Canyon Lake Middle School

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Assignments

Math 2017-2018 (Period 6)

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

Upcoming Assignments RSS Feed

Due:

  **Friday, May 25th, 2018**
 

**Math**  

 
Math Homework: TBA
 
Lesson Goals:
 

 Standards:

 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 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.”

 Unit 3 Family Materials

 Standards:

 
 Lesson: 

 
 

 

        

**Science** 

Periods 2 & 4
 
CW:  TBA
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-ups"   The Theory of Plate Tectonics

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **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.”

 Unit 3 Family Materials

 Standards:

 
 Lesson: 
 

**Science** 

Periods 2 & 4
 
CW:  TBA
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-ups"   The Theory of Plate Tectonics

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **Tuesday, May 22nd, 2018**
 

**Math**  

LESSON 4

 Lesson Goals

 Unit 3 Family Materials

 Standards:

6.RP.A.3.d

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

 

 Lesson: 
 

Homework

HW:  TBA

        

**Science** 

Periods 2 & 4
 
CW:  TBA
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-ups"   The Theory of Plate Tectonics

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **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: 
 
 
 

 Unit 3 Family Materials

  

Standards:

6.G.A

Solve real-world and mathematical problems involving area, surface area, and volume. 

6.RP.A

Understand ratio concepts and use ratio reasoning to solve problems.

 
 

Homework

HW:  Complete Unit 3, Lesson 17

        

**Science** 

Periods 2 & 4
 
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-ups"   The Theory of Plate Tectonics

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **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 

15.3

 
 

 Unit 3 Family Materials

 

** 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)
 

Standards:

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.

 

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.

 
 

Homework

HW: Unit 3, Lesson 15 Practice Problems

        

**Science** 

Periods 2 & 4
 
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-upsSea-Floor Spreading

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **Tuesday, May 15th, 2018**
 

**Math** 

LESSON 15

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

 Unit 3 Family Materials

 

** 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)
 

Standards:

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.

 

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.

 
 

Homework

HW: no homework tonight.  *Periods 1 & 3 see science below

        

**Science** 

Periods 2 & 4
 
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-upsSea-Floor Spreading

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **Monday, May 14th, 2018**
 

**Math** 

LESSON 15

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

 Unit 3 Family Materials

 

** 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)
 

Standards:

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.

 

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.

 
 

Homework

HW: no homework tonight.  *Periods 1 & 3 see science below

        

**Science** 

Periods 2 & 4
 
 
 
 
**For reference purposes only**
 
  *  "Warm-upsSea-Floor Spreading

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **Tuesday, April 17th, 2018**
 

**Math** 

Lesson:

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 1 (problems to 8)
 
             - Period 3 (problems 1 to 8)
 
             - Period 6 (problems 1 to 6)

 

Homework

HW: *There is no homework tonight. 

Note: I don't foresee any homework until after testing. :-) * I know don't be too sad. :-( 

 

**Science** 

Periods 2 & 4
 
CW: #1 Sea-Floor Spreading (copy #1 ONLY as written)  
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-upsSea-Floor Spreading

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **Monday, April 16th, 2018**
 

**Math** 

 

LESSON 1

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. 

* Teacher Lesson Notes 

 ** Lesson Notes from class:

             - Period 1
             - Period 3
             - Period 6

Family Connection: Unit 7: Rational Numbers

Negative Numbers and Absolute Value

Math Standards:  

6.NS.C.5

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. 

  

Homework

HW: Unit 7, Lesson 1_Practice Problems  (1 to 4)

 

**Science** 

Periods 2 & 4
 
CW:   
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-ups"  
    

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **Thursday, April 12th, 2018**
 

**Math** 

LESSON 13

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

* Teacher Lesson Notes 

 ** 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.

 

Homework

HW: Unit 3, Lesson 13_Practice Problems (I am assigning this homework as "extra credit") Enjoy :-) 

 

**Science** 

Periods 2 & 4
 
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-upsDrifting Continents
 
    

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

 
 
    

 

Due:

  **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. 

*Teacher Lesson Notes 

 **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.

 

HW:  U3-L12_(12.4)

  *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 10th, 2018**
 

**Math** 

CW: U3-L11 Percentages and Double Number Lines

*Teacher Lesson Notes 

 **Lesson Notes from class:

             - Period 1
             - Period 3
             - Period 6

Family Connection Unit 3: Percentages

 

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 9th, 2018**
 

**Math** 

CW: U3-L10 What are Percentages? 

*Teacher Lesson Notes 

 **Lesson Notes from class:

             - Period 1
             - Period 3
             - Period 6

Family Connection Unit 3: Percentages

 

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 27th, 2018**
 

**Math** 

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

*Teacher Lesson Notes 

 **Lesson Notes from class:

             - Period 1
             - Period 3
             - Period 6

Family Connection Unit 2:

 
 

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

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.

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 26th, 2018**
 

**Math** 

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

*Teacher Lesson Notes 

 **Lesson Notes from class:

             - Period 1
             - Period 3
             - Period 6

Family Connection Unit 2:

 
 

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

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.

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-L15 Practice Problems 

                     and

          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 22nd, 2018**
 

**Math** 

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

 
 
Math Standards:  

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.

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-L13 (13.2 & 13.3) and copy summary in notebook

      ***Needed data chart for 13.3***

 

 

**Science** 

Periods 2 & 4
 
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-upsDrifting Continents
 
    

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

Due:

 
 
Math Standards:  

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.

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

 Please enter your homework into Nearpod

            *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 20th, 2018**
 

**Math** 

CW: Correct/Review Mid-Unit 2 Test 

 
 
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

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.

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: No homework

 

 

**Science** 

Periods 2 & 4
 
 
 
HW: None
 
**For reference purposes only**
 
  *  "Warm-upsDrifting Continents
 
    

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

Due:

  **Monday, March 19th, 2018**
 

**Math** 

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

* Teacher Notes (Lesson Plans): Unit 2, Lesson 11

 

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

Family Connection Unit 2:

 

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: 
 

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-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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

Due:

  **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

CW: Handout

      *  Using Rate Language V1

 
 
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

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.

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 15th, 2018**
 

**Math** 

Periods 1, 3, & 6

CW: Mid-Unit 2 Test 

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

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.

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: No homework

 

 

**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 14th, 2018**
 

**Math** 

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

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

Family Connection Unit 2:

 

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

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.

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: Study for the Mid-Unit 2 Test

 

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

Due:

 
 **Tuesday, March 13th, 2018**
 

**Math** 

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

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

 * Period 6

Family Connection Unit 2:

 

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

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.

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: Unit 2, Lesson 9  

           **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. 
 
    

HW:  U2-L10_Practice Problems   

&    

Copy Lesson 10 Summary in Notebook  

*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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

Due:

 
 **Monday, March 12th, 2018**
 

**Math** 

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

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

 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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: Unit 2, Lesson 9  

           **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. 
 
    

HW:  U2-L9_Practice Problems    &    

 

Copy Lesson 9 Summary in Notebook  

*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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 

 ______________________________________________________________________________________________

 ______________________________________________________________________________________________

Due:

 
 **Friday, March 9th, 2018**
 

**Math** 

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

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

 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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: Unit 2, Lesson 9  

           **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.)

   
 
 

HW:  None

 

* 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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Thursday, March 8th, 2018**
 

**Math** 

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

 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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:  

           **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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Wednesday, March 7th, 2018**
 

**Math** 

Lesson Notes (See the actual lessons from today.)

 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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:  Apple Juice (partial products)

           **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:  Izze and Eggs

 

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Tuesday, March 6th, 2018**
 

**Math** 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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

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.

 
 

Teacher's Notes:  Unit 2, Lesson 7

           **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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Monday, March 5th, 2018**
 

**Math** 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 6

           **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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Friday, March 2nd, 2018**
 

**Math** 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 5

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

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Thursday, March 1st, 2018**
 

**Math** 

Family Connection Unit 2:

   - What are Ratios

   - Representing Equivalent Ratios

   - Solving Ratio and Rate Problems

 

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:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 5

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

 

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Wednesday, February 28th, 2018**
 

**Math** 

Family Connection: Ratios

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:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 4

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

 

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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.

Math Standards:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 3

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

 

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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.”
 

Math Standards:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 2

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

 

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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.”
 

Math Standards:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes:  Unit 2, Lesson 2

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

 

HW: None 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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.”
 

Math Standards:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes: Unit 2, Lesson 1

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

 

HW: U2-L1_Practice Problems 

  

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Wednesday, February 21st, 2018**
 

**Math** 

Lesson:

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.”
 

Math Standards:   

6.RP.A.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 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.

 

Teacher's Notes: Unit 2, Lesson 1

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

 

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.* 

**HW Solutions**

 
  

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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 Overview:

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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 Overview:

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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Wednesday, February 14th, 2018**
 

**Math** 

Lesson:  Unit 6 Review (Day 3 of 3)

 

 

 * Period 1 Review Day 3 

 
 
 

 

Unit Overview:

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!
 
  
     *** Period 3 Review Notes Day 3   
 

 

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Tuesday, February 13th, 2018**
 

**Math** 

Lesson:  Unit 6 Review (Day 2 of 3)

 

 
 

 

Unit Overview:

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
                  *Please don't work ahead
 
*NOTE: You may want to print out the review questions and bring them to class instead of coping all the material from the board.
 
     *** Period 1 Review Notes Day 2   
  
     *** Period 3 Review Notes Day 2   
 

 

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Monday, February 12th, 2018**
 

**Math** 

Lesson:  Unit 6 Review

 

 

 Unit Overview:

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.
 
     *Period 1 Notes   
 
 

 

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Thursday, February 8th, 2018**
 

**Math** 

Lesson:  

LESSON 11

 

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.

Math Standards:  

6.EE.A.2

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) 

6.EE.A.4

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 stands for.

  
 
HW:
 
 "HW: U6-L11 (cw-11.3)"  
 
**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**

 
 
 
**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Wednesday, February 7th, 2018**
 

**Math** 

Lesson:  

*Periods 1 & 3

LESSON 11

*Period 6

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.

Math Standards:  

6.EE.A.2

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) 

6.EE.A.4

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 stands for.

  
 
HW:
 
Periods 1 & 3 "HW: U6-L11 (cw-11.3)"  
 
**Make sure you are checking your solutions using the link below. Also that you understand any incorrect problems, or be prepared to ask questions.**
 

Periods 1 & 3

**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.**
 

Period 6

**HW Solutions**

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Tuesday, February 6th, 2018**
 

**Math** 

Lesson:  

LESSON 10

Learning Targets:  

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

Math Standards:  

6.EE.A.2

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) 

6.EE.A.4

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 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.**
 

6th Period Math does not have homework this evening. 

**HW Solutions**

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **Monday, February 5th, 2018**
 

**Math** 

Lesson:  

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.
 

Math Standards:  

3.MD.C.7.c  

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths and b+c is the sum a x b and a x cUse area models to represent the distributive property in mathematical reasoning.

3.OA.B.5

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.**

**HW Solutions**

 

**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
       
      * pdf Version of Convection in the Mantle
              Lecture Notes (Click here to see files for actual PowerPoint Version)
 
 
     
   
 
 

Due:

 
 **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.a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract from 5" as in 5 - y.

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.5

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

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 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.a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract from 5" as in 5 - y.

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.5

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

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 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.a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract from 5" as in 5 - y.

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.5

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

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 30th, 2018**
 

**Math** 

Lesson: 

LESSON 6

 

 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.a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract from 5" as in 5 - y.

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: "HW: U6-L6"
 
  *Please check your answers using the link provided below.
 
 
 
 

 

**Science** 

Periods 2 & 4
 
CW: Review & Correct: chapter 4, section 1 "Earth's Interior" and complete the Review worksheet
 
 
 

Due:

 
 **Monday, January 29th, 2018**
 

**Math** 

Lesson: 

LESSON 6

 

 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.a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract from 5" as in 5 - y.

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.
 
 

 

 

 
 
  *Please check your answers using the link provided below.
 
 
 
 

 

**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
 
 
 

Due:

 
 **Friday, January 26th, 2018**
 

**Math** 

Lesson: 

LESSON 5

 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

Reason about and solve one-variable equations and inequalities.

6.EE.B.5

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 

 

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