En Español

# Assignments

### Math 2017-2018 (Period 6)

Instructor
Mr. Joseph Quinn
Term
2017-2018 School Year
Department
Description
CLMS 6th Grade Math 2017-2018 period 6

# Upcoming Assignments

### Due: Today (May 25)

**Friday, May 25th, 2018**

# **Math**

## LESSON 6

### Unit 3 Family Materials

Math Homework: TBA

Lesson Goals:

Lesson:

# **Science**

Periods 2 & 4

CW:  TBA

HW: None

**For reference purposes only**

*  "Warm-ups"   The Theory of Plate Tectonics

# Past Assignments

### Due: Thursday, May 24

**Thursday, May 24th, 2018**

# **Math**

## Math Homework

### HW:  TBA

Lesson Goals
• Explain orally and in writing that if two ratios have the same rate per 1, they are equivalent ratios.
• Compare speeds and prices by calculating rates per 1, and use language like “meters per minute” and “dollars per pound.”

Lesson:

# **Science**

Periods 2 & 4

CW:  TBA

HW: None

**For reference purposes only**

*  "Warm-ups"   The Theory of Plate Tectonics

## ______________________________________________________________________________________________

### Due: Wednesday, May 23

**Wednesday, May 23rd, 2018**

# **Math**

## Math Homework

### HW:  TBA

Lesson Goals
• Explain orally and in writing that if two ratios have the same rate per 1, they are equivalent ratios.
• Compare speeds and prices by calculating rates per 1, and use language like “meters per minute” and “dollars per pound.”

Lesson:

# **Science**

Periods 2 & 4

CW:  TBA

HW: None

**For reference purposes only**

*  "Warm-ups"   The Theory of Plate Tectonics

## ______________________________________________________________________________________________

### Due: Tuesday, May 22

**Tuesday, May 22nd, 2018**

# **Math**

## LESSON 4

Lesson Goals

### Standards:

#### 6.RP.A.3.d

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

Lesson:

# **Science**

Periods 2 & 4

CW:  TBA

HW: None

**For reference purposes only**

*  "Warm-ups"   The Theory of Plate Tectonics

## ______________________________________________________________________________________________

### Due: Monday, May 21

**Monday, May 21st, 2018**

# **Math**

## LESSON 17

Painting a Room
Lesson Goals
• Apply understandings of ratio, rates, and percent to a less well-defined problem.

Lesson:

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-ups"   The Theory of Plate Tectonics

## ______________________________________________________________________________________________

### Due: Wednesday, May 16

**Wednesday, May 16th, 2018**

# **Math**

## Unit 3, LESSON 15

• Students have practiced solving three different types of percentage problems (corresponding to finding AA, BB, or CC respectively when A% of BB is CC). This lesson focuses on finding “A% of BB” as efficiently as possible. While the previous lesson used numbers that students could calculate mentally, the numbers in this lesson are purposefully chosen to be difficult for students to calculate mentally or to represent on a double number line diagram, so as to motivate them to find the simplest way to do the calculation by hand.

The third activity hints at work students will do in grade 7, namely finding a constant of proportionality and writing an equation to represent a proportional relationship.

• Lesson Plans: Unit 3, Lesson 15

15.2

### ** Please Review today's Lesson Notes from class:

- Period 1 (problems to 8)

- Period 3 (problems 1 to 8)

- Period 6 (problems 1 to 6)

#### 6.RP.A.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.

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

## ______________________________________________________________________________________________

### Due: Tuesday, May 15

**Tuesday, May 15th, 2018**

# **Math**

## LESSON 15

Finding This Percent of That  15.1 to 15.2 (#2 &#3)

### ** Please Review today's Lesson Notes from class:

- Period 1 (problems to 8)

- Period 3 (problems 1 to 8)

- Period 6 (problems 1 to 6)

#### 6.RP.A.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.

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

## ______________________________________________________________________________________________

### Due: Monday, May 14

**Monday, May 14th, 2018**

# **Math**

## LESSON 15

Finding This Percent of That  15.1 to 15.2 (#1) ONLY

### ** Please Review today's Lesson Notes from class:

- Period 1 (problems to 8)

- Period 3 (problems 1 to 8)

- Period 6 (problems 1 to 6)

#### 6.RP.A.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.

# **Science**

Periods 2 & 4

**For reference purposes only**

## ______________________________________________________________________________________________

### Due: Tuesday, April 17

**Tuesday, April 17th, 2018**

# **Math**

### Lesson Goals

• To review previous taught concepts for the CAASPP testing which will begin next Monday, April 23rd.

### ** Please Review today's Lesson Notes from class:

- Period 3 (problems 1 to 8)

- Period 6 (problems 1 to 6)

# **Science**

Periods 2 & 4

CW: #1 Sea-Floor Spreading (copy #1 ONLY as written)

HW: None

**For reference purposes only**

## ______________________________________________________________________________________________

### Due: Monday, April 16

**Monday, April 16th, 2018**

# **Math**

## Lesson Goals

• Extend number line diagrams to represent negative numbers.
• Understand that positive and negative numbers are used together to describe quantities that have values both greater than and less than zero.
• Understand conventions for using positive and negative numbers in the contexts of temperature and elevation.

### ** Lesson Notes from class:

- Period 1
- Period 3
- Period 6

## Negative Numbers and Absolute Value

### 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.

#### 6.NS.C.6

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

# **Science**

Periods 2 & 4

CW:

HW: None

**For reference purposes only**

*  "Warm-ups"

## ______________________________________________________________________________________________

### Due: Thursday, April 12

**Thursday, April 12th, 2018**

# **Math**

## Lesson Goals

• Know automatically that 10% of is 1/10 times, 25% is 1/4 times 50% of is 1/2 times, and 75% of is 3/4 times.
• NOTE:
• 1/10 times is divided by 10
• 1/4 times is divided by 4
• 1/2 times is divided by 2
• 3/4 times is divided by 4 *then multiplied by 3

### ** Lesson Notes from class:

- Period 1
- Period 3
- Period 6

### Family Connection Unit 3: Percentages

Math Standards:

#### 6.RP.A.3.c

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**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Wednesday, April 11

**Wednesday, April 11th, 2018**

# **Math**

## LESSON 12

### Lesson Goals

•       Use a tape diagram to solve problems of type A% of B is ? and type A%  of ? is B.

### **Lesson Notes from class:

- Period 1
- Period 3
- Period 6

### Family Connection Unit 3: Percentages

Math Standards:

#### 6.RP.A.3.c

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.

### *Solutions

- See teacher's lesson notes for solutions

- See video solutions by Mr. Quinn

12.4 #1

12.4 #2

# **Science**

Periods 2 & 4

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Tuesday, April 10

**Tuesday, April 10th, 2018**

# **Math**

## CW: U3-L11 Percentages and Double Number Lines

### **Lesson Notes from class:

- Period 1
- Period 3
- Period 6

### Learning Goals: "Let's use double number lines to represent percentages."

• State explicitly what one is finding a percentage of.
• Use a double number line with percentages on one line and corresponding values on the other to solve problems of type A% of B is ? and type A%  of ? is B.
• Understand that a percentage is a rate per 100.

Math Standards:

#### 6.RP.A.3.c

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.

### HW:U3-L11_Practice Problems

*Solutions

- Problems

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Monday, April 9

**Monday, April 9th, 2018**

# **Math**

## CW: U3-L10 What are Percentages?

### **Lesson Notes from class:

- Period 1
- Period 3
- Period 6

### Learning Goals:

 Understand that a percentage is a rate per 100. Use a double number line with percentages on one line and corresponding values on the other to find other values. State explicitly what one is finding a percentage of.

Math Standards:

#### 6.RP.A.3.c

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.

### HW:U3-L10_Practice Problems

*Solutions

- Problems   1,     2,    3,    4 & 5,    6,     7

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Tuesday, March 27

**Tuesday, March 27th, 2018**

# **Math**

## CW: Unit 2, Lesson 16: Solving More Ratio Problems

### **Lesson Notes from class:

- Period 1
- Period 3
- Period 6

### Learning Goals:

• Apply double number lines, tables, and tape diagrams in solving problems in which the whole amount of something is given.

Math Standards:

#### 6.RP.A.3.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:U2-L16 Practice Problems

*Solutions

- Problems 1,     2,      3,      4 and 5,      6

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Monday, March 26

**Monday, March 26th, 2018**

# **Math**

## CW: Unit 2, Lesson 15: Part-Part-Whole Ratios

### **Lesson Notes from class:

- Period 1
- Period 3
- Period 6

### Learning Goals:

 Explain how to use tape diagrams to solve problems about ratios of quantities with the same units. Use a ratio of parts and a total to find the quantities of individual parts.

Math Standards:

#### 6.RP.A.3.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.

### Lesson 15.3 (#3)

*Solutions

- Problems (1-2) ,   (3-4) ,    (5-6)

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Thursday, March 22

**Thursday, March 22nd, 2018**

# **Math**

## CW: Unit 2, Lesson 13: Tables and Double Number Line Diagrams

### Family Connection Unit 2:

Math Standards:

#### 6.RP.A.3.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.

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Wednesday, March 21

**Wednesday, March 21st, 2018**

# **Math**

## CW: Unit 2, Lesson 12: Navigating a Table of Equivalent Ratios

### Family Connection Unit 2:

Math Standards:

#### 6.RP.A.3.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:U2-L12.3 & 12.4 and copy summary in notebook

*Period 1 use code: TLNFQ
*Period 3 use code: GVCQZ
*Period 6 use code: BOKRA

# **Science**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Tuesday, March 20

**Tuesday, March 20th, 2018**

# **Math**

## CW: Correct/Review Mid-Unit 2 Test

### Family Connection Unit 2:

Math Standards:

#### 6.RP.A.2

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

#### 6.RP.A.3.b

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**

Periods 2 & 4

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Monday, March 19

**Monday, March 19th, 2018**

# **Math**

## CW:  Unit 2, Lesson 11: Representing Ratios with Tables

### Learning Goals

• Understand how a table can be used to represent equivalent ratios.
• Reinforce that equivalent ratios can be created by using a multiplier (a scale factor).
• Use precise language to explain how multipliers can be used to create equivalent ratios.

Math Standards:

### HW: U2-L11_Practice Problems

and copy the Summary for Lesson 11 in your notebook

# **Science**

Periods 2 & 4

CW:  * No Homework

HW:

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

## ______________________________________________________________________________________________

### Due: Friday, March 16

**Friday, March 16th, 2018**

# **Math**

## Period 1, 4, and 6

*NOTE: Period 3 will be attending the Character Counts assembly in the gym. Period 4 will do math for period 3 in period 4

## *  Using Rate Language V1

### Family Connection Unit 2:

Math Standards:

#### 6.RP.A.2

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

#### 6.RP.A.3.b

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?

HW: None

# **Science**

Periods 2 & 4

*Write down and define the key terms on a separate sheet of paper and turn in.

3) *Time permitting, begin: CW: Video Link: Earth Revealed "Down to Earth"

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Thursday, March 15

**Thursday, March 15th, 2018**

# **Math**

## CW: Mid-Unit 2 Test

(*Take Mid-Unit 2 Test using "Testing Board Dividers")

### Family Connection Unit 2:

Math Standards:

#### 6.RP.A.2

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

#### 6.RP.A.3.b

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**

Periods 2 & 4

1) CW: #1_Drifting Continents_Objectives (*Copy on separate sheet of paper and turn in)

2) CW:  (*Review video notes prior to watching the video. apx 5 min.)
2a) Video Link: Earth Revealed "Birth of a Theory"

(*Complete the video notes as the movie is playing)

4) *Correct, Review, & Collect video notes.

HW: None

**For reference purposes only**

*  "Warm-upsDrifting Continents

## ______________________________________________________________________________________________

### Due: Wednesday, March 14

**Wednesday, March 14th, 2018**

# **Math**

## CW: Unit 2 Test Review_(Lessons 1 to 10)

### Learning Goals

• Compare situations in familiar contexts (recipes, prices, speeds) by finding and examining ratios that describe each situation and have the same first or same second values.
• Understand that the term “at the same rate” implies that the relevant ratios are equivalent.

Math Standards:

#### 6.RP.A.2

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

#### 6.RP.A.3.b

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**

Periods 2 & 4

CW:  * No Homework

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

## ______________________________________________________________________________________________

### Due: Tuesday, March 13

**Tuesday, March 13th, 2018**

# **Math**

## CW: Unit 2-Lesson 10: Comparing Situations by Examining Ratios

* Period 6

### Learning Goals

• Compare situations in familiar contexts (recipes, prices, speeds) by finding and examining ratios that describe each situation and have the same first or same second values.
• Understand that the term “at the same rate” implies that the relevant ratios are equivalent.

Math Standards:

#### 6.RP.A.2

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

#### 6.RP.A.3.b

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?

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

### *Please NOTE: I'm sorry, but I was unable to create the assignment for lesson 10 in Juno, so I will be collecting it and checking it on paper.

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

## ______________________________________________________________________________________________

### Due: Monday, March 12

**Monday, March 12th, 2018**

# **Math**

## CW: Unit 2, Lesson 9: Constant Speed (9.3) & *Ready For More

### Learning Goals

• Recognize that the word “per” refers to “how much for one.”
• Use double number lines to find a wider range of equivalent ratios.
• Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.

Math Standards:

#### 6.RP.A.3.b

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?

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

### *Please NOTE: I'm sorry, but I was unable to create the assignment in Juno, so I will be collecting it and checking it on paper.

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

## ______________________________________________________________________________________________

### Due: Friday, March 9

**Friday, March 9th, 2018**

# **Math**

## CW: **Drag Racer Dragonfly and Unit 2, Lesson 9: Constant Speed

### Learning Goals

• Recognize that the word “per” refers to “how much for one.”
• Use double number lines to find a wider range of equivalent ratios.
• Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.

Math Standards:

#### 6.RP.A.3.b

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?

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

### * Lesson Notes (See the actual lessons from today.)

*** Period 1
*** Period 3
*** Period 6

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

CW:  * No Warm-ups

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Thursday, March 8

**Thursday, March 8th, 2018**

# **Math**

### Learning Goals

• Recognize that the word “per” refers to “how much for one.”
• Use double number lines to find a wider range of equivalent ratios.
• Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.

Math Standards:

#### 6.RP.A.3.b

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?

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

### * Lesson Notes (See the actual lessons from today.)

**Extra Credit Opportunity:
- Locate at your local grocery store or store the cost for one unit.  Take a picture of it and either, print it out, send it to me via email, or show me on your "camera/phone".
* 1 point each up to 5 items.
- Answer the following riddle.  "When is the cost of one not really the cost of one?"
* 5 points

### HW:  U2-L8_8.3 (1 to 5)

*Please complete today's homework in your notebook and be prepared for the class discussion.

### * Lesson Notes (See the actual lessons from today.)

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

CW:  * No Warm-ups

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Wednesday, March 7

**Wednesday, March 7th, 2018**

# **Math**

### Learning Goals

• Recognize that the word “per” refers to “how much for one.”
• Use double number lines to find a wider range of equivalent ratios.
• Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.

Math Standards:

#### 6.RP.A.3.b

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?

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

### * Lesson Notes (See the actual lessons from today.)

**Extra Credit Opportunity:
- Locate at your local grocery store or store the cost for one unit.  Take a picture of it and either, print it out, send it to me via email, or show me on your "camera/phone".
* 1 point each up to 5 items.
- Answer the following riddle.  "When is the cost of one not really the cost of one?"
* 5 points

### * Lesson Notes (See the actual lessons from today.)

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

CW:  * No Warm-ups

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Tuesday, March 6

**Tuesday, March 6th, 2018**

# **Math**

### Learning Goals

• Recognize that the word “per” refers to “how much for one.”
• Use double number lines to find a wider range of equivalent ratios.
• Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.

Math Standards:

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

Lesson Notes:
*** Period 1
*** Period 3
*** Period 6

### HW: U2-L7_Practice Problems

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

CW:  * No Warm-ups

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Monday, March 5

**Monday, March 5th, 2018**

# **Math**

### Learning Goals

 Make connections between discrete diagrams and double number line diagrams. Interpret a double number line diagram in a familiar context. Describe how to draw a double number line diagram and how it can be used to identify equivalent ratios.
Math Standards:

### **Teacher's Notes may be helpful when reviewing the lesson.

*Lesson Notes:
*Please review your child's notebook. It should include the notes from today's lesson and look similar to the sample notebooks I listed below. These two examples are what a "good" notebook should look similar to.

Lesson Notes:
*** Period 1
*** Period 3
*** Period 6

### HW: U2-L6_Practice Problems

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

*Period 4 _ No Warm-ups

Due tomorrow

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Friday, March 2

**Friday, March 2nd, 2018**

# **Math**

### Learning Goals

• Create diagrams that represent equivalent ratios.
• Find sets of equivalent ratios.
• Explain the meaning of equivalent ratios using words and diagrams.
Math Standards:

### HW: U2-L5_Practice Problems

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Thursday, March 1

**Thursday, March 1st, 2018**

# **Math**

### Learning Goals

• Create diagrams that represent equivalent ratios.
• Find sets of equivalent ratios.
• Explain the meaning of equivalent ratios using words and diagrams.
Math Standards:

### HW: Please finish today's lesson:  5.2: Tuna Casserole in your notebook. This will NOT be input into Juno, but needs to be in your notebook.

Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.

*Please use the online aspect as a grading tool.  If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.

*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)

# **Science**

Periods 2 & 4

CW:  *No "Warm-ups"

CW:  Notes: Convection in the Mantle
*Vocabulary booklet/drawings

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Wednesday, February 28

**Wednesday, February 28th, 2018**

# **Math**

### Learning Goals

• Understand that equivalent ratios represent mixtures that are comprised of multiple batches of the same recipe.
• Understand that “doubling the recipe” means “doubling each ingredient,” and more generally, multiple batches of a recipe result from multiplying the amounts of each ingredient by the same number.
• Understand and communicate that doubling, tripling, or halving a recipe for colored water yields the same resulting color.
Math Standards:

### HW: U2-L4_Practice Problems  *Also: Copy the summary from Unit 2, Lesson 4  into your notebook.

Notice: As of February 26th, 2018

Starting on February 26th, 2018 you will also be submitting your homework online. You will be using Juno (JupiterGrades_"Tests & Lessons") to enter and check your answers.

All assignments will be expected to be posted online to receive credit.  Please see me if this is an issue about arranging an alternate solution.

# **Science**

Periods 2 & 4

CW:  *No "Warm-ups"

CW:  Notes: Convection in the Mantle
*Vocabulary booklet/drawings

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Tuesday, February 27

**Tuesday, February 27th, 2018**

# **Math**

### Lesson Goals

• Use the term “equivalent ratio” to refer to recipes that yield identically-tasting substances.
• Represent multiple batches of a recipe as a discrete diagram with circled groups.
• Understand that “doubling, tripling, or halving the recipe” means “doubling, tripling, or halving each ingredient.”
• Understand that doubling, tripling, or halving a recipe yields something that tastes the same.

### HW: U2-L3_Practice Problems  *Also: Copy the summary from Unit 2, Lesson 3 into your notebook.

Notice: February 26th, 2018

Starting on February 26th, 2018 you will also be submitting your homework online. You will be using Juno (JupiterGrades_"Tests & Lessons") to enter and check your answers.

All assignments will be expected to be posted online to receive credit.  Please see me if this is an issue about arranging an alternate solution.

# **Science**

Periods 2 & 4

CW:  *No "Warm-ups" __Convection in the Mantle_

CW:  Notes: Convection in the Mantle
*Vocabulary booklet/drawings

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Monday, February 26

**Monday, February 26th, 2018**

# **Math**

### Lesson Goals

• Practice using the following language: The ratio of these to those is a : ba:b. The ratio of these to those is aato bb. For every aa of these, there are bb of those.
• Write different ratios to represent the same situation.
• Draw discrete diagrams to represent situations involving ratios.
•         Understand and use the word “ratio” to describe an association between two or more quantities.
•         Describe two or more quantities using the language, “The ratio of these to those is : b " (or a to b ).
•         Describe two or more quantities using the language, “For every of these, there are  of those.”

### HW: U2-L2_Practice Problems  *Also: Copy the summary from Unit 2, Lesson 2 into your notebook.

Notice: February 26th, 2018

Starting on February 26th, 2018 you will also be submitting your homework online. You will be using Juno (JupiterGrades_"Tests & Lessons") to enter and check your answers.

All assignments will be expected to be posted online to receive credit.  Please see me if this is an issue about arranging an alternate solution.

# **Science**

Periods 2 & 4

CW:  *No "Warm-ups" __Convection in the Mantle_

CW:  Notes: Convection in the Mantle
*Vocabulary booklet/drawings

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Friday, February 23

**Friday, February 23rd, 2018**

# **Math**

### Lesson Goals

• Practice using the following language: The ratio of these to those is a : ba:b. The ratio of these to those is aato bb. For every aa of these, there are bb of those.
• Write different ratios to represent the same situation.
• Draw discrete diagrams to represent situations involving ratios.
•         Understand and use the word “ratio” to describe an association between two or more quantities.
•         Describe two or more quantities using the language, “The ratio of these to those is : b " (or a to b ).
•         Describe two or more quantities using the language, “For every of these, there are  of those.”

# **Science**

Periods 2 & 4

CW:  *No "Warm-ups" __Convection in the Mantle_

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Thursday, February 22

**Thursday, February 22nd, 2018**

# **Math**

### Lesson Goals

•         Understand and use the word “ratio” to describe an association between two or more quantities.
•         Describe two or more quantities using the language, “The ratio of these to those is : b " (or a to b ).
•         Describe two or more quantities using the language, “For every of these, there are  of those.”

# **Science**

Periods 2 & 4

CW:  *No "Warm-ups" __Convection in the Mantle_

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Wednesday, February 21

**Wednesday, February 21st, 2018**

# **Math**

### Unit 2, Lesson 1: Introducing Ratios and Ratio Language

Parents please use the lesson notes below to check your child's notebook classwork.

### Lesson Goals

•         Understand and use the word “ratio” to describe an association between two or more quantities.
•         Describe two or more quantities using the language, “The ratio of these to those is : b " (or a to b ).
•         Describe two or more quantities using the language, “For every of these, there are  of those.”

### HW:   "Ratios at home.  Be prepared to share a ratio you created from items around your home.

**Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.*

# **Science**

Periods 2 & 4

CW:   "Warm-ups" __Convection in the Mantle_

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Tuesday, February 20

**Tuesday, February 20th, 2018**

# **Math**

### Lesson:  Test: Unit 6 Expressions and Equations   *Enter and your answers into Juno (Jupiter Grades) Unit 6 Test.  *Check and review your score and answers based on the "paper" version you took last Thursday.

Note: the change to question #8  (Choose all that "DO" apply instead of "Do NOT" apply.)

### Unit 6: Expressions and Equations

Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.

The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.

In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.

In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).

HW: Review your test using the results from the Unit 6 Test listed on Jupiter Grades "Assignments and Tests".

# **Science**

Periods 2 & 4

CW:   "Warm-ups" No warm-up today _#_Convection in the Mantle _

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Thursday, February 15

**Thursday, February 15th, 2018**

# **Math**

### Lesson:  Test: Unit 6 Expressions and Equations

Note: the change to question #8  (Choose all that "DO" apply instead of "Do NOT" apply.)

### Unit 6: Expressions and Equations

Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.

The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.

In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.

In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).

HW: Have a great weekend!

# **Science**

Periods 2 & 4

CW:   "Warm-ups" No warm-up today _#_Convection in the Mantle _

NB:  Pg 19 *See Notes (Up to Convection)

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Wednesday, February 14

**Wednesday, February 14th, 2018**

# **Math**

### Unit 6: Expressions and Equations

Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.

The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.

In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.

In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).

HW: Study/Review for tomorrow's test.

*NOTE: Unit 6 Assessment is tomorrow!

# **Science**

Periods 2 & 4

CW:   "Warm-ups" No warm-up today _#_Convection in the Mantle _

NB:  Pg 19 *See Notes (Up to Convection)

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Tuesday, February 13

**Tuesday, February 13th, 2018**

# **Math**

### Unit 6: Expressions and Equations

Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.

The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.

In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.

In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).

HW: Study/Review "today's" review problems
* D (3), E, and F

*NOTE: You may want to print out the review questions and bring them to class instead of coping all the material from the board.

# **Science**

Periods 2 & 4

CW:   "Warm-ups" No warm-up today _#_Convection in the Mantle _

NB:  Pg 19 *See Notes (Up to Convection)

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Monday, February 12

**Monday, February 12th, 2018**

# **Math**

### Unit 6: Expressions and Equations

Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.

The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.

In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.

In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).

HW: Study/Review "today's" review problems
*A, B, C, D (1 & 2)

*NOTE: You may want to print out the review questions and bring them to class instead of coping all the material from the board.

# **Science**

Periods 2 & 4

NB:  Pg 19 *See Notes (Up to Types of Heat Transfer)

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Thursday, February 8

**Thursday, February 8th, 2018**

# **Math**

### Learning Targets:

• Use a diagram of a split rectangle to write different expressions with variables representing its area.
• Use the distributive property to write equivalent expressions with variables.

### Write, read, and evaluate expressions in which letters stand for numbers.

#### 6.EE.A.3

Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x apply the distributive property to the expression 24+ 18y to produce the equivalent expression 6(4+ 3y)

### Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y + y and 4y are equivalent because they name the same number regardless of which number y y stands for.

HW:

**Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**

# **HW Solutions**

**Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**

# **Science**

Periods 2 & 4

CW:   "Warm-ups" __Convection in the Mantle_

CW:  BrianPop_Heat **collected**

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Wednesday, February 7

**Wednesday, February 7th, 2018**

# **Math**

## LESSON 10

### Learning Targets:

• Use a diagram of a split rectangle to write different expressions with variables representing its area.
• Use the distributive property to write equivalent expressions with variables.

### Write, read, and evaluate expressions in which letters stand for numbers.

#### 6.EE.A.3

Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x apply the distributive property to the expression 24+ 18y to produce the equivalent expression 6(4+ 3y)

### Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y + y and 4y are equivalent because they name the same number regardless of which number y y stands for.

HW:

Periods 1 & 3

**Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**

# **HW Solutions**

Period 6

**Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**

# **Science**

Periods 2 & 4

CW:   "Warm-ups" __Convection in the Mantle_

CW:  BrianPop_Heat **collected**

**For reference purposes only**
Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Tuesday, February 6

**Tuesday, February 6th, 2018**

# **Math**

## LESSON 10

### Learning Targets:

• I can use a diagram of a split rectangle to write different expressions with variables representing its area.

### Write, read, and evaluate expressions in which letters stand for numbers.

#### 6.EE.A.3

Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x apply the distributive property to the expression 24+ 18y to produce the equivalent expression 6(4+ 3y)

### Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y + y and 4y are equivalent because they name the same number regardless of which number y y stands for.

HW: NOTE: Periods 1 & 3 ONLY!
"HW: U6-L10 (cw-10.3)"  **Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**

# **Science**

Periods 2 & 4

CW:  BrianPop_Heat **Due Wednesday, February 7th**

Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Monday, February 5

**Monday, February 5th, 2018**

# **Math**

## LESSON 9

The Distributive Property, Part 1

### Learning Targets:

• I can use a diagram of a rectangle split into two smaller rectangles to write different expressions representing its area.
• I can use the distributive property to help do computations in my head.

### Apply properties of operations as strategies to multiply and divide.Students need not use formal terms for these properties.

HW: "HW: U6-L9 (cw-9.3)"  **Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**

# **Science**

Periods 2 & 4

* While listening and watching the music video, write down at least 10 key words or phrases that you believe are connected scientifically to the title of the song.

Convection in the Mantle
Chapter 4, Section 2_Convection in the Mantle

* "Warm-ups" - Convection in the Mantle

*Convection in the Mantle: Note-taking and Guide for Reading **Review worksheet

### Due: Friday, February 2

**Friday, February 2nd, 2018**

# **Math**

### Lesson: Quiz Unit 6, Lessons (1 to 5)

• use a tape diagram to represent a situation.
• tell whether or not an equation could represent a tape diagram.
• replace a variable in an equation with a number that makes the equation true, and know that this number is called a solution to the equation.
• match equations to real life situations they could represent.
• explain what a balanced hanger and a true equation have in common.
• write equations that could represent the weights on a balanced hanger.
• compare doing the same thing to the weights on each side of a balanced hanger to solving equations by subtracting the same amount from each side or dividing each side by the same number.
• explain why different equations can describe the same situation.
• solve equations that have whole numbers, fractions, and decimals.
• understand the meaning of a fraction made up of fractions or decimals.
• make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.

### Math Standards:

#### 6.EE.A.2.c

Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V=s3 and A=6s2 find the volume and surface area of a cube with sides of length s = 1/2.

#### 6.EE.B

Reason about and solve one-variable equations and inequalities.

#### 6.NS.B.3

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

#### 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

#### 6.EE.B.7

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and xp = p for cases in which x, p and q are all nonnegative rational numbers.p

HW: None

# **Science**

Periods 2 & 4

CW:  #10_Earth's Interior  *"Warm-ups"

### Due: Thursday, February 1

**Thursday, February 1st, 2018**

# **Math**

### Lesson: Notebook Math Notes

*Unit 6, Lessons 1 to 5   (*Please check back here for a copy of the notes.)

### Math Standards:

#### 6.EE.A.2.c

Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V=s3 and A=6s2 find the volume and surface area of a cube with sides of length s = 1/2.

#### 6.EE.B

Reason about and solve one-variable equations and inequalities.

#### 6.NS.B.3

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

#### 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

#### 6.EE.B.7

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and xp = p for cases in which x, p and q are all nonnegative rational numbers.p

**Use Illustrative Mathematics, Unit 6, Lesson 1 to 5 to help you study.
* Be prepared to:

• use a tape diagram to represent a situation.
• tell whether or not an equation could represent a tape diagram.
• replace a variable in an equation with a number that makes the equation true, and know that this number is called a solution to the equation.
• match equations to real life situations they could represent.
• explain what a balanced hanger and a true equation have in common.
• write equations that could represent the weights on a balanced hanger.
• compare doing the same thing to the weights on each side of a balanced hanger to solving equations by subtracting the same amount from each side or dividing each side by the same number.
• explain why different equations can describe the same situation.
• solve equations that have whole numbers, fractions, and decimals.
• understand the meaning of a fraction made up of fractions or decimals.
• make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.

# **Science**

Periods 2 & 4

CW: Review and Correct Earth's Interior Crossword Puzzle

HW: Quiz on the Earth's Interior Key Terms.

Earth's Interior

### Due: Wednesday, January 31

**Wednesday, January 31st, 2018**

# **Math**

### Lesson: Notebook Math Notes

*Unit 6, Lessons 1 to 5   (*Please check back here for a copy of the notes.)

### Math Standards:

#### 6.EE.A.2.c

Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V=s3 and A=6s2 find the volume and surface area of a cube with sides of length s = 1/2.

#### 6.EE.B

Reason about and solve one-variable equations and inequalities.

#### 6.NS.B.3

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

#### 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

#### 6.EE.B.7

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and xp = p for cases in which x, p and q are all nonnegative rational numbers.p

**Use Illustrative Mathematics, Unit 6, Lesson 1 to 5 to help you study.

# **Science**

Periods 2 & 4

*Due tomorrow (Thursday, February 1st, 2018)
**NOTE: We will be having a vocabulary quiz on the Earth's Interior Key Terms.

Earth's Interior

### Due: Tuesday, January 30

**Tuesday, January 30th, 2018**

# **Math**

## Learning Targets:

• I can use an expression that represents a situation to find an amount in a story.
• I can write an expression with a variable to represent a calculation where I do not know one of the numbers.

### Math Standards:

#### 6.EE.A.2.c

Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V=s3 and A=6s2 find the volume and surface area of a cube with sides of length s = 1/2.

#### 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

HW:

# **Science**

Periods 2 & 4

CW: Review & Correct: chapter 4, section 1 "Earth's Interior" and complete the Review worksheet

### Due: Monday, January 29

**Monday, January 29th, 2018**

# **Math**

## Learning Targets:

• I can use an expression that represents a situation to find an amount in a story.
• I can write an expression with a variable to represent a calculation where I do not know one of the numbers.

### Math Standards:

#### 6.EE.A.2.c

Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V=s3 and A=6s2 find the volume and surface area of a cube with sides of length s = 1/2.

#### 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

# **Science**

Periods 2 & 4
CW: None Earth's Interior )
**NOTE: NOT all the slides were assigned only the number indicated.

CW: Earth's Interior
* Read chapter 4, section 1 "Earth's Interior" and complete the Review worksheet

HW: Complete the classwork.

Earth's Interior

### Due: Friday, January 26

**Friday, January 26th, 2018**

# **Math**

## Learning Targets:

• I understand the meaning of a fraction made up of fractions or decimals, like 21/0.007 or 5/5 / 3/2
• When I see an equation, I can make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.

### Math Standards:

#### 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

#### 6.EE.B.7

Solve real-world and mathematical problems by writing and solving equations of the form x+p=q  x + p = q and xp =q