OUR 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." Learning Targets: I can use a variety of representations for ratios (pictures, illustrations, etc.). I can write a ratio in different forms – as a fraction (a/b), with a colon (a:b), and in word form (a to b I can use models and pictures to develop a ratio. 6.RP.A.2 – Understand the concept of a unit rate a/b associated with a ratio a:b with b not equal to 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." "We paid $75 for 15 hamburgers, which rate of $5 per hamburger." Learning Targets: I can explain the concept of unit rate. I can describe a ratio relationship using rate language. I can calculate unit rate when given certain quantities. 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. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot pairs of values on the coordinate plane. Use tables to compare ratios. Learning Targets: I can create a table by using equivalent fractions. I can find a missing value from a table of ratios. I can solve proportions using equivalent ratios (ex. by using simple proportions ½ = c/4). 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? Learning Targets: I can solve unit rate problems (including unit pricing and constant speeds) I can solve real-world problems using ratio and rate. Solve a unit rate problem by reasoning about tables of equivalent ratios, tape diagrams, double line diagrams, or equations. 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 Learning Targets: I can explain how ratio and percent are related. I can find a percent of a quantity as a rate per 100 using ratios. I can solve problems involving finding the whole given a part and the percent by reasoning about tables or equivalent ratios, tape diagrams, double line diagrams, and equations. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Learning Targets: I can convert units to solve real-world problems using multiplication and division in multiple ways (proportions, multiplication, division, and moving decimals). I can convert measurement units using ratio reasoning within customary units. Ratio and Rate Help What's a Ratio? A ratio expresses the relationship between 2 related amounts. For instance, in a recipe, the amount of each ingredient that you add is related to the amounts of the other ingredients used. If you're making bread that has 2 cups of flour and 1 cup of water, you could write this as the ratio 2:1 (2 to 1). This information is helpful if you wanted to double the recipe because you'd know that if you doubled the flour to 4 cups, you'd also need to double the water to 2 cups. Ratios are used in lots of other situations as well. For example, imagine that you're given a picture containing 2 triangles and 7 circles, and asked to write the ratio of triangles to circles. You'd simply count the number of each type of shape and write the ratio, which is 2:7. If you'd been asked to write the ratio of circles to triangles instead, it would be 7:2. It's important to note that ratios can also be written as fractions. For instance, 2:7 would be 2/7 and 7:2 would be 7/2. You'll see why this is critical in the next section. Understanding Unit Rates You can think of a unit rate as yet another way of expressing a ratio. To calculate a unit rate, write the ratio as a fraction, and then divide the top number by the bottom number. This will tell you how many of the units on top there are for each bottom unit. Let's use an example to make this a bit more concrete. Going back to the triangles and circles, recall that we said the ratio of triangles to circles was 2:7 or 2/7. To find the unit rate, solve 2 ÷ 7 to get a decimal that rounds to 0.3. This means there are about 0.3 triangles for every 1 circle. You can also reverse this by stating the unit rate in terms of the ratio of circles to squares (7:2 or 7/2). Since 7 ÷ 2 = 3.5, you can also say there are 3.5 circles for every 1 triangle. Unit rates are commonly used for situations that involve rates of speed. For instance, let's say you can ride your bike 20 miles every 2 hours, which can be represented by the ratio 20:2. To find the unit rate of speed in miles per hour (mph), write the ratio as a fraction and divide: 20/2 = 20 ÷ 2 = 10. This means that you're riding your bike at a speed of 10 mph if you cover 20 miles every 2 hours.
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This is an older picture from when I first set up my room. Since then we have added several names....I will post an updated picture....keep them coming!!!
To review the multiple intelligences learned this week, students first competed in a concentration game. Below the students are participating in a protocol called World Cafe. They loved it! Here is how it works: Purpose To discuss a topic or various topics, rotating the role of leadership and mixing up a group of people. Procedure 1. Form three groups of 3 or 4 and sit together at a table. 2. Each group selects a “leader.” 3. The leader’s role is to record the major points of the conversation that takes place at the table and to then summarize the conversation using the recorded notes…a bit later. 4. The group discusses the topic at hand until time is called. Groups can be discussing the same topic or related topics. 5. The leader stays put; the rest of the group rotates to the next table. 6. The leader (the one who didn’t move) presents a summary of the conversation recorded from the former group to the new group. 7. Each table selects a new leader. 8. Again, the new leader’s role is to record the major points of the conversation that takes place at the table and to then summarize the conversation using the recorded notes…a bit later. 9. The group discusses the topic at hand until time is called. 10.Repeat the process, ideally until all participants have had a chance to lead. I was so impressed with how well they did! We had some great conversations and everyone was able to participate and have their voice heard! What is intelligence? Psychologists have theorized about the nature of intelligence for hundreds of years, and until recently it was considered to be a one-dimensional, fixed quality. You were intelligent or you weren't, and by taking Alfred Binet's Intelligence Quotient (IQ) test, you could easily determine the magic number that defined your own level of intelligence. Fortunately, about 40 years ago Dr. Howard Gardner challenged this view of intelligence, and in 1983 he published his ground-breaking book, Frames of Mind, in which he proposed an entirely new way of looking at intelligence. Gardner proposed that humans are intelligent in many different ways, and each type of intelligence is correlated to a specific area of the brain and corresponds with certain personal skills and preferences. He explored many possibilities for the different types of intelligences, and after many years of research and study, he settled on eight multiple intelligences: Verbal-Linguistic Visual-Spatial Mathematical-Logical Musical-Rhythmic Bodily-Kinesthetic Naturalist Interpersonal Intrapersonal Educators quickly embraced his ideas and began to search for practical applications in the classroom. Teachers have always intuitively known that kids learn in different ways, and Gardner's Multiple Intelligence (MI) Theory supported their own classroom observations and experiences. Traditionally, schools have been designed for students who are mathematical and linguistic, while students who were artistic, musical, or kinesthetic learners were out of luck. Fortunately, educators now recognize that there are many paths to understanding, and students learn best when they are able to engage in activities that involve their strengths. So how will I take this information and apply it to our classrooms? I have found that teaching my students about MI theory will enable them to understand their own learning preferences. When students are able to identify their own strengths and needs, they can take responsibility for their learning. In addition, understanding that people are smart in many ways can also lead to a greater appreciation of different points of view. We naturally tend to think that others learn and process new information in the same way that we do, and it's important to understand that people think differently, and that's okay. Please ask your child about their two strengths. When studying with your child this year, try to incorporate their MI into your study session. Here are some pictures of the posters students made describing each intelligence. Then students took a SILENT Gallery Walk to add to others' posters. On Friday, the leaders from 4-H visited Brighten's 6th and 7th graders to get them excited about their program this year! The lessons in sixth grade will focus on character education (our 7 C's). All 4-H classes will be held during the school day in my class (once a month). Our first meeting will be held on September 9th. At this time students will run for office. I have the forms to give out next week. Students who are interested in running for an office need to have the form signed by me, their parents, and 6 students. Additionally, each needs to prepare a 30-second speech explaining why we should vote for him/her. What is Georgia 4-H? Georgia 4-H, a partner in public education, is youth and adults learning, growing, and working together to experience and accomplish the extraordinary Vision A world in which youth & adults learn, grow and work together as catalysts for positive change Mission to assist youth in acquiring knowledge, developing life skills and forming attitudes that will enable them to become self-directing, productive and contributing citizens Core Values Agriulture Citizenship Communication Environment Family & Consumer Sciences Leadership Objectives Throughout of first week, the students completed many activities to get to know each other and to describe themselves. What a fabulous week here at the new Prestley Mill location! We are learning our way around and discovering so many new things! Lunch has been FABULOUS and so fresh! I am very impressed! Please email me if you have ANY QUESTIONS, CONCERNS, OR COMPLIMENTS!
The sixth graders are the only students that will regularly go up and down the stairs several times a day. We have been practicing the safest way to do this. Each child is to hold the railing with their right hand (just in case they slip) and walk slowly up or down the stairs - no running or skipping stairs. Please discuss this with your child. Thanks for being so patient in the car rider line...SAFETY is our #1 priority! Please know that many of the helpers in the parking lot are parents just like you and they are volunteering to help ensure the safety of all of the children. We are improving daily and are always looking for ways to speed things up! However, we will never compromise safety for speed! Here are some things I am seeing: *Please make sure and always pull around the front entrance all the way to the end of the sidewalk-even if you see your student standing right in front of you. This allows us, in the afternoon, to load about 15 cars at a time! Because of the double line of traffic, we are NOT allowing any cars to go until all of those 15 are loaded. Again, to ensure the safety of our students. *Please pick up your middle schooler FIRST. We have limited staff here and all of us have duty everyday. This helps us to get back to our classrooms a bit sooner so we can get set up for the next day. Plus, this line is faster than the primary line and, if you are going to both, it will help you get through the primary one sooner too! *Only unload on the sidewalk side (passenger side) in the morning. Again, this is a safety issue. *Make sure your child is READY TO DEPART as soon as you stop in the morning. Any delay can trickle back and delay many others behind you too! *As much as we enjoy seeing you, this is not a conference time or time to ask questions. We have to keep aware of everything that is going on and where every child is walking. Our focus HAS to stay on the children. You can always contact the teachers by email when you get to your destination. Below are the direction sheets for lunch registration. We encourage you to register your student(s). Once you log into www.slalunch.com, it will walk you through the process step by step.
The Open House for our students in 6-8 grade will be
Tuesday (8.5.14) from 4:30-6:00 pm at the Prestley Mill Campus. Please feel free to bring your child's supplies to Open House. Our school vendor, SLA, will be available at the elementary and middle school meetings. Please be sure to visit with them so you can learn more about the program and sign your child up for a lunch account. School lunches will be $3.00 and breakfast will be $1.50. Lunch and breakfast will be served at both campuses. We do participate in the National School Lunch Program, and we offer free and reduced priced lunches to eligible students. We will also have our representatives from our after school program (ASP) available. If you plan on utilizing this program, please be sure to register your child. Our PTO will be available to answer any questions you may have about getting involved in our school community, and they will be registering members for the school year. Our uniform exchange program, Clothes Closet, will be available, too! Finally, we will have a table set up at Open House selling agendas! Help your student stay organized from Day 1! Agendas are $8.00. Please try to bring exact change or a check. THANK YOU! |
Mrs. Beck's Math and Social Studies ClassesCategoriesArchives
April 2015
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