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Math & Science 16-17 (Period 3 & 4) Assignments

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Past Assignments

Due:

Assignment

May 22nd to May 23rd, 2017

Math  

Monday, May 22nd, 2017

 Student Outcome: This task challenges a student to reason about a situation with two variables, seats and wheels.  Students can use guess-and-check or set up simultaneous equations to solve for the number of bicycles and go-carts. 
 
 

Tuesday, May 23rd, 2017

 Student Outcome: This task challenges a student to extend the staircase from Level A and determine the number of blocks at different staircase stages.  A student is also asked to find an inverse relationship by determining the staircase stage given the total number of blocks. 
 
 

Wednesday, May 24th, 2017

Student Outcome: This task challenges students to use geometric objects and number concepts. The students are asked to find the minimum number of cuts to create equal slices of pumpkin bread for 14 people.  Students then explain how to determine the minimum number of cuts for any number of people. 

 

HW: None
________________________________________________________________
 

Science  

Monday, May 22nd, 2017

  • Q) What is the difference between a hanging wall and a footwall?
 
CW: Read Chapter 5, Section 1, "Forces in Earth's Crust"
 
CW: Complete the Guide for Reading Review worksheet: 
 * Extra Credit: (to be done when all other assignments are completed)

Tuesday, May 23rd, 2017

 
CW: (#9) Forces in Earth’s Crust Predicting

Using figure 4 on page 178

  • Q) If the folding in the diagram continued, what kind of fault might form? 
CW: Fault Book
  • Fault Book instructions 
    • also see video (played during class)
    • also see PowerPoint "Directions" from files listed below
  • Fault Book Rubric
 
 * Extra Credit: (to be done when all other assignments are completed)

Wednesday, May 24th, 2017

  • Seismic Sleuth Directions:
    • *See PowerPoint slideshow below titled:
      • "Seismic Sleuth PwrPt Lesson_2014 (X-Y style)"       
 * Extra Credit: (to be done when all other assignments are completed)

Due:

Assignment

Thursday, May 18th, 2017

Math  

CW: "Party Time" 


Student Outcome: This task challenges students to use logic and fractions to find a part of a set that meets several constraints. Students must use fractional parts of the set to help calculate their answers. Students need to find a systematic way to organize their results as they consider each constraint. 

HW: None
________________________________________________________________
 

Due:

Assignment

Wednesday, May 17th, 2017

Math  

 

CW: Lesson 18 Opening Exercise

Lesson 18: Graphing around the room activity 

Student Outcomes

  • Students compute the length of horizontal and vertical line segments with integer coordinates for endpoints in the coordinate plane by counting the number of units between end points and using absolute value.
 

Math Standard -

Math: 6.NS.6.b 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

Math: 6.NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

Math: 6.NS.8 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 

Due:

Assignment

Tuesday, May 16th, 2017

Math  

 

Student Outcomes

  • Students compute the length of horizontal and vertical line segments with integer coordinates for endpoints in the coordinate plane by counting the number of units between end points and using absolute value.
 

Math Standard -

Math: 6.NS.6.b 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

Math: 6.NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

Math: 6.NS.8 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 

Due:

Assignment

Monday, May 15th, 2017

Math  

 
 

Student Outcomes

  • Students draw a coordinate plane on graph paper in two steps:  (1) Draw and order the horizontal and vertical axes; (2) Mark the number scale on each axis.
  • Given some points as ordered pairs, students make reasonable choices for scales on both axes, and locate and label the points on graph paper.
 

Math Standard -

CCLS - Math: 6.NS.6.b 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

Math: 6.NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
 

Due:

Assignment

Due:

Assignment

Monday, April 3rd, 2017

Math  

 
 

Student Outcomes

  • Students understand that the order of positive numbers is the same as the order of their absolute values.
  • Students understand that the order of negative numbers is the opposite order of their absolute values.
  • Students understand that negative numbers are always less than positive numbers.
 

Math Standard - CCLS - Math: 6.NS.7.d 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
CW: Earth's Lithospheric Plates (mapping Earth's tectonic plates)
       **Using page 159 in your textbook as a guide, draw, label, show arrows of plate movement, and color Earth's plates.
 

Due:

Assignment

Monday, March 28th, 2017

Math  

CW: 3-10
________________________________________________________________
 
 
 

Due:

Assignment

Monday, March 27th, 2017

Math  

CW: Lesson 9 Classwork (Class discussion and story interpretation of the number line model) 
 
 
 

Student Outcomes

  •   Students compare and interpret rational numbers’ order on the number line, making statements that relate the numbers’ location on the number line to their order.

  •   Students apply their prerequisite knowledge of place value, decimals, and fractions to compare integers and other rational numbers.

  •   Students relate integers and other rational numbers to real-world situations and problems.

 

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

CCLS - Math: 6.NS.7.a 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented

CCLS - Math: 6.NS.7.b 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
   
NB: The Theory of Plate Tectonics

EQ: 

1) What is the theory of plate tectonics?

2) Describe the three types of plate boundaries.

Due:

Assignment

Friday, March 24th, 2017

Math  

 

Student Outcomes

Students write, interpret, and explain statements of order for rational numbers in the real-world.
Students recognize that if a < b, then -a > -b, because a number and its opposite are equal distances from zero; and moving along the horizontal number line to the right means the numbers are increasing.

 

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

CCLS - Math: 6.NS.7.a 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented

CCLS - Math: 6.NS.7.b 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.
HW: None
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
   
NB: The Theory of Plate Tectonics

EQ: 

1) What is the theory of plate tectonics?

2) Describe the three types of plate boundaries.

Due:

Assignment

Thursday, March 23rd, 2017

Math  

CW: Order 
 
 

Student Outcomes

Students write, interpret, and explain statements of order for rational numbers in the real-world.
Students recognize that if a < b, then -a > -b, because a number and its opposite are equal distances from zero; and moving along the horizontal number line to the right means the numbers are increasing.

 

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

CCLS - Math: 6.NS.7.a 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented

CCLS - Math: 6.NS.7.b 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
   
NB: The Theory of Plate Tectonics

EQ: 

1) What is the theory of plate tectonics?

2) Describe the three types of plate boundaries.

Due:

Assignment

Wednesday, March 22nd, 2017

Math  

CW: Alaska
 
 

Student Outcomes

  • Students write, interpret, and explain statements of order for rational numbers in the real-world.
  • Students recognize that if a < b, then -a > -b, because a number and its opposite are equal distances from zero; students also recognize that moving along the horizontal number line to the right means the numbers are increasing.
 

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
   
NB: The Theory of Plate Tectonics

EQ: 

1) What is the theory of plate tectonics?

2) Describe the three types of plate boundaries.

Due:

Assignment

Tuesday, March 21st, 2017

Math  

 
 

Student Outcomes

  • Students use number lines that extend in both directions and use 0 and 1 to locate integers and rational numbers on the number line.  Students know that the sign of a nonzero rational number is positive or negative, depending on whether the number is greater than zero (positive) or less than zero (negative), and use an appropriate scale when graphing rational numbers on the number line.
  • Students know that the opposites of rational numbers are similar to the opposites of integers.  Students know that two rational numbers have opposite signs if they are on different sides of zero, and that they have the same sign if they are on the same side of zero on the number line.

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
   
NB: The Theory of Plate Tectonics

EQ: 

1) What is the theory of plate tectonics?

2) Describe the three types of plate boundaries.

Due:

Assignment

Monday, March 20th, 2017

Math  

 
 
 

Student Outcomes

  • Topic A focuses on the development of the number line in the opposite direction (to the left or below zero).  Students use positive integers to locate negative integers, understanding that a number and its opposite will be on opposite sides of zero and that both lie the same distance from zero.  Students represent the opposite of a positive number as a negative number and vice-versa.  Students realize that zero is its own opposite and that the opposite of the opposite of a number is actually the number itself (6.NS.C.6a).  They use positive and negative numbers to represent real-world quantities such as -50 to represent a $50 debt or 50 to represent a $50 deposit into a savings account (6.NS.C.5).  Topic A concludes with students furthering their understanding of signed numbers to include the rational numbers.  Students recognize that finding the opposite of any rational number is the same as finding an integer’s opposite (6.NS.C.6c) and that two rational numbers that lie on the same side of zero will have the same sign, while those that lie on opposites sides of zero will have opposite signs.
HW: Quiz: no homework
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 

Science  

CW: Review/Correct/Collect: Sea-Floor Spreading Review worksheet
 
HW: none
 
   
 

Due:

Assignment

Friday, March 17th, 2017

Character Counts  

Caring
 

Due:

Assignment

Thursday, March 16th, 2017

Math  

 
 

Student Outcomes

  • Students understand that, for instance, the opposite of -5 is denoted -(-5) and is equal to 5.  In general, they know that the opposite of the opposite is the original number; e.g., -(-a) = a.
  • Students locate and position opposite numbers on a number line.

Math Standard - NS.6.a 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 

Due:

Assignment

Wednesday, March 15th, 2017

Math  

 

Student Outcomes

  • Students understand that each nonzero integer, a, has an opposite, denoted -a; and that -a and a are opposites if they are on opposite sides of zero and are the same distance from zero on the number line.
  • Students recognize the number zero is its own opposite.
  • Students understand that since all counting numbers are positive, it is not necessary to indicate such with a plus sign.

Math Standard - NS.6.a 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

Math Standard - NS.6.c 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
 
 

Due:

Assignment

Tuesday, March 14th, 2017

Math  

 

Student Outcomes

  • Students use positive and negative numbers to indicate a change (gain or loss) in elevation with a fixed reference point, temperature, and the balance in a bank account.
  • Students use vocabulary precisely when describing and representing situations involving integers; for instance, an elevation of -10 feet is the same as 10 feet below the fixed reference point.
  • Students will choose an appropriate scale for the number line when given a set of positive and negative numbers to graph.

CCLS - Math: 6.NS.5 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
NB: Lecture Notes on: Sea-Floor Spreading  

Due:

Assignment

Monday, March 13th, 2017

Math  

Lesson 2: Real-World Positive and Negative Numbers and Zero (part 2)

 

Student Outcomes

  • Students use positive and negative numbers to indicate a change (gain or loss) in elevation with a fixed reference point, temperature, and the balance in a bank account.
  • Students use vocabulary precisely when describing and representing situations involving integers; e.g., an elevation of -10 feet is the same as 10 feet below the fixed reference point.
  • Students choose an appropriate scale for the number line when given a set of positive and negative numbers to graph.

CCLS - Math: 6.NS.5 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
 
***Please use "Solutions and Rationale" to check and review your answers.  Also be ready with any questions or concerns you may still have concerning the lesson.
________________________________________________________________
 
NB: Lecture Notes on: Sea-Floor Spreading  

Due:

Assignment

Friday, March 10th, 2017

Math  

Lesson 2: Real-World Positive and Negative Numbers and Zero (part 1)

 

Student Outcomes

  • Students use positive and negative numbers to indicate a change (gain or loss) in elevation with a fixed reference point, temperature, and the balance in a bank account.
  • Students use vocabulary precisely when describing and representing situations involving integers; e.g., an elevation of -10 feet is the same as 10 feet below the fixed reference point.
  • Students choose an appropriate scale for the number line when given a set of positive and negative numbers to graph.

CCLS - Math: 6.NS.5 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
HW: none
________________________________________________________________
 
NB: Lecture Notes on: Sea-Floor Spreading  

Due:

Assignment

Wednesday, March 8th, 2017

Math  

CW: 124.44 
           0.6
 
 
Student Outcomes

Students extend their understanding of the number line, which includes zero and numbers to the right, that are above zero, and numbers to the left, that are below zero.
Students use positive integers to locate negative integers, moving in the opposite direction from zero.
Students understand that the set of integers includes the set of positive whole numbers and their opposites, as well as zero. They also understand that zero is its own opposite.

CCLS - Math: 6.NS.5 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

CCLS - Math: 6.NS.6.a 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.
State Standard:
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
 
**Please use "Solutions and Rationale" to check your answers and to be ready with any questions or misunderstandings you may still have. 
_______________________________________________________________ 

Due:

Assignment

Monday, March 6th, 2017

Math  

CW: 
 

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)
HW: Complete worksheet on LCM and GCF
________________________________________________________________
 

Science  

CW: Sea-Floor Spreading Checkpoint (A)

1) What evidence did scientists find for sea-floor spreading?

 
        Earth Revealed: Mountain Building (video notes)

Due:

Assignment

Friday, March 3rd, 2017

 
 
 

Due:

Assignment

Thursday, March 2nd, 2017

Math  

CW: Test Review  

****NOTE: Students were either sent a copy of their test via email or they took a picture of their test to review using the answer sheet.

  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)
HW: Correct your test using the "Solutions and Rationale" sheet (click here) 
________________________________________________________________
 

Science  

 
4) Deep-Ocean trench -
5) Subduction -
 
CW: Crust in Pieces (List 10 words or phrases from the song)
 
NB: Lecture Notes on: Sea-Floor Spreading  

Due:

Assignment

Wednesday, March 1st, 2017

Math  

CW: Test   

****NOTE: Students were either sent a copy of their test via email or they took a picture of their test to review tonight using the answer sheet.

  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)
HW: Correct your test using the "Solutions and Rationale" sheet (click here) 
________________________________________________________________
 

Science  

CW: #2 Sea-Floor Spreading Key Terms (A)
1) mid-ocean ridge-
2) sonar- 
3) sea-floor spreading- 
 
CW: Crust in Pieces (List 10 words or phrases from the song)

Due:

Assignment

Tuesday, February 28th, 2017

Math  

CW: Test
  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)
HW: none

 

 

 
 
 
 
________________________________________________________________
 

Due:

Assignment

Monday, February 27th, 2017

Math  

CW: Review   Module 2 Review                  
  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)

HW: Study for test on Tomorrow.  Module 2, Lessons 9 - 14 and 17-18 

Examples: 

 
 
 
 
 
*More Coming ASAP
 
 
________________________________________________________________
 

Due:

Assignment

Friday, February 24th, 2017

Math 

Number Talk: Lesson 15 c "Mental Math" (50 x 14)
                      * Distributive Property
 
CW: Review   Module 2 Review                  
  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)
HW: Study for test on Tuesday.  Module 2, Lessons 9 - 14 and 17-18

 

________________________________________________________________
 

Due:

Assignment

Thursday, February 23rd, 2017

Math 

CW: Continue with Module 2 Review Part 1 (page 3)                  
  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

  • Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.  For example, create a story context for  and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that  because  of  is .  (In general, .)  How much chocolate will each person get if  people share  of chocolate equally?  How many -cup servings are in  of a cup of yogurt?  How wide is a rectangular strip of land with length  mi and area  square mi?
  • Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)

HW: 2-18_Complete all unfinished portions of Lesson 18

        ***Please use *2-18_Solutions and Rationale to correct your homework and be ready with any questions you may have. 
________________________________________________________________
________________________________________________________________
 

Science 

Due:

Assignment

Wednesday, February 22nd, 2017

Math 

CW: Module 2 Review Part 1 (pages 1 & 2)                  
  

Student Outcomes 

  • In Module 2, students complete their understanding of the four operations as they study division of whole numbers, division by a fraction and operations on multi-digit decimals.  This expanded understanding serves to complete their study of the four operations with positive rational numbers, thereby preparing students for understanding, locating, and ordering negative rational numbers (Module 3) and algebraic expressions (Module 4).
Focus Standards

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.A.1           

  • Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.  For example, create a story context for  and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that  because  of  is .  (In general, .)  How much chocolate will each person get if  people share  of chocolate equally?  How many -cup servings are in  of a cup of yogurt?  How wide is a rectangular strip of land with length  mi and area  square mi?
  • Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.B.2           

  • Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.3           

  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.4           

  • Find the greatest common factor of two whole numbers less than or equal to  and the least common multiple of two whole numbers less than or equal to .  Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.  For example, express  36 + 8 as 4(9 + 2)

HW: 2-18_Complete all unfinished portions of Lesson 18

        ***Please use *2-18_Solutions and Rationale to correct your homework and be ready with any questions you may have. 
________________________________________________________________
________________________________________________________________
 

Science 

        
 

Due:

Assignment

Tuesday, February 21st, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: Lesson 15_b.  "86 - 39"
 
HW Check: none
 
CW: "Warm-up Feb. 21st"   
       ***Classroom Notes
 
               "Using Prime Factors to Determine GCF & LCM" (Factor Trees)
       ***Classroom Notes
                 
  

Student Outcomes 

  • Students find the least common multiple and greatest common factor and apply knowledge of factors to use the distributive property.

CA Standard - Math: 6.NS.4 

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
        ***Please use *2-18_Solutions and Rationale to correct your homework and be ready with any questions you may have. 
________________________________________________________________
________________________________________________________________

Due:

Assignment

Friday, February 17th, & Monday, February 20th, 2017

 

President's Day Holiday

No School

Due:

Assignment

Thursday, February 16th, 2017

Cougar Pride Day

* Caring
 
________________________________________________________________
________________________________________________________________

Due:

Assignment

Wednesday, February 15th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
CW:  Staff BBQ
 
HW Check:
   * Page 86
        - Example 2
        - Station 1
           > GCF (45, 60) & (96, 144) 
    * Page 87
        - (a)
    * Page 88
        - Station 2
            > LCM (9, 12) & (8, 18)
            > (a)
 

Student Outcomes: Students find the least common multiple and greatest common factor and apply knowledge of factors to use the distributive property. 

CCLS - Math: 6.NS.4

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
HW: none
 
 
________________________________________________________________
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 

Due:

Assignment

Tuesday, February 14th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 
 
   * Class Notes

 

Student Outcomes: Students find the least common multiple and greatest common factor and apply knowledge of factors to use the distributive property. 

CCLS - Math: 6.NS.4

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
HW: 
   * Page 86
        - Example 2
        - Station 1
           > GCF (45, 60) & (96, 144) 
    * Page 87
        - (a)
    * Page 88
        - Station 2
            > LCM (9, 12) & (8, 18)
            > (a)
  ***Please use Lesson 18 Solutions and Rationale to check your homework and be ready with any questions or misunderstandings you may have. 
________________________________________________________________
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 
HW: Due Tomorrow, February 15th: Fossil and Mountain Chain Evidence
 

Due:

Assignment

Monday, February 13th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: 
 
                      &  
              Woodcutter    (GDF: Greatest Common Factor)
 

 

Student Outcomes: Students find the least common multiple and greatest common factor and apply knowledge of factors to use the distributive property. 

CCLS - Math: 6.NS.4

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
HW: none  ________________________________________________________________
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 
 
HW Due Wednesday, February 15th: Fossil and Mountain Chain Evidence
 

Due:

Assignment

Friday, February 10th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
HW:
      
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 
Q) What were the three types of evidence Wegener used to support his theory of continental drift? Explain in your own words what he meant by the different types of evidence.
 

Due:

Assignment

Thursday, February 9th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 

 

Student Outcomes

  • Students apply divisibility rules, specifically for 3 and 9, to understand factors and multiples.
Divisibility Rules:
  • Divisibility rule for 𝟐: If and only if its unit digit is 𝟎, 𝟐, 𝟒, 𝟔, or 𝟖 
  • Divisibility rule for 𝟒: If and only if its last two digits are a number divisible by 𝟒 
  • Divisibility rule for 𝟓: If and only if its unit digit is 𝟎 or 𝟓
  • Divisibility rule for 𝟖: If and only if its last three digits are a number divisible by 𝟖
  • Divisibility rule for 𝟏𝟎: If and only if its unit digit is 𝟎 
  • Divisibility rule for 𝟑: If the sum of the digits is divisible by 𝟑, then the number is divisible by 𝟑.
  • Divisibility rule for 𝟗: If the sum of the digits is divisible by 𝟗, then the number is divisible by 𝟗.
  • Decimals: Decimal numbers with fraction parts do not follow the divisibility tests

CCLS - Math: 6.NS.4

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
        ***Please use *2-17_Solutions and Rationale to correct your homework and be ready with any questions you may have.
________________________________________________________________
________________________________________________________________

Due:

Assignment

Wednesday, February 8th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
       ***Classroom Notes
 
       ***Classroom Notes
                 
  

Student Outcomes 

  • Students use their knowledge of dividing multi-digit numbers to solve for quotients of multi-digit decimals.
  • Students understand the mathematical concept of decimal placement in the divisor and the dividend and its connection to multiplying by powers of 10.

CCLS - Math: 6.NS.2 

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Fluently divide multi-digit numbers using the standard algorithm.

 

        ***Please use *2-14_Solutions and Rationale to correct your homework and be ready with any questions you may have.
 
 
 
________________________________________________________________
________________________________________________________________

Due:

Assignment

Tuesday, February 7th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: 2-12_PS (1-10)
 
 
                 
  

Student Outcomes

  • Students understand that the standard algorithm of division is simply a tally system arranged in place value columns. 

CCLS - Math: 6.NS.2 

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Fluently divide multi-digit numbers using the standard algorithm.

 

        ***Please use *2-13_Solutions and Rationale to correct your homework and be ready with any questions you may have.
 
________________________________________________________________
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 
CW: None
 
NB: Page 23_Drifting Continents  * Drifting Continents lecture notes
 

Drifting Continents Objectives:

After completing the lesson, You will be able to:

  •  describe the theory of continental drift;
  • list the evidence used by Alfred Wegener to form his theory and why other scientists rejected it
 Lesson: Review/Correct  Drifting Continents Review Worksheet  
 
HW: none

Due:

Assignment

Monday, February 6th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
 
                 
  

Student Outcomes

  • Students connect estimation with place value in order to determine the standard algorithm for division.

CCLS - Math: 6.NS.2 

Category
The Number System
Sub-Category
Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.
State Standard:
Fluently divide multi-digit numbers using the standard algorithm.

 

**Don't make it more difficult then it needs to be.  Just change "round" the divisor and dividend close to compatible numbers that can easily be divided."**
        ***Please use *2-12_Solutions and Rationale to correct your homework and be ready with any questions you may have.
 
________________________________________________________________
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 
CW: None
 
NB: Page 23_Drifting Continents  * Drifting Continents lecture notes
 

Drifting Continents Objectives:

After completing the lesson, You will be able to:

  •  describe the theory of continental drift;
  • list the evidence used by Alfred Wegener to form his theory and why other scientists rejected it
Please refer to your notes as well as the textbook for guidance in completing this assignment.  You may also click on the Drifting Continents lecture notes to help you.
 This assignment is *****DUE TOMOROW!!!*****

Due:

Assignment

Thursday, February 2nd, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: Multiplication String (2 x 25...)
 
HW Check: none
 
 
                 
  

Student Outcomes

  • Students use estimation and place value to determine the placement of the decimal point in products and to determine that the size of the product is relative to each factor.
  • Students discover and use connections between fraction multiplication and decimal multiplication.
  • Students recognize that the sum of the number of decimal digits in the factors yields the decimal digits in the product.
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: 2-11_PS
        ***Please use *2-11_Solutions and Rationale to correct your homework and be ready with any questions you may have.
 
________________________________________________________________
________________________________________________________________

Science

**NOTE: Lessons posted prior to the above date are subject to change.
 
CW: None
 
NB: Page 23_Drifting Continents  * Drifting Continents lecture notes
 

Drifting Continents Objectives:

After completing the lesson, You will be able to:

  •  describe the theory of continental drift;
  • list the evidence used by Alfred Wegener to form his theory and why other scientists rejected it
 
  

 

 

 
 

Due:

Assignment

Tuesday, January 31th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
 
  

Student Outcomes

  • Students relate decimals to mixed numbers and round addends, minuends, and subtrahends to whole numbers in order to predict reasonable answers.
  • Students use their knowledge of adding and subtracting multi-digit numbers to find the sums and differences of decimals.
  • Students understand the importance of place value and solve problems in real-world contexts.
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: 2-9_PS
        ***Please use *2-9_Solutions and Rationale to correct your homework and be ready with any questions you may have.
 
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Monday, January 30th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
CW:  
 
Lesson: Review adding & subtracting fractions and mixed numbers with regrouping.  
  
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: Maybe practice adding and subtracting fractions and mixed numbers with regrouping. :-)
 
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Friday, January 27th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
           ***Solutions***
 
 
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: none
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Thursday, January 26th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
CW: Review of "Dividing Fractions Review" for Module 2, Topic A_Dividing Fractions by Fractions Test
*****NOTES on "Dividing Fractions Review"*****  Sorry that some of the pages from today's notes from period 5/6 are missing.  The program froze and lost some of the notes.  I tried to replicate them, but the program continued to freeze. :-(  However, the missing notes are virtually identical to the other classes.
**Also note: Please excuse my mistake on #3.  The problem shows making groups of 4/5 and I created groups of 3/4 in the model.   The correct answer for 13/5 divided by 4/5 is 3 1/4.  
 
  
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: Study: "Dividing Fractions Review" NOTES (Practice for Friday's Test on Module 2, Topic A_Dividing Fractions by Fractions)  You may also want to study from your returned quiz on dividing fractions.  
 
**Remember, IF you receive a "higher" score on tomorrow's test I will change the quiz score to also reflect that same score.  :-) 
 
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Wednesday, January 25th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 
  
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: Complete: "Dividing Fractions Review" (Practice for Friday's Test on Module 2, Topic A_Dividing Fractions by Fractions)
**Make sure Dividing Fractions and Mixed Numbers_Problem Set is completed and graded
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Tuesday, January 24th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
            
        Classwork: Problems (a-e)  **additional problems may be completed as extra practice 

 

 

 

 
                       

Student Outcomes

  • Students formally connect models of fractions to multiplication through the use of multiplicative inverses as they are represented in models. 
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
***Please use "2-8 Solutions and Rationale" to check homework and develop any questions you may have. 
              *2-8_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Monday, January 23rd, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
CW: "Pre 7"
            
                       

Student Outcomes

  • Students formally connect models of fractions to multiplication through the use of multiplicative inverses as they are represented in models. 
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
***Please use "2-7 Solutions and Rationale" to check homework and develop any questions you may have. 
              *2-7_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Thursday, January 19th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
            
                       

Student Outcomes

  • Students demonstrate further understanding of division of fractions when they create their own word problems.
  • Students choose a partitive division problem, draw a model, find the answer, choose a unit, and then set up a situation.  Further, they practice trying several situations and units before finding which are realistic with given numbers.
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
***Please use "2-6 Solutions and Rationale" to check homework and develop any questions you may have. 
              *2-6_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Wednesday, January 18th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
            
 
              * Lesson 5 solutions and rationale
         
               

Student Outcomes

  • Students demonstrate further understanding of division of fractions when they create their own word problems.
  • Students choose a measurement division problem, draw a model, find the answer, choose a unit, and then set up a situation.  Further, they discover that they must try several situations and units before finding which are realistic with given numbers.
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: 2-5_Problem Set ( 1 to 5) ***Please use "2-5 Solutions and Rationale" to check homework and develop any questions you may have. 
              *2-5_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Friday, January 13th

and

Tuesday, January 17th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: none
 
 
               

CCLS - Math: 6.NS.1 

Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: none
________________________________________________________________
________________________________________________________________
 

Science

CW: #2_Drifting Continents_Key Terms (A)
 
Lesson: Drifting Continents 
              "The Making of a Theory"  (***video and ***Notes)
 
HW: none

 

 

 
 

Due:

Assignment

Thursday, January 12th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
            
 
Lesson: 2-4 Interpreting Division of a  Fraction by a Fraction- More Models (Exercises 1 to 5) 
              * Example Board Work and Solutions
               
 

Student Outcomes

  • Students use visual models such as fraction bars and area models to divide fractions by fractions with different denominators.
  • Students make connections between visual models and multiplication of fractions.
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HW: 2-4_Problem Set  ***Please use "2-4 Solutions and Rationale" to check homework and develop any questions you may have. 
              *2-4_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Wednesday, January 11th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 
              * Board Work and Solutions
               
 

Student Outcomes

  • Students use visual models such as fraction bars and area models to show the division of fractions by fractions with common denominators.
  • Students make connections to the multiplication of fractions.  In addition, students understand that the division of fractions require students to ask, “How many groups of the divisor are in the dividend?” to get the quotient.
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
              *2-3_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

 

 

 
 

Due:

Assignment

Tuesday, January 10th, 2017

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: Counting Circle "99"
 
HW Check: None
 
CW: None
 
Lesson: 2-3 Interpreting Division of a  Fraction by a Fraction- More Models 
              * Classwork (Opening Exercise) & Example 1
 

Student Outcomes

  • Students use visual models such as fraction bars and area models to show the division of fractions by fractions with common denominators.
  • Students make connections to the multiplication of fractions.  In addition, students understand that the division of fractions require students to ask, “How many groups of the divisor are in the dividend?” to get the quotient.
 
 
CCLS - Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
              *2-3_Solutions and Rationale*
________________________________________________________________
________________________________________________________________
 

Science

 Lesson: Drifting Continents Objectives

     After completing the lesson, I will be able to:

        - describe the theory of continental drift;
        - list the evidence used by Alfred Wegener to form his theory and why other    
          scientists rejected it.
 

 

NB: Page 21 "Drifting Continents"

**Notes/Powerpoint presentation**

Drifting Continents_lecture notes_2014-2015.ppsx

 

HW: none

 

 
 

Due:

Assignment

Tuesday, December 13th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: None
 
CW: None
 
 

Student Outcomes

  • Students use visual models such as fraction bars, number lines, and area models to show the quotient of whole numbers and fractions.  Students use the models to show the connection between those models and the multiplication of fractions.
  • Students divide a fraction by a whole number.
________________________________________________________________
________________________________________________________________
 

Science

 
Lesson: Convection and the Mantle

After completing the lesson, I will be able to:

(1) explain how heat is transferred;

(2) identify what causes convection currents.

(3) what causes convection currents in Earth’s mantle.

HW: Finish reading chapter 4, section 2 "Convection and the Mantle"

        **Complete review worksheet "Convection and the Mantle"

 

 
 

Due:

Assignment

Monday, December 12th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: #50 (4x4x25...)
 
HW Check: None 
 
 
Lesson: 2-2 Interpreting Division of a Whole Number by a Fraction - Visual Models
  

Student Outcomes

  • Students use visual models such as fraction bars, number lines, and area models to show the quotient of whole numbers and fractions.  Students use the models to show the connection between those models and the multiplication of fractions.
  • Students understand the difference between a whole number being divided by a fraction and a fraction being divided by a whole number.
HW: *Extra Credit opportunity for those that visit this website. :-)
 
 
 
     
Math Standard: Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
________________________________________________________________
________________________________________________________________
 

 

 

             

 

Due:

Assignment

Friday, December 9th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 

Due:

Assignment

Thursday, December 8th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: None 
 
CW: 2-2 Classwork 
 
Lesson: 2-2 Interpreting Division of a Whole Number by a Fraction - Visual Models
  

Student Outcomes

  • Students use visual models such as fraction bars, number lines, and area models to show the quotient of whole numbers and fractions.  Students use the models to show the connection between those models and the multiplication of fractions.
  • Students understand the difference between a whole number being divided by a fraction and a fraction being divided by a whole number.
 
     
Math Standard: Math: 6.NS.1 
Category
The Number System
Sub-Category
Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.
State Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
________________________________________________________________
________________________________________________________________
 

Science

**NOTE: Lessons posted prior to the above date are subject to change.
  

             (3) convection-

             (4) density-

             (5) convection current-

 

Due:

Assignment

Wednesday, December 7th, 2016

National Pearl Harbor Remembrance Day 

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: Lesson 2-1 
 
CW: Input Module 1 Test
 
 

Student Outcomes

  • Students use visual models such as fraction bars, number lines, and area models to show the quotient of whole numbers and fractions.  Students use the models to show the connection between those models and the multiplication of fractions.
  • Students divide a fraction by a whole number.
****Please use Solutions and Rationale **** to correct your homework and to write out any questions you may have. 
     
________________________________________________________________
________________________________________________________________
 

Due:

Assignment

Tuesday, December 6th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: #48 (100 x 4, 5 x 8, 25 x 16)
 
HW Check: 2-1 CW 
 
CW: None
 
 

 ****2-1: Classwork Notes*****

 

Student Outcomes

  • Students use visual models such as fraction bars, number lines, and area models to show the quotient of whole numbers and fractions.  Students use the models to show the connection between those models and the multiplication of fractions.
  • Students divide a fraction by a whole number.
     
________________________________________________________________
________________________________________________________________
 

Due:

Assignment

Monday, December 5th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: #47 (3 x 60, 6 x 30, 12 x 15)
 
HW Check: None
 
       - Title 
       - Create "Problem"
       - Solution
       - Equations
            * Division
            * Multiplication
 

Student Outcomes

  • Students use visual models such as fraction bars, number lines, and area models to show the quotient of whole numbers and fractions.  Students use the models to show the connection between those models and the multiplication of fractions.
  • Students divide a fraction by a whole number.
 
________________________________________________________________
________________________________________________________________
 

Due:

Assignment

Friday, December 2nd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 

***Cougar Character: Respect***

**RESPECT: Lessons 1 & 2
                      Lesson   3 
                      Lessons 4 & 5
 
 
 
Number Talk: 
 
CW:  
 
Lesson: 
 
            
HW: 

   

   ******Module 1 Study Guide Answer and Rationale Sheet*****

 

Due:

Assignment

Thursday, December 1st, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 

***Module 1 Final Assessment***

 

Due:

Assignment

Wednesday, November 30th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
CW:  Percents, Decimals, and Fractions  (quiz practice/preview)
 
Lesson: 
 
            
HW: Study for:  **Module 1 Assessment - Thursday, December 1st**

   ******Module 1 Study Guide*******

   ******Module 1 Study Guide Answer and Rationale Sheet*****

 

Due:

Assignment

Tuesday, November 29th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
CW:  Best Buy (10%)
 
Lesson: Percent Review
 
            
HW: 1-29 Exploratory 1
 
 

Student Outcomes

  • Given a part and the percent, students find the percent of a quantity and solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

Science

CW: #2 Convection in the Mantle Key Terms (A)
 
Lesson: Convection in the Mantle
 
NB: Pg_
 
HW: none
 
 

Science Camp

Camp Cougar Informational Meeting
     * Tuesday - November 29th, 2017
     * 6:30 PM in CLMS MPR
     * Additional Camp information will be provided

     **SEE MEETING FLYER**

**Camp Cougar Informational Web Page**

Due:

Assignment

Monday, November 28th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 
Notes: 1-28 Examples (done in class)  
                  *Sample Example/Notes (3)  
                                   or
                  *Sample Example/Notes (5) 
 
 
 
 

Student Outcomes

  • Given a part and the percent, students find the percent of a quantity and solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

Science Camp

Camp Cougar Informational Meeting
     * Tuesday - November 29th, 2017
     * 6:30 PM in CLMS MPR
     * Additional Camp information will be provided

     **SEE MEETING FLYER**

**Camp Cougar Informational Web Page**

Due:

Assignment

Friday, November 18th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 
 
 

Student Outcomes

  • Students find the percent of a quantity.  Given a part and the percent, students solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

Science Camp

Camp Cougar Informational Meeting
     * Tuesday - November 29th, 2017
     * 6:30 PM in CLMS MPR
     * Additional Camp information will be provided

     **SEE MEETING FLYER**

**Camp Cougar Informational Web Page**

Due:

Assignment

Thursday, November 17th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: #46
 
 
CW:  "The Part, the Whole, or the Percent (II)" 
 

Student Outcomes

  • Students find the percent of a quantity.  Given a part and the percent, students solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

 

Due:

Assignment

Wednesday, November 16th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 
 
              
 

HW: 1-27_Solving Percent Problems Problem Set   

       *Solutions and Possible Discussion Questions (Teacher's Notes)

 

Student Outcomes

  • Students find the percent of a quantity.  Given a part and the percent, students solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

 

Due:

Assignment

Tuesday, November 15th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: #44 & #45
 
HW Check: None
 
 
 
              
 

HW: 1-26_Percent of a Quantity Problem Set   

       *Solutions and Possible Discussion Questions (Teacher's Notes)

 

Student Outcomes

  • Students find the percent of a quantity.  Given a part and the percent, students solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

 

 

 

Due:

Assignment

Monday, November 14th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: #42 & #43
 
HW Check: None
 
CW: Dog Pound (Finding the Percent when given the part and whole)
 
               *Solutions & Discussion Questions
               * Board Work  Sample 1
               * Board Work  Sample 2

HW: None    

 

Student Outcomes

  • Students find the percent of a quantity.  Given a part and the percent, students solve problems involving finding the whole.
Standard - Math: 6.RP.3.c 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

 

 

 

Due:

Assignment

Thursday, November 10th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: "G" (Fair Price) 
 
 
Lesson: Pre-(1-26)
 

HW:  None    


Student Outcomes

Students build further on their understanding of ratios and the value of a ratio as they come to understand that a ratio of 5 miles to 2 hours corresponds to a rate of 2.5 miles per hour, where the unit rate is the numerical part of the rate, 2.5, and miles per hour is the newly formed unit of measurement of the rate (6.RP.2).  Students solve unit rate problems involving unit pricing, constant speed, and constant rates of work (6.RP.3b).  They apply their understanding of rates to situations in the real world.  Students determine unit prices and use measurement conversions to comparison shop, and decontextualize constant speed and work situations to determine outcomes.  Students combine their new understanding of rate to connect and revisit concepts of converting among different-sized standard measurement units (5.MD.1).  They then expand upon this background as they learn to manipulate and transform units when multiplying and dividing quantities (6.RP.3d).  Topic C culminates as students interpret and model real-world scenarios through the use of unit rates and conversions. 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

Science

Lesson: Convection in the Mantle
    " After this lesson you will be able to:
       - 1) explain how heat is transferred;
       - 2) identify what causes convection currents;
       - 3) what causes convection currents in Earth's mantle       
 
CW: Bill Nye_Earth's Crust video and video notes
 
NB: Page 19_Convection in the Mantle (*See PowerPoint show below for notes)
 
HW: None
------------------------------------------------------------------------------------------------------------------- 
------------------------------------------------------------------------------------------------------------------- 
-------------------------------------------------------------------------------------------------------------------  

 

 

Due:

Assignment

Wednesday, November 9th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 
Lesson:  "G" (Fair Price) 
 

HW:  Complete "G" (Fair Price)    

* If it is $0.69 for one 32oz bottle, and $5.99 for twelve 12oz bottles, then what would be a fair price for one 20oz bottle?  JUSTIFY YOUR ANSWER!  

Student Outcomes

Students build further on their understanding of ratios and the value of a ratio as they come to understand that a ratio of 5 miles to 2 hours corresponds to a rate of 2.5 miles per hour, where the unit rate is the numerical part of the rate, 2.5, and miles per hour is the newly formed unit of measurement of the rate (6.RP.2).  Students solve unit rate problems involving unit pricing, constant speed, and constant rates of work (6.RP.3b).  They apply their understanding of rates to situations in the real world.  Students determine unit prices and use measurement conversions to comparison shop, and decontextualize constant speed and work situations to determine outcomes.  Students combine their new understanding of rate to connect and revisit concepts of converting among different-sized standard measurement units (5.MD.1).  They then expand upon this background as they learn to manipulate and transform units when multiplying and dividing quantities (6.RP.3d).  Topic C culminates as students interpret and model real-world scenarios through the use of unit rates and conversions. 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

Science

Lesson: Convection in the Mantle
    " After this lesson you will be able to:
       - 1) explain how heat is transferred;
       - 2) identify what causes convection currents;
       - 3) what causes convection currents in Earth's mantle       
 
CW: 
 
NB: Page 19_Convection in the Mantle (*See PowerPoint show below for notes)
 
HW: None
------------------------------------------------------------------------------------------------------------------- 
------------------------------------------------------------------------------------------------------------------- 
-------------------------------------------------------------------------------------------------------------------  

 

 

Due:

Assignment

Tuesday, November 8th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
 
Lesson:  Finding Unit Rates
 

HW:  None   

Student Outcomes

Students build further on their understanding of ratios and the value of a ratio as they come to understand that a ratio of 5 miles to 2 hours corresponds to a rate of 2.5 miles per hour, where the unit rate is the numerical part of the rate, 2.5, and miles per hour is the newly formed unit of measurement of the rate (6.RP.2).  Students solve unit rate problems involving unit pricing, constant speed, and constant rates of work (6.RP.3b).  They apply their understanding of rates to situations in the real world.  Students determine unit prices and use measurement conversions to comparison shop, and decontextualize constant speed and work situations to determine outcomes.  Students combine their new understanding of rate to connect and revisit concepts of converting among different-sized standard measurement units (5.MD.1).  They then expand upon this background as they learn to manipulate and transform units when multiplying and dividing quantities (6.RP.3d).  Topic C culminates as students interpret and model real-world scenarios through the use of unit rates and conversions. 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

Science

Lesson: Convection in the Mantle
    " After this lesson you will be able to:
       - 1) explain how heat is transferred;
       - 2) identify what causes convection currents;
       - 3) what causes convection currents in Earth's mantle       
 
 
NB: Page 19_Convection in the Mantle (*See PowerPoint show below for notes)
 
HW: None
------------------------------------------------------------------------------------------------------------------- 
------------------------------------------------------------------------------------------------------------------- 
-------------------------------------------------------------------------------------------------------------------  

 

 

Due:

Assignment

Monday, November 7th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
Lesson:  Finding Unit Rates_"Finals Week"  

            

HW: "Finding Ratios and Unit Rates"   

         *Please discuss with a parent or guardian "Finals Week" and finish final list for "What drink has the highest concentration of caffeine?  Also have them sign your work.

 

Student Outcomes

Students build further on their understanding of ratios and the value of a ratio as they come to understand that a ratio of 5 miles to 2 hours corresponds to a rate of 2.5 miles per hour, where the unit rate is the numerical part of the rate, 2.5, and miles per hour is the newly formed unit of measurement of the rate (6.RP.2).  Students solve unit rate problems involving unit pricing, constant speed, and constant rates of work (6.RP.3b).  They apply their understanding of rates to situations in the real world.  Students determine unit prices and use measurement conversions to comparison shop, and decontextualize constant speed and work situations to determine outcomes.  Students combine their new understanding of rate to connect and revisit concepts of converting among different-sized standard measurement units (5.MD.1).  They then expand upon this background as they learn to manipulate and transform units when multiplying and dividing quantities (6.RP.3d).  Topic C culminates as students interpret and model real-world scenarios through the use of unit rates and conversions. 

-------------------------------------------------------------------------------------------------------------------                           

------------------------------------------------------------------------------------------------------------------- 

 

Due:

Assignment

Friday, November 4th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check & Review: "1-25 A Fraction as a Percent"  
 
 
Lesson: "Fractions as Percents"  

            

Student Outcomes

  • Students write a fraction and a decimal as a percent of a whole quantity and write a percent of whole quantity as fraction or decimal.
 

HW: 

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
------------------------------------------------------------------------------------------------------------------- 

------------------------------------------------------------------------------------------------------------------- 

Science

Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
CW: Earth's Interior
         *Review/Correct/Collect
                      * Earth's Interior Guide For Reading Worksheet.
 
HW: 
------------------------------------------------------------------------------------------------------------------- 
------------------------------------------------------------------------------------------------------------------- 
-------------------------------------------------------------------------------------------------------------------  

 

Due:

Assignment

Thursday, November 3rd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check & Review: 
 
 

            

Student Outcomes

  • Students write a fraction and a decimal as a percent of a whole quantity and write a percent of whole quantity as fraction or decimal.
 

HW: Make sure Lesson 1-25 is completed.

**Lesson 1-25 Solutions and Discussion Questions

 

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
CW: Earth's Interior
         * Read Chapter 4, Section 1 "Earth's Interior" and complete the:
 
           

 

 

Due:

Assignment

Wednesday, November 2nd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check & Review: Percent Shadings (1) & (2) **Due field trip and several students missing the review of this assignment has been Posponed to Thursday
 
 
Lesson: "1-25 A Fraction as a Percent"  Exercise #3

              * Percent Shadings (1) & (2)

Student Outcomes

  • Students write a fraction and a decimal as a percent of a whole quantity and write a percent of whole quantity as fraction or decimal.
 

HW: Percent Shadings (3) & Estimating Percents (1)

 

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

CW:  Review & Correct: Earth's Core: Video Notes
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
CW: Earth's Interior
         * Read Chapter 4, Section 1 "Earth's Interior" and complete the:
 
           

 

 

Due:

Assignment

Tuesday, November 1st, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check & Review: 1-25_Exercises 1 and 2
 
 
Lesson: "1-25 A Fraction as a Percent"  Exercise #3

              * Percent Shadings (1) & (2)

Student Outcomes

  • Students write a fraction and a decimal as a percent of a whole quantity and write a percent of whole quantity as fraction or decimal.
 

HW: 1-25 Problem Set  & * Percent Shadings (1) & (2)

         * Solutions and Discussion Questions

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

       Q) What is the main type of rock in oceanic crust?  Explain how this rock is 
            different than the rock that makes up most of the continental crust. 
 
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
CW: Earth's Interior
         * Read Chapter 4, Section 1 "Earth's Interior" and complete the:
 
           

 

 

Due:

Assignment

Halloween

October 31, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
CW: "A Fraction as a Percent"
 

               *Solutions and Discussion Questions

Student Outcomes

  • Students understand that percents are related to part-to-whole ratios and rates where the whole is 100 (%).
  • Students model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.
 

HW: Make sure lesson 1-25, Exercises 1 to 3 are completed.

 

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 

 

Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

CW: Earth's Interior Vocabulary Quiz
 
 
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
 
HW:    Happy Halloween 
           

 

 

Due:

Assignment

Friday, October 28th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
CW: "Chocolate Bar"  
               **See files below for PowerPoint show version with video links. :-) 
 
Lesson: Percent From Part to Whole  

 

Student Outcomes

  • Students understand that percents are related to part-to-whole ratios and rates where the whole is 100 (%).
  • Students model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.
 

HW: Have a Great Weekend!

 

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

 
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
 
HW: Earth's Interior Vocabulary Quiz on Monday.  Study your foldable. :-)
           

 

 

Due:

Assignment

Thursday, October 27th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 
CW: "None"
 

 

Student Outcomes

  • Students understand that percents are related to part-to-whole ratios and rates where the whole is 100.
  • Students model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.
 

HW: 1-24 Problem Set

         * Solutions and Discussion Questions

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

CW: Earth's Interior Vocabulary Foldable
* Create a foldable "flap" booklet for the eight vocabulary words listed on "Earth's Interior" title page on page 132 in your textbook.
seismic waves-
  • pressure-
  • mantle- 
  • lithosphere- 
  • asthenosphere-
  • outer core-
  • inner core-
*Write each vocabulary word on it's own "flap". (1 point each)
* On the inside of the "flap".
     - Define each word. (1 point each)
     - Draw a picture of each word (1 point each)
* Color, neatness, and overall effort (up to 6 points)
 
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
 
HW: Complete the Earth's Interior Vocabulary Foldable.  (*See above)
           

 

 

Due:

Assignment

Wednesday, October 26th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk:  None
 
 
Lesson: Intro to Percents

 

Student Outcomes

  • Students understand that percents are related to part-to-whole ratios and rates where the whole is 100.
  • Students model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.

 

HW: Lesson 1-24_EXERCISES 1 to 3 Pages (101 to 103)        

* Answers & Discussion Questions

        Note: Students should also finish Lesson 1-20

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 
 
 

Science

 
Lesson: Reading: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
NB: none
HW: none           

 

 

Due:

Assignment

Tuesday, October 25th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: None
 
 
Lesson: Percents: Coat on Sale

 

Student Outcomes

  • Students understand that percents are related to part-to-whole ratios and rates where the whole is 100.
  • Students model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.
 

HW: Lesson 1-23_Problem Set (page 100)

         

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
**BrainPop** Earth's Structure
 
NB: Page 15_Earth's Interior (Up to and including ...tba)
       Click here to locate the PowerPoint Version *Discussion and Lecture Notes .
 
HW: Notebook "Left-hand margin Question(s)"
        - Create an interactive question that pertains to today's notes in the margin in left-hand side of your notebook.  This question can be written to help you study, or something you do not know or understand about the notes.
           

 

 

Due:

Assignment

Monday, October 24th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
  
Lesson: QUIZ_Lessons (20-23)

 

* Review: Quiz_Lessons (20-23)

* Review:  Quiz_Lessons (16-19)

 

 

HW: Make corrections on Lessons 16 to 19 Quiz and have it signed and returned.

         

------------------------------------------------------------------------------------------------------------------- 

 

 

Due:

Assignment

Friday, October 21st, 2016

Cougar Character 

** Citizenship.
 
1) Rights, Responsibilities and Privileges of a Citizen
 
2) Citizenship in the home, school, community (city), state/country, and world
 
3) Citizenship in the digital world
 
4) Character Counts Assembly
 
5) Guest Speaker: Deputy Whitford
 
6) Service Project (not completed due to the extended time needed by guest speaker)
 
 
 
 

 

 

------------------------------------------------------------------------------------------------------------------- 

 

 

Due:

Assignment

Thursday, October 20th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
HW Check: 1-22_Problem Set 
 
 
Lesson: "Percents"  

 

Student Outcomes

  • Students understand that percents are related to part-to-whole ratios and rates where the whole is 100.
  • Students model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.
 

HW: none

        

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.c 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 

Science

 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
NB: Page 15_Earth's Interior (Up to and including ...tba)
       Click here to locate the PowerPoint Version *Discussion and Lecture Notes .
 
HW: Notebook "Left-hand margin Question(s)"
        - Create an interactive question that pertains to today's notes in the margin in left-hand side of your notebook.  This question can be written to help you study, or something you do not know or understand about the notes.
           

 

 

Due:

Assignment

Wednesday, October 19th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 
 

   * Answers & Discussion Questions 

Student Outcomes

  • Students decontextualize a given speed situation, representing symbolically the quantities involved with the formula rate x time.
 

HW: Lesson 1-22_Problem Set        * Answers & Discussion Questions

        Note: Students should also finish Lesson 1-20

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.3.d 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
 

 

Due:

Assignment

Tuesday, October 18th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Estimation 180 #28" (TP Sheets)
 
 

   * Answers & Discussion Questions 

Student Outcomes

  • Students use rates between measurements to convert measurement in one unit to measurement in another unit.  They manipulate and transform units appropriately when multiplying or dividing quantities.
 

HW: Lesson 1-21_Problem Set        * Answers & Discussion Questions

        Note: Students should also finish Lesson 1-20

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
 
 

Science

CW: None
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
NB: Page 15_Earth's Interior (Up to and including "Lithosphere & Asthenosphere")
       Click here to locate the PowerPoint Version *Discussion and Lecture Notes .
 
HW: Notebook "Left-hand margin Question(s)"
        - Create an interactive question that pertains to today's notes in the margin in left-hand side of your notebook.  This question can be written to help you study, or something you do not know or understand about the notes.
           

 

 

Due:

Assignment

Monday, October 17th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Estimation 180 #27" (Scoops of Candy Corn)
 
 

   * Answers & Discussion Questions 

Student Outcomes

  • Students solve problems by analyzing different unit rates given in words, tables, equations, and graphs.
 

HW: Lesson 1-20_Problem Set        * Answers & Discussion Questions

        Note: Students should also finish Lesson 1-20

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
 
 

Science

CW: None
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
NB: Page 15_Earth's Interior (continued)
       Click here to locate the *Discussion and Lecture Notes .
 
HW: Notebook "Left-hand margin Question(s)"
        - Create an interactive question that pertains to today's notes in the margin in left-hand side of your notebook.  This question can be written to help you study, or something you do not know or understand about the notes.
           

 

 

Due:

Assignment

Friday, October 14th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 

       

HW: None

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1

 AND

CCLS - Math: 6.RP.3.b 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? 
 

 

Science

CW: None
 
Lesson: Earth's Interior
 
NB: Pg 15_Earth's Interior (*Discussion and notes up to "Earth's Crust")

Due:

Assignment

Thursday, October 13th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 

              * Possible Solutions & Discussion Questions

Student Outcomes

  • Students solve problems by analyzing different unit rates given in tables, equations, and graphs.
 
 

HW: Lesson 19 Problem Set:  Comparison Shopping—Unit Price and Related Measurement Conversions

       * Possible Solutions & Discussion Questions

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1

 AND

CCLS - Math: 6.RP.3.b 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? 
 

 

Science

CW: None
 
Lesson: Earth's Interior
 
NB: Pg 15_Earth's Interior (*Discussion and notes up to "Earth's Crust")

Due:

Assignment

Wednesday, October 12th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: None
 

              * Answers & Discussion Questions

              * Exercise Questions

Student Outcomes

  • While there is no physical way to divide two different quantities like (5 miles)/(2 hours), students make use of the structure of division and ratios to model (5 miles)/(2 hours) as a quantity 2.5 mph.  Interpreting a rate as a division of two quantities, or better yet a fraction, is the first step towards converting measurement units using rates later in the module, and dimensional analysis in high school.  They use this interpretation of a rate in word problems when multiplying a rate by a quantity.
 
 

HW: Lesson 1-18_Problem Set (worksheet)

       * Answers & Discussion Questions

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
 
 

 

Due:

Assignment

Tueday, October 11th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Estimation 180 #26"
 
 

   * Answers & Discussion Questions

   *** Lesson 17 Daily Board Work

Student Outcomes

  • Students recognize that they can associate a ratio of two quantities, such as the ratio of miles per hour is 5:2, to another quantity called the rate.
  • Given a ratio, students precisely identify the associated rate.  They identify the unit rate and the rate unit.
 
 

HW: Lesson 1-17_Problem Set        * Answers & Discussion Questions

        Note: Students should also finish Lesson 1-17

* To be better prepared, it is HIGHLY recommended that you redo the first test and then use the "grading rubric" as well as the "samples" (both from Engage and the Board Work Review).

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
 
 

Science

CW: None
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
NB: Page 15_Earth's Interior (continued)
       Click here to locate the *Discussion and Lecture Notes .
 
HW: Notebook "Left-hand margin Question(s)"
        - Create an interactive question that pertains to today's notes in the margin in left-hand side of your notebook.  This question can be written to help you study, or something you do not know or understand about the notes.
           

 

 

Due:

Assignment

Monday, October 10th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Estimation 180 #25"
 

   * Answers & Discussion Questions

Student Outcomes

  • Students recognize that they can associate a ratio of two quantities, such as the ratio of miles per hour is 5:2, to another quantity called the rate.
  • Given a ratio, students precisely identify the associated rate.  They identify the unit rate and the rate unit.
 
 

HW: Lesson 1-16_Problem Set        * Answers & Discussion Questions

        Note: Students should also finish Lesson 1-16

* To be better prepared, it is HIGHLY recommended that you redo the first test and then use the "grading rubric" as well as the "samples" (both from Engage and the Board Work Review).

------------------------------------------------------------------------------------------------------------------- 

Standard - Math: 6.RP.2 

 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
 
 

Science

CW: None
 
Lesson: Earth's Interior
    " After this lesson you will be able to:
       - Explain how geologists learn about Earth's inner structures
       - Identify the characteristics of Earth's crust, mantle, and core
 
NB: Page 15_Earth's Interior
       Click here to locate the *Discussion and Lecture Notes .
 
HW: Notebook "Left-hand margin Question(s)"
        - Create an interactive question that pertains to today's notes in the margin in left-hand side of your notebook.  This question can be written to help you study, or something you do not know or understand about the notes.
           

 

 

Due:

Assignment

Thursday, October 6th, 2016

Math 

 

*CW: Inconvenient Truth 

Test Post Review: **Student/Teacher Conference**

        * Held individual conferences with student to review the retake of the Mid-Module 1 Assessment (v.2)

        * Grading Rubric (guide sheet)

HW: None

 

Due:

Assignment

Wednesday, October 5th, 2016

Math

 
*CW: Retake of the "Mid-Module 1 Assessment" (v.2)
         ***Grading Rubric***
 
 

HW: none 

------------------------------------------------------------------------------------------------------------------- 

Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

 

 
 

 

 

Due:

Assignment

Tuesday, October 4th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Number String" (150 - 25...)
 
Lesson: Rates and Unit Rates (Pre-Lesson 1-16)

*CW: "Izze Soda"

Student Outcomes

  • Students recognize that they can associate a ratio of two quantities, such as the ratio of miles per hour is 5:2, to another quantity called the rate.
  • Given a ratio, students precisely identify the associated rate.  They identify the unit rate and the rate unit.
 
  *****Board Work Answers****** (to be uploaded soon) :-)

HW: Study for the retake of the Mid-Module 1 Assessment

* To be better prepared, it is HIGHLY recommended that you redo the first test and then use the "grading rubric" as well as the "samples" (both from Engage and the Board Work Review).

------------------------------------------------------------------------------------------------------------------- 

Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

 

 
 

 

 

Due:

Assignment

Monday, October 3rd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Number String" (100 - 89...)
 
 
Lesson: Rates and Unit Rates (Pre-Lesson 1-16)

 

CW: "Apple Juice"

Student Outcomes

  • Students recognize that they can associate a ratio of two quantities, such as the ratio of miles per hour is 5:2, to another quantity called the rate.
  • Given a ratio, students precisely identify the associated rate.  They identify the unit rate and the rate unit.
 

HW: Extra Credit opportunity:  "Local Unit Rates"

       * You will receive one extra credit point for each example of unit rate you can find up to ten examples, although you may cite more. :-)

** Some possible places to find examples of unit rates include:

          - watching TV;  :-)

         - the newspaper or magazines; 

         - the local store;

         - the local gas station;

         - as well as the drive to and from school.  

------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

          - seismic waves
          - pressure
 
 HW: none
 
 

 

 

Due:

Assignment

Friday, September 30th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
CW: Mid-Module 1 Assessment
**Note: Many students did not finish the assessment today.  I will be giving them time to complete the assessment on Monday, which means you "could possibly" study more for the test. :-)  
*Here is a video link that gives one explanation of ratios.  If you are still having issues maybe watch this video with your parents and then discuss it.  At roughly the 7 min. mark is where he starts using the "total" (whole) to solve a ratio situation.  "The boys to girls to total students ratio problem."  
     

Please take a moment to read over the grading rubric for this assessment. (Click Here)

------------------------------------------------------------------------------------------------------------------- 

Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

CW: 
 
 
 
 
         

 

 

Due:

Assignment

Thursday, September 29th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
**Please review Board Work from today's lesson.  This will help prepare you for
tomorrows Mid-Module Assessment.
 
     
 
 

 ***SOLUTIONS TO Mid-Module Review

**PLEASE NOTE: There is a wording mistake on #4.  The question should read as follows: Last weekend Karl and his friends went out in his neighborhood "Ding-Dong-Ditching". On Saturday (NOT FRIDAY) night there is not a lot of people home. The ratio of the number of people home to the number of people not at home was 2: 5.  However, on Sunday (NOT SATURDAY) night the ratio of the number of people home to the number of people not at home was 6: 1. If Karl and his friend "visited" (rang the bell) on the same houses on both Saturday night and Sunday night and 72 people were home on Sunday night, how many people were not at home on Saturday night?

* **** ** ** I will be uploading a revised copy soon.

******NOTE: We will be taking the Mid-Module 1 Assessment this Friday.  

Please take a moment to read over the grading rubric for this assessment. (Click Here)

-------------------------------------------------------------------------------------------------------------------

Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

 

 
 
         

 

 

Due:

Assignment

Wednesday, September 28th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
     
 Lesson 15:A Synthesis of Representations of Equivalent Ratio Collections  
 
HW:  1-15_Problem Set 1 to 5 ***Can be completed in the booklet.***
and Get Ratio Quiz signed

        *Solutions and discussion questions for Lesson 15_Exercises & Problem Set   

 

******NOTE: We will be taking the Mid-Module 1 Assessment this Friday.  

Please take a moment to read over the grading rubric for this assessment. (Click Here)

-------------------------------------------------------------------------------------------------------------------

Student Outcomes

  • Students associate with each ratio A:B the ordered pair (A, B) and plot it in the x-y coordinate plane.
  • Given a ratio table, students plot the ratios in the plane and observe that they lie on a line through the origin. Students conclude that the coordinates in the line satisfy y = kx where k is the value of an associated ratio.
------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

CW: #1 Earth's Interior_Objectives
 
 
**Collected**
 
 
 
         

 

 

Due:

Assignment

Tuesday, September 27th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Number String" (Subtraction)
 
CW: Sugars
 
 

HW:  1-14_Problem Set 1 & 2 ***Should be completed in the booklet.***

               *Solutions and discussion questions for Exercises 1 to 6

-------------------------------------------------------------------------------------------------------------------

Student Outcomes

  • Students associate with each ratio A:B the ordered pair (A, B) and plot it in the x-y coordinate plane.
  • Students represent ratios in ratio tables, equations, and double number line diagrams and then represent those ratios in the coordinate plane.
------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

CW: 2016 Autumnal Equinox (Lesson continued from Thursday 9/22/16)
        *Username: canyonlake
        *Password: clms
 
**Due tomorrow**
 
 
 
**Bonus extra credit words: (Give both the definition and the it's significance on Earth.)
- Tropic of Capricorn
- Tropic of Cancer
- Equator
- Prime Meridian 
- Arctic Circle
- Antarctic Circle 
- International Date Line
         

 

 

Due:

Assignment

Monday, September 26th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Number String"
 

               * Exercise 1 to 3  (Lesson solutions and discussion questions)


HW:  1-13_Exercises 4 to 6 ***Should be completed in the booklet.***

               *Solutions and discussion questions for Exercises 1 to 6

     

 

  • Student Outcomes

    • Students create equivalent ratios using a ratio table and represent these ratios on a double number line diagram.
    • Students extend and use a double number line diagram to solve ratio problems related to the real world.
OR...

  • For Example: 

    If lemonade is made with 1 cup mix to 4 cups water then the ratio would be 1:4 or 1/4.

    We can also say:

    * "There is four times as much water as mix." or Mix multiplied by 4 equals the water (4m=w)

    or

    * "There is 1/4 as much mix as there is water." or Water multiplied by (1/4) equals the mix. (1/4)w = m

------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

CW: 2016 Autumnal Equinox (Lesson continued from Thursday 9/22/16)
        *Username: canyonlake
        *Password: clms
 
HW: *Finish any CW (class work) from today that was not finished during class.
 
**Bonus extra credit words: (Give both the definition and the it's significance on Earth.)
- Tropic of Capricorn
- Tropic of Cancer
- Equator
- Prime Meridian 
- Arctic Circle
- Antarctic Circle 
- International Date Line
         

 

 

Due:

Assignment

Thursday, September 22nd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Number String"
 
Lesson: Quiz review
               *Discussion and review of the quiz on ratios, lessons 7 to 12.

 

HW:   None

------------------------------------------------------------------------------------------------------------------- 

Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

CW: 2016 Autumnal Equinox 
        *Username: canyonlake
        *Password: clms
 
 
 
HW: *none
         

 

 

Due:

Assignment

Wednesday, September 21st, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
HW Review/Check:  1-12_PS_(1 to 2) 
 

 

HW:  No homework

 ------------------------------------------------------------------------------------------------------------------- 

Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

Correct/collect: Studying Earth (worksheet)  

 

 

Due:

Assignment

Tuesday, September 20th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Number String"
 

               * Exercise 2 to 5

HW:  1-12_PS_(1 to 2) ***ON SPERATE SHEET!**   :-)

          ***Textbook Solutions and discussion points to 1-12***

         ***Sample Board work from class***

          ***Video explanation***

 

  • Student Outcomes

    • Students create equivalent ratios using a ratio table and represent these ratios on a double number line diagram.
    • Students extend and use a double number line diagram to solve ratio problems related to the real world.
------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

 
HW: Studying Earth (worksheet)   *****DUE Tomorrow!!!*****

 

 

Due:

Assignment

*** Monday, September 19th, 2016 ***

Math:

Science:

          ***Due Wednesday 9/21/16***

Due:

Assignment

*** Friday, September 16th, 2016 ***

Math:

  • HW: None 

Science:

    

Due:

Assignment

Thursday, September 15th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Open Middle #2"
 
HW/CW Check & Review: "HW: 1-11_Exercise 1
 

               * Exercise 2

HW: "HW: 1-11_Problem Set (PS) (1 &2) ***ON SPERATE SHEET!**   :-)

      **Possible Solutions for 1-11_E1

Student Outcomes

  • Students solve problems by comparing different ratios using two or more ratio tables.
------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

 
CW: Make sure you finish/complete/ & study: What is Science Vocabulary Study Foldable
   *Quiz tomorrow on What is Science Vocabulary
       - Observing,
       - Inferring,
       - Predicting,
       - Scientific Inquiry,
       - Hypothesis,
       - Controlled Experiment,
       - Variable,
       - Manipulated variable,
       - Responding variable,
       - data,
       - Scientific Theory
 
 

 

 

Due:

Assignment

Wednesday, September 14th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 
        * Exploratory Challenge (pages 37 to 39)
        * Exercise 1 (page 39)
        * Problem Set (1 & 2)
 

Lesson:  Lesson 11(A): Comparing Ratios Using Ratio Tables 

               * Examples 1 & 2

HW: "HW: 1-11_Exercise 1 (*Can be completed IN BOOK) :-)

      **Possible Solutions for 1-11_E1

Student Outcomes

  • Students solve problems by comparing different ratios using two or more ratio tables.
------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

CW: What is Science Vocabulary Quiz (*Practice/Pre Quiz) :-)
 
HW: Make sure you finish/complete/ & study: What is Science Vocabulary Study Foldable
   *Quiz tomorrow on What is Science Vocabulary
       - Observing,
       - Inferring,
       - Predicting,
       - Scientific Inquiry,
       - Hypothesis,
       - Controlled Experiment,
       - Variable,
       - Manipulated variable,
       - Responding variable,
       - data,
       - Scientific Theory
 

 

 

Due:

Assignment

Tuesday, September 13th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 
        * Exploratory Challenge (pages 37 to 39)
        * Exercise 1 (page 39)
 

HW: "HW_1-10_PS_(1 to 2)"         *possible solutions/answers 

 

Student Outcomes

  • Students understand that a ratio is often used to describe the relationship between the amount of one quantity and the amount of another quantity as in the cases of mixtures or constant rates.
  • Students understand that a ratio table is a table of equivalent ratios.  Students use ratio tables to solve problems.
  • ------------------------------------------------------------------------------------------------------------------- 
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

Science

 
CW: What is Science Vocabulary Study Foldable
  • Create a “foldable” *
    • Fold in half and open
    • Fold each side to the “half” line
    • Using a ruler: Measure down 2, 4, 6, 8, & 10 inches down on each side and place a “dot”
    • Connect “dots” with straight line
    • Create 12 “flaps” (6 per sides) by cutting them
  • After creating the “shell” begin creating the “What is Science” vocabulary foldable.
  • Write each word on the flaps - Observing, Inferring, Predicting, Scientific Inquiry, Hypothesis, Controlled Experiment, Variable, Manipulated variable, Responding variable, data, Scientific Theory
    • One per flap except “Scientific Theory” will be on two thin flaps. 
    • Then write the definition under the flaps one side and draw a picture on the other. *(Again see sample.)
    • Your pictures should represent the word/definition and should contain color
 
HW: Finish/complete/study: What is Science Vocabulary Study Foldable
   *Quiz tomorrow on What is Science Vocabulary
       - Observing, Inferring, Predicting, Scientific Inquiry, Hypothesis, Controlled Experiment, Variable, Manipulated variable, Responding variable, data, Scientific Theory
 

 

 

Due:

Assignment

Monday, September 12th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: Open Minded Ratios #1
 
 
        * Exercises 1 & 2
 

HW: "HW_1-9_PS_(1 to 3)"  *possible solutions/answers 

 

Student Outcomes

  • Students understand that a ratio is often used to describe the relationship between the amount of one quantity and the amount of another quantity as in the cases of mixtures or constant rates.
  • Students understand that a ratio table is a table of equivalent ratios.  Students use ratio tables to solve problems.
  • -------------------------------------------------------------------------------------------------------------------
Mathematical Standards: 6.RP.3.a 
 
Category

Ratios And Proportional Relationships
Sub-Category

Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.
State Standard

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 

 

 

Due:

Assignment

Thursday, September 8th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
                     * board work answers to Wednesday night's homework
 
 

HW: "HW_1-8(A)_Problem Set 1 & 4"  (page 31)                                                   

       **Solutions to Lesson 1-8

Lesson Purpose: Student Outcomes

  • Students understand the relationship between ratios and fractions.  Students describe the fraction A/B associated with the ratio A:B as the value of the ratio A to B
  • Students understand that when given a ratio A:B, different ratios can be formed from the numbers A and B.  For example, B:A, A:(A + B), and B:(A + B) are associated with the same ratio relationship.
    • **Or as I would say, a part-to-part ratio can be used to create two different part-to-whole ratios.  
    • My example 3 apples to 2 bananas (3:2) can be used to create a ratio of 3:5 (3 apples to 5 pieces of fruit) or 2:5 (2 bananas to 5 pieces of fruit).
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Science

Review/Correct & Collect:   "What is Science" (review worksheet)

 

Due:

Assignment

Wednesday, September 7th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
HW Check: 1-7(A)_Exercises 1 & 2  (pages 25, 26, & 27)    
                     * Answers to 1-7, Exercises 1 & 2
 
 
 

HW: 1-7(B)_Problem Set 1 & 2     (page 28)                                                 

       

Lesson Purpose: Student Outcomes

  • Students understand the relationship between ratios and fractions.  Students describe the fraction A/B associated with the ratio A:B as the value of the ratio A to B
  • Students understand that when given a ratio A:B, different ratios can be formed from the numbers A and B.  For example, B:A, A:(A + B), and B:(A + B) are associated with the same ratio relationship.
    • **Or as I would say, a part-to-part ratio can be used to create two different part-to-whole ratios.  
    • My example 3 apples to 2 bananas (3:2) can be used to create a ratio of 3:5 (3 apples to 5 pieces of fruit) or 2:5 (2 bananas to 5 pieces of fruit).
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

 Science

HW: Complete Worksheet "What is Science"

****Make sure you are using your science textbook when answering the review questions*****

 

Due:

Assignment

Tuesday, September 6th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Quiz Correct & Review: Equivalent Ratios Quiz
 
CW: "Christmas Trees" (and/or) "Planet Smoothie"
 
 

HW: 1-7(A)_Module 1, Lesson 7_Exercises 1 & 2 (pages 25, 26, & 27)                                                    

       * Answers to 1-7, Exercises 1 & 2

Lesson Purpose: Student Outcomes

  • Students understand the relationship between ratios and fractions.  Students describe the fraction A/B associated with the ratio A:B as the value of the ratio A to B
  • Students understand that when given a ratio A:B, different ratios can be formed from the numbers A and B.  For example, B:A, A:(A + B), and B:(A + B) are associated with the same ratio relationship.
    • **Or as I would say, a part-to-part ratio can be used to create two different part-to-whole ratios.  
    • My example 3 apples to 2 bananas (3:2) can be used to create a ratio of 3:5 (3 apples to 5 pieces of fruit) or 2:5 (2 bananas to 5 pieces of fruit).
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

 

 

Due:

Assignment

Monday, September 5th, 2016

*Labor Day - No School

 

 

Due:

Assignment

Friday, September 2nd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
                         (Why do number talks)
 
HW Review/Check  & Collect: 1-6_Exercises (2 & 3)   *Completed on separate sheet of paper to turn in.
 
               
  * Note: Students will need to be able to find missing parts of ratios by creating equivalent rations (Lessons 3 & 4).  They will also need to create wholes and differences from part-to-part ratios and use these wholes/differences to then again using part-to-whole/differences ratios find corresponding parts by again creating equivalent ratios. (Lesson 5)
 

HW: None  *NO SCHOOL MONDAY :-)

 

Lesson Purpose: Student Outcomes

  • Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the total of those two quantities.  Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the difference between those two quantities.
  • Students make the connection between the constant, c, in the definition of equivalent ratios and the value of the unit in the tape diagram used to solve ratio problems.
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

 

Science

CW: #4 What is Science Key Terms (C) 

CW: What is Science (review worksheet)

NB: Pg 9_What is Science_Observation, Inference and Prediction (continued)

 ***  See files below to download PowerPoint version of this lesson.

 

 

 

Due:

Assignment

Thursday, September 1st, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
                         (Why do number talks)
 
HW Review/Check  & Collect: 1-5_Exercises (1 & 4) *Completed in book
and Problem Set (3 and 4) *Completed on separate sheet of paper to turn in.
 
  * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 

 

HW: 1-6_Exercises (2 & 3)   

   *Board Work from Exercise (1)  you may find helpful when working on Exercises 2 & 3.    

   *NOTE: This lesson is a tough lesson that asks the students to locate different parts of a ratio (part-to-part) and them use those parts to determine the "whole".  This will allow them to create an additional ratio that is part-to-whole that can then be applied to a different situation (ratio) that has the same whole. Do the best you can and don't stress over this too much.  However, please keep the pencil moving while you struggle. :-)  **Productive struggle is how our brains grow.

Lesson Purpose: Student Outcomes

  • Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the total of those two quantities.  Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the difference between those two quantities.
  • Students make the connection between the constant, c, in the definition of equivalent ratios and the value of the unit in the tape diagram used to solve ratio problems.
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

 

Science

CW: #3 What is Science Key Terms (B) *Periods 4 & 6 only

NB: Pg 9_What is Science_Observation, Inference and Prediction

 ***  See files below to download PowerPoint version of this lesson.

 

 

 

Due:

Assignment

Wednesday, August 31st, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 Number Talk: None
                         (Why do number talks)
HW Review/Check  & Collect: 1-5_Problem Set (1 and 2)
 
 
               * Example 2 (page 17)
               * Exercises  1 & 4 (pages 18 & 19)
 
HW: 1-5(B)_Problem Set (3 & 4),  (*page 19)
               
  * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 

Lesson Purpose: Student Outcomes

  • Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the total of those two quantities.  Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the difference between those two quantities.
  • Students make the connection between the constant, c, in the definition of equivalent ratios and the value of the unit in the tape diagram used to solve ratio problems.
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

 

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min. policy".  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 

 

Due:

Assignment

Tuesday, August 30th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
* Number Talk: "Number String #22"
                         (Why do number talks)
* HW Review/Check  & Collect: No homework was assigned
 
 
         * Example 1 (Pages 16/17)         
         * Exercises 2 & 3  (Page 18)
 
   * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 

* Lesson Purpose: Student Outcomes

  • Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the total of those two quantities.  Students use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the difference between those two quantities.
  • Students make the connection between the constant, c, in the definition of equivalent ratios and the value of the unit in the tape diagram used to solve ratio problems.
* Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 6.RP.3a Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

 

* Solutions Worked Out: 1-5 Solving Problems by Finding Equivalent Ratios

 
 
 
* HW: 1-5(A)_Problem Set (1 & 2),  **page 19  
****COMPLETE HW ON SEPARATE SHEET OF PAPER!****

 

 

 

Due:

Assignment

Monday, August 29th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 Number Talk: "Number String #1"
                         (Why do number talks)
HW Review/Check  & Collect: No homework was assigned over the weekend
 
CW: "Nana's Paint Mess Up" *SEE File Below.  This file PowerPoint Show (Lesson) will have the links embedded that were presented.
* Click Here for the "Board Work" that goes with the lesson.  This is from period 5 and some has been erased, but it should help.
  * Some possible guiding questions/discussions during the lesson.

Act 1:

  • Click Link – Play Video
  • Is it possible to fix the mix up?

Act 2: (Possible follow up questions)

  • Why can't we do 5 red to 1 white because we already have 5 white in the pan.
  • What is the new ratio?
  • Is there another equivalent ratio we CAN do?
  • How much red paint needs to be added to make the correct color?
  • Do you need to add more of both colors?

Act 3: (Possible follow up questions)

  • Look for student work or Create a “ratio table”.
  • Is there any other equivalent ratios that still can be created?
  • How much paint do we have now?
  • Add “whole” /total to ratio table
  • Name a ratio from the table
  • What is a part : whole ratio?
  • What if we needed 120 scoops (ounces).
  
Lesson Purpose: * To use ratio language, ratio tables and/or tape diagrams to create equivalent ratios. 
* To use ratio language, ratio tables, and/or tape diagrams to find the part when given the whole in a real world ratio situation (*See Nana's Paint Mess Up)
 
  * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 Student Outcomes:   Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part when given the part-to-part ratio.  Students use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.

  • Students formalize a definition of equivalent ratios:  Two ratios, A:B  and C:D, are equivalent ratios if there is a positive number, c, such that C = cA and D = cB.
HW: No homework assigned tonight.

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 

 Science

 
 
NB: Pg 13_What is Science
                   *Observation-Inference-Predicting 

Due:

Assignment

Friday, August 26th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 Number Talk: "Dot Frames #3"
                         (Why do number talks)
HW Review/Check  & Collect: 1-4_Equivalent Ratios: Pages 13 & 14: Exercise 1 & 2  and Page 15: Problem Set 
 
  
Lesson:  1-4_Equivalent Ratios: Exercise 1 & 2  
 
  * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 Student Outcomes:   Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part when given the part-to-part ratio.  Students use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.

  • Students formalize a definition of equivalent ratios:  Two ratios, A:B  and C:D, are equivalent ratios if there is a positive number, c, such that C = cA and D = cB.
HW: Have a nice weekend! :-)

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 

 Science

 
 
NB: Pg 13_What is Science
                   *Observation-Inference-Predicting 

Due:

Assignment

Thursday, August 25th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 Number Talk: "Dot Frames #3"
                         (Why do number talks)
HW Review/Check  & Collect: Developing Ratio Understanding (1) & (2)
 
  
Lesson:  1-4_Equivalent Ratios: Exercise 1 & 2  
 
  * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 Student Outcomes:   Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part when given the part-to-part ratio.  Students use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.

  • Students formalize a definition of equivalent ratios:  Two ratios, A:B  and C:D, are equivalent ratios if there is a positive number, c, such that C = cA and D = cB.

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 

 Science

 
 
NB: Pg 13_What is Science
                   *Observation-Inference-Predicting 

Due:

Assignment

 Wednesday, August 24th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 Number Talk: No number talks today
                         (Why do number talks)
HW Check & Review: 
CW: "Grandpa and a Treehouse"
Lesson:  Using Equivalent Ratios to solve real-world situations
  * Note: This lesson is an alternate lesson to the Engage NY/Eureka Math lesson. This lesson will be very similar in objective and the content matter.
  * Also Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 Student Outcomes:   Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part when given the part-to-part ratio.  Students use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.

  • Students formalize a definition of equivalent ratios:  Two ratios, A:B  and C:D, are equivalent ratios if there is a positive number, c, such that C = cA and D = cB.

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 

 Science

 
 
NB: Pg 13_What is Science
                   *Observation-Inference-Predicting 

Due:

Assignment

Tuesday, August 23rd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 Number Talk: "Dot Frames"
                         (Why do number talks)
CW: "Fast Walker"
Lesson:  1-3: Equivalent Ratios: Exercise 2  
  * Note: This lesson is an alternate lesson to the Engage NY/Eureka Math lesson. This lesson will be very similar in objective and the content matter.
  * Also Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 

Student Outcomes:   Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part when given the part-to-part ratio.  Students use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.

  • Students formalize a definition of equivalent ratios:  Two ratios, A:B  and C:D, are equivalent ratios if there is a positive number, c, such that C = cA and D = cB.

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 

 Science

 
 
NB: Pg 13_What is Science
                   *Observation-Inference-Predicting 

Due:

Assignment

Monday, August 22nd, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
Number Talk: "Dot Frames"
                         (Why do Number Talks)
Quiz Review: Return and Review_Ratios Mini-Quiz (lessons 1 and2)
                      Special attention was paid to the difference between "part-to-part" ratios and "part-to-whole" ratios during the review. 
 
  * Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.3  Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane.  Use tables to compare ratios.

 

 HW: *Review & correct quiz with a parent/guardian and return signed.

Science


NB: Science Notebook setup
 - Cover (Subject, Name, Period, & Teacher)
 - Pg.1: "Title Page" (Subject, Name and period) decorated as you see fit.
 - Pg. 2-3: "Left-side" and "Right-side" of your notebook (Glue-in on page 3)
                Pg 2-3 **At this point you may copy the rubric from your math notebook onto pages 2 & 3 or print it out and glue it on pages 2 & 3.
 - Pg. 4-5: "Notebook Rubric"
              * Pg 5 **At this point you may copy the rubric from your math notebook onto page 5 or print it out and glue it on page 5 
               *Pg. 4 Student output on the rubric
 - Pg. 6-7 "What is Science"
              * Unit Title Page
HW: Finish page 1 (title page) and pages 6 & 7 (Unit Title Page)
        - Also you may want to print out and glue-in pages 2 & 3 as well as pg 5

 

 

 

Due:

Assignment

Friday, August 19th, 2016

Math

Number Talk: Dot Talk #4  
      * SMP #3 "Construct a viable argument and critique the reasoning of others"
      * SMP #6 "Attend to Precision"
      * associative & combinative properties
      * order of operations
            - "Throwing out PEMDAS"
 
 
 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

 

Student Outcomes:   Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part when given the part-to-part ratio.  Students use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of the quantities is given.

  • Students formalize a definition of equivalent ratios:  Two ratios, A:B  and C:D, are equivalent ratios if there is a positive number, c, such that C = cA and D = cB.

HW: Have a great weekend.

 

 
 
 

 

Due:

Assignment

Thursday, August 18th, 2016

Math

**NOTE: Lessons posted prior to the above date are subject to change.
 
 

CW: 

Lesson 2: Ratios (Alternate Lesson)

  * Note: This lesson is an alternate lesson to the Engage NY/Eureka Math lesson.
  * Also Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.3  Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane.  Use tables to compare ratios.

Student Outcomes

  • Students understand that a ratio is an ordered pair of non-negative numbers, which are not both zero.  Students understand that a ratio is often used instead of describing the first number as a multiple of the second.
  • Students use the precise language and notation of ratios (e.g., 3:2, 3 to 2).  Students understand that the order of the pair of numbers in a ratio matters and that the description of the ratio relationship determines the correct order of the numbers.  Students conceive of real-world contextual situations to match a given ratio.

NB: 

Math Notebook

       - Pg. 10 Student Output (Lesson 1 & 2: Ratios) 
       - Pg. 11  Module 1, Lesson 2: Ratios (EQ, Notes/Summaries, and Study Questions)
 
 

HW: 

Module 1: Lesson 2 Ratio and Unit Rates (workbook)

        - PageS 5, 6, & 7
        - Notebook Student Output pg 10 (PERIODS 3 & 5 ONLY)
             * Using the guidance and information from page 2 (Left-side), complete a "Student Output" based on the notes you took on Ratios found on page 11 in your notebook.
 

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.
 
 

 

Due:

Assignment

Wednesday, August 17th, 2016

Math

CW: Lesson 1: Ratios (Continued)
  * Note: This lesson is an alternate lesson to the Engage NY/Eureka Math lesson.
  * Also Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.3  Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane.  Use tables to compare ratios.

Student Outcomes

  • Students understand that a ratio is an ordered pair of non-negative numbers, which are not both zero.  Students understand that a ratio is often used instead of describing the first number as a multiple of the second.
  • Students use the precise language and notation of ratios (e.g., 3:2, 3 to 2).  Students understand that the order of the pair of numbers in a ratio matters and that the description of the ratio relationship determines the correct order of the numbers.  Students conceive of real-world contextual situations to match a given ratio.
        - Pg. 8 & 9 (Title Page) 
           * "Unit 1 Ratios"
       - Pg. 10 Student Output (Lesson 1 & 2: Ratios)
       - Pg. 11  Module 1, Lesson 1: Ratios (EQ, Notes/Summaries, and Study Questions)
 
HW: Math Workbook
 
              - CW: Pages 2 & 3 
                 *Complete Exercise 1 and 2 
                     For Exercise 1 create your own example of something to compare. 
example: "My own ratio compares" six dogs to five cats.
                 "My ratio is 6 : 5
                    For Exercise 2  example: On the wall there is 1 clock to 12 numbers.
              and   - Problem Set (page 4) 1 to 3
 

 ****Regarding Math Homework*****

As both a parent and a teacher I want both my own children as well as my students to love math. I do not want to EVER create a situation that causes any of my students to feel overwhelmed to the point of complete frustration and tears.  I don't want parents to have to fight with students over any mathematical concepts.  As a parent of one middle school student and one high school student, I know what this looks and feels like.  It is my wish therefore that any student that reaches this point please just STOP and bring the problem to me.  However, I don't want this to allow students to miss the opportunity for productive struggle.  It is through productive struggle where our brains grow the most.  I have a "30 min." policy.  If math homework is taking more than 30 minutes (+/-) then just stop and write a letter stating that your child worked (not just during the commercials :-)) on homework diligently for 30 minutes and still could not finish and I will give them full credit.
This notice is not meant as a "copout" for doing or attempting to complete their homework.

 

 

Due:

Assignment

Tuesday, August 16th, 2016

Math

CW: Lesson 1: Ratios (Full Lesson)
  * Note: This lesson is an alternate lesson to the Engage NY/Eureka Math lesson.
  * Also Note: This lesson is not a true representation of the lesson that occurred during the class time.  All the teacher/student/student interactions and discussions can not be represented on a printed sheet of paper. :-) 
 
Mathematical Standards:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.  For example, “The ratio of wings to beaks in the bird house at the zoo was , because for every  wings there was  beak.”  “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.3  Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane.  Use tables to compare ratios.

Student Outcomes

  • Students understand that a ratio is an ordered pair of non-negative numbers, which are not both zero.  Students understand that a ratio is often used instead of describing the first number as a multiple of the second.
  • Students use the precise language and notation of ratios (e.g., 3:2, 3 to 2).  Students understand that the order of the pair of numbers in a ratio matters and that the description of the ratio relationship determines the correct order of the numbers.  Students conceive of real-world contextual situations to match a given ratio.
 
 
HW: Create a “Ratio Poster” about the members of your family. 
- Draw a pictures of the members of your family.
- Using your family drawing write ratio sentences that create both a part to part and a part to whole ratio situation.
- Express each ratio using correct ratio notation ( ____ to ____) or (_____:_____) .
- Label the each of the ratios "Part-to-Part" or "Part-to-Whole".
 

Due:

Assignment

Monday, August 15th, 2016

Math
        
 
NB: Math Notebook
 - Cover (Subject, Name, Period, & Teacher)
 - Pg.1: "Title Page" (Subject, Name and period) decorated as you see fit.
 - Pg. 2-3: "Left-side" and "Right-side" of your notebook (Glue-in on page 3)
 - Pg. 4-5: "Notebook Rubric"
              *Pg. 4 Student output on the rubric
                       ***NOTE: see "Left-side" page 2 for examples on how to complete the student output on page 4.  Page 2 is just "some" examples.  Students can be as creative as they want.  
                      ***The "Student Output" page(s) are where the student reflects and creates his/her own unique way to demonstrate the information on the "right-side" (often being class notes)
SEE Checklist on page 2 (also listed below)

  1. Effective Left-­‐‑Side Checklist

    (use this checklist to ensure that the method you choose demonstrates you understood the topic.)

    • §  The page demonstrates everything I understood about the topic we discussed in class. (*In this case the "Scoring Sheet or for page 6 the 8 Mathematical Practice Standards.

    • §  The page uses color to bring out key points of the page and/or categorize separate ideas.

    • §  The page is creative.

    • §  The topic of the page is very clear.

    • §  I increased my understanding of the topic because I created this page

           
 - Pg 6-7: The Eight Standards for Mathematical Practice  (glued in on page 7)
               *Pg. 6 will be a "Student Output" on the SMP's (Standards for Mathematical Practice)
 
HW: Complete the "student outputs" for pages 4 and 6 in your Math Notebook.
 
Science
 
 
 

Due:

Assignment

Wednesday, Aug 10th, 2016

CW: Character Counts Day -

          * Students spent the day discussing the six Cougar Character Counts traits.
4) Caring

Thursday & Friday,

August 11th & 12th, 2016

CW: *Introduction of classroom procedures and routines (*ALSO: See attached PowerPoint Show file listed below.  (This will be slightly different from the link to the pdf file) 
       * Students took notes on various classroom procedures to prepare for a class mini-quiz.
 
HW: 1) Classroom Welcome/Newsletters
        *Students are to read over and discuss the newsletter with their parent(s) or guardian(s) and bring them back signed.  These will be "checked" off as completed and returned so that students may keep them for their own records.
 
2) Review Website
    *If you made it this far you already have completed this assignment. :-)
 
*NOTE: You will have a mini-quiz on Monday regarding the classroom rules and procedures.  You may "peek" at the quiz by downloading the Introduction Presentation Show or the pdf file.