noticing patterns, and then write the expression that shows this relationship. Finally, evaluate the expression given values for the variables.

**Topic G: Solving Equations**

- Replace the variable in an equation or inequality with a given value and determine whether the resulting number sentence is true or false. For example, in the inequality 4 > 1 + g, if g has a value of 3, the resulting number sentence (4 > 1 + 3) is false because 4 is equal to (not greater than) 4. If g is any number less than 3, then the inequality is true.
- State when equations and inequalities will be true and when they will be false. For example, in the equation 36 = 9k, the resulting number sentence is true if k = 4 because 36 = 9(4). If k = 3, then the resulting number sentence is false because 9(3) does not equal 36. In fact, if k has any value other than 4, then the resulting number sentence will be false.
- Solve an equation using a tape diagram as well as algebraically.

**Topic H: Applications of Equations**

- Write an equation to solve for the unknown measure of an angle.
- Identify the independent and dependent variables in a context, write an equation, complete a table, and plot the points from the table on a graph.
- From a set of numbers, choose the number(s), if any, that make a given equation or inequality true.
- Given a phrase (e.g., at least 13), write and graph an inequality (e.g., x ≥ 13, ).

## Eureka Math Parent Tip Sheets

## Pictures from Homeroom

## AQI

During this UOI, Students will go through all the important event in the life of prophet Muhammad (PBUH) and the learned lessons from his life. This work will be done by students efforts, i will assigned some of the students to prepare one part of the prophet's life then they will present it to their friends and have an open discussion together and this all will be under my observation.

*Arabic:*

- Learn how to write and talk in a complete sentences about themselves as an American Muslim leader, using the learner profile attitudes. أنا مسلم صالح/ أنا مسئول عن أفعالى/ أنا أحترم اآلخرين وأستمع إلى .معلمتى/ أنا أظهر تعاطفى مع أصدقائى
- Grammar: Imperatives فعل الأمر and how we put it in the sentences.
- Learn how to change the sentences from the past to present and future tenses.

*Qur'an*

- Memorize & Understand General themes of Surat Aal-Imran (110- 115) about the Muslims qualities.
- Fluency: Read the maximum half Juzaa a day and minimum one page.
- Tajweed: Madd rules.

*Islamic Studies:*

- Seerah: The Farewell Pilgrimage, the messenger leaves the world.
- Akhlaq: How is the Muslims behavior from the Sunnah of prophet Muhammad (PBUH).
- Hadith: Learn and memorize the Hadith about the different cases with communicating with the people "
**Let him who believes in Allah and the Last Day speak good, or keep silent; and let him who believes in Allah and the Last Day be generous to his neighbor; and let him who believes in Allah and the Last Day be generous to his guest" من كان يؤمن بالله واليوم الآخر فليقل خيرا أو ليصمت / فلا يؤذى جاره فليكرم ضيفه** - How puberty affects our responsibilities as Muslims.

**Ramadan Passport**

Throughout the month of Ramadan, students will follow the good deeds are mentioned in the passport and they can add more and more.

Please encourage your child to keep track of their passports and fill it in regularly.

All passports are due by Wednesday, June 13th, 2018.

## ART

In this Unit, students will focus on an inquiry into the nature of the self, exploring how factors such as race, religion and family shape personal identity. They will create a self-portrait made up of objects, symbols or imagery that represent various parts of their identity. The key concepts and guiding questions they will explore include the following:

- How can objects be used to symbolize abstract ideas? (Causation)
- What are some facets of my identity? (Form)
- How do the objects in my self-portrait symbolize and connect with my identity? (Reflection)

The learning outcomes for this Unit include:

- Experiment with visual ideas and concepts by manipulating the elements of art in visual compositions.
- Select and apply processes to organize ideas in a visual composition.

Students have started the Unit by working on an "I AM" Collage that begins to describe features of their identity. Enjoy the photos below!

## Subject Specific Summatives

Math quiz and test dates are specific to the grade level, and can also be found on ManageBac.

## IB Learner Profile Passports

The LP attribute for May is Risk-taker.

IB describes Risk-taker as: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Throughout the month, students will read stories and articles about being a Risk-taker.

Please encourage your child to keep track of their passports and fill it in regularly.

All passports are due by Thursday, May 31st, 2018.

Don't forget, the House that submits more than 20 passports gets an extra 50 points!