Cluster 3 Math with Mr. Casciano - January
Hello Cluster 3 Families,
As February comes to a close, we look back at all the negative number work we did this unit. We worked on all four operations with integers, reviewed fraction and decimal work, worked with central tendency of data sets and began working with 1-step equations. Next up, Algebra!
In our next unit, students extend what they learned about solving one-step equations to solve equations of the form `px+q=r` and `p(x+q)=r`, and equations that include expanding, factoring, or adding terms. Students also solve inequalities and graph their solutions on a number line.
Section 1: Equations and Tape Diagrams (Lessons 1–4)
Students use tape diagrams to represent equations and situations in context and to determine unknown values. This builds on students’ work with tape diagrams in Grade 7, Unit 4 and with determining unknown values in equations in Grade 7, Unit 5.
Lesson 1 builds on students’ understanding of proportional relationships from Unit 2 as they determine unknown values in the relationship between a shape and the number of toothpicks and tiles that border it. This lesson introduces students to relationships that are predictable but not proportional.
Lesson 2 invites students to use tape diagrams to make sense of the types of relationships from Lesson 1 and to determine unknown values in the context of smudged receipts.
Lesson 3 connects tape diagrams to equations of the form `px+q=r` and `p(x+q)=r` as students connect both of these representations to descriptions of situations in context.
Lesson 4 is an opportunity for students to put together everything they have learned in this section, focusing on the structure of situations, equations, and tape diagrams.
As always if you have any questions, please do not hesitate to reach out.
Progress and Grading:
25% Practice: Homework and Classwork
75% Assessment: Quizzes, Tests and Projects
All tests/quizzes/projects/homework can be made up to 80%.
Power School will be updated live every week.
Learning Targets:
- I can explain the basic teachings of Confucianism, Daoism, and Legalism.
- I can determine if Emperor Qin's projects were worth the cost.
In social studies, we continue our study of Ancient China by moving on to three governing philosophies from the time period: Confucianism, Daoism, and Legalism. Students will learn about the founders of these belief systems as well as their key ideas and teachings. We'll explore how these beliefs shaped ideas about governing in Ancient China and make comparisons to modern day governments. With this solid foundation, we'll explore one particular ruler: Emperor Qin Shi Huangdi, who ruled for a very short but impactful period of time in China. Students will ultimately decide whether his projects were worth the cost... with a chance to petition the emperor (in person!) for changes at the end of our unit.
Classes finished up a short writing unit on using description in story telling just before February break. We have just started our social issues book groups. Students have a bit more choice in their reading selections and will be working with a small group to tackle a book together. All books delve into modern societal issues and we hope students will find meaning and connections to their own lives and practice empathy as we read about some tough subjects over the next few weeks.
Weekly reading, notes and questions will help students have some ways to participate in group discussions about their novels. Students are expected to stay on track with their groups and follow their reading calendars. Weekly assignments will be collected for assessment by the teacher. This is a 3 1/2 week unit and book projects will follow.
Standards:
CCSS.ELA-LITERACY.SL.7.1.A
I can participate in discussions more effectively by using examples and evidence from the text to help me reflect on the ideas in the discussion.
CCSS.ELA-LITERACY.SL.7.1.B
I can follow rules, set goals, track my progress, meet deadlines and carry out my assigned role in shared discussions with peers.
CCSS.ELA-LITERACY.SL.7.1.C
I can ask questions and comment about a topic to encourage others to respond and stay on topic during discussions.
CCSS.ELA-LITERACY.SL.7.1.D
I can consider other points of view that may change my own understanding during discussions with others.
CCSS.ELA-LITERACY.RI.7.3
I can explain and discuss how individuals, events and ideas
interact with each other in a text.
CCSS.ELA-LITERACY.RL.7.6
I can think and talk about how an author develops and contrasts
the points of view of the different characters or narrators in a text.
CCSS.ELA-LITERACY.RL.7.1
I can refer to the text to find several examples to support my
thoughts and inferences about a story.
SCIENCE with Ms. Smith
Science students have just completed their element “Superhero / Supervillain” projects on a specific element. The projects enabled students to research one particular element and then create a superhero or villain based on that element’s properties. The results are interesting, entertaining, and enlightening!
Now students are distinguishing between elements, compounds and mixtures to help them understand what a “pure” substance is in chemistry terms. Students use pictures, formulas and examples as they work through these distinctions. In addition, we will learn some basic chemical reactions and how to express these in chemical equations.
Chemistry Learning Targets:
1) Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.
2) Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).
3) Give basic examples of elements and compounds.
4) Differentiate between mixtures and pure substances.
5) Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample.
6) Differentiate between physical changes and chemical changes.
