This week students use their knowledge of simplifying expressions, order of operations and properties of equality to calculate the solution of multi-step equations. Students will use tables to determine their answer and check to determine if their solution makes the equation true. Monday homework...Inequalities in the Real World
Tuesday - 4H - no math homework - study for CANADA TEST Wednesday - Classwork and Homework
Thursday - Students calculate missing angle measures by writing and solving equations.
Friday - (Part 1 of lesson - we will finish early next week) Students will identify independent and dependent variables and use them to write algebraic expressions for rel world-scenarios. The big ideas for this lesson are that many real-world scenarios involve 2 things changing—called VARIABLES—and that independent variables cause the change for dependent variables. We can develop a way to discern which is which by using “Does ______ depend on _________, or does ___________ depend on ____________ (the other way around)?” statements. This will help students understand the relationship between the variables. During the lesson, students will be guided through the process of identifying variables, making “ _____ depends on ______” statements to match scenarios, labeling independent and dependent variables, and last, writing a simple “rule” or expression to match the scenarios. This will create a strong foundation for graphing these relationships in future lessons/standards, and for using the expressions to substitute and solve real-life problems based on such scenarios. Vocabulary Variable: (prerequisite from earlier lessons) a letter or symbol that represents an unknown number. Independent Variable: the variable that is causing the change; sometimes called the “input”. Dependent Variable: the variable that is being changed by the independent variable; sometimes called the “output”. This variable DEPENDS ON the independent variable!
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This week, we are beginning Unit 6 - One-Step Equations and Inequalities I CAN statements: I can understand that solving an equation or inequality is like answering a question. I can use variables to represent numbers and write expressions when solving real-world problems. I can solve real-world and mathematical problems by writing and solving equations. I can write an inequality which has many solutions and represent these solutions on a number line (where x>c or x<c). I can use variables to represent two quantities in a real world problem and write an equation to express the quantities. I can use graphs and tables to show the relationship between dependent and independent variables. Standards: MCC6.EE.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. MCC6.EE.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. MCC.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form and for cases in which p, q and x are all non-negative rational numbers. MCC.6.EE.8 Write an inequality of the form have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative relationships between dependent and independent variables. MCC6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. This week: (EE.5, EE.6, EE.7) I can understand that solving an equation or inequality is like answering a question. I can use variables to represent numbers and write expressions when solving real-world problems. I can solve real-world and mathematical problems by writing and solving equations. Tuesday (reduced time due to CRCT testing):
Wednesday:
Thursday: Students will explain what the equality and inequality symbols including =, <, >, ≤, and ≥ stand for. They determine if a number sentence is true or false based on the given symbol.
Friday: Students practice what we have worked on all week with a cut/paste activity. Then students will take a quiz on these standards.
http://www.superteachertools.com/jeopardy/usergames/Apr201117/game1303818497.php http://www.superteachertools.com/jeopardyx/jeopardy-review-game.php?gamefile=1294238937
It took almost an hour, but after lots of great conversations, one group emerged with all the cards in the correct order AND worked well together, including everyone, and working as a team to find the answers. CONGRATS to: Aasir, Joshua, and Charles! Before Spring Break, we started our last unit about CANADA! The students already have a good grasp of the different government and economic systems, so our study will focus mainly on Canada's geography and history. Below are the PPTs that I will and have used in class. Also, I have attached the graphic organizers for each PPT. The following shares the lovely physical features of Canada. I CAN locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains. Next, we explore the impact of location, climate, distribution of natural resources, and population distribution on Canada. I CAN describe how Canada’s location, climate, and natural resources have affected where people live. I CAN describe how Canada’s location, climate, and natural resources impact trade.
Next, we explore the environmental issues in Canada. I CAN explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.
Upon our return, we will explore the structure of Canada's national government. I CAN describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.
Even though we learned about the pros and cons of NAFTA when we were studying Latin America, we will revisit this document to discuss how how it affects Canada and its citizens. I CAN explain the functions of the North American Free Trade Agreement (NAFTA).
Finally, we will explore the impact of European contact on Canada. I CAN describe the influence of the French and the English on the language and religion of Canada. I CAN explain how Canada became an independent nation. I CAN describe Quebec’s independence movement.
These are the booklets that the students already received in their CRCT packet. However, in case you need another one, here they are. PLUS, I have included a
Enjoy! Email me with any questions! MISS YOU ALL!
Don't forget to scroll to the last page and see our 4-H winners! *Note - I did not submit this article...Khalil, I am sorry your name got misspelled! I am trying to get it fixed!
I was so excited in the fall to listen to and watch the students present their 7C's deck activities to the class. However, it was quite hard to fit everyone in at the last minute when 4 activities were due. Please, Please, Please work with your child to complete all 14 tasks WAY BEFORE the due date of April 18th. We highly recommend that you have your child complete the tasks related to the school focus each month. This month's focus is CREATIVITY!!!
Packets went home with maps and comprehension questions for all of the units studied (Latin America, Europe, Australia, and Canada). Don't worry about Canada...we will continue with Canada the week we return. We will also play many review games....Here are some extra resources.... Some activities on quia - http://www.quia.com/profiles/sbeck184 Activities
3 Monotheistic Religions Flashcards Games
Douglas County Summer Enrichment Program For GIFTED Students Entering Grades 4 - 8 Registration MUST be postmarked by APRIL 5th (see Registration Form Attached)
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April 2015
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