Dear Parents,
Today students who have earned 150 points are attending the PBIS hot cocoa & movie celebration from 12:30-1:30. Thank you for your donations!! We also are having our Alliance Theater supported digital movie presentations in the media center from 1:30 to 2:15. We hope you will be able to come!
Our holiday party is this Thursday - you should have gotten e-mails from our fabulous parent coordinators. Please let me know if you have any questions!
We are wrapping up our Unit 3 math units in both 5.1 and 6.1 math. In Science, we have begun our exploration of Constructive and Destructive forces such as erosion and weathering. In Social Studies, we are beginning our unit on World War II. This week students need to watch the Brain Pop video on World War II, then e-mail me the quiz. In Writing, students are finishing their persuasive essays.
Thank you for your support!
:) Jenny M-G
S5E1. Obtain, evaluate, and communicate information to identify surface features on the
Earth caused by constructive and/or destructive processes.
a. Construct an argument supported by scientific evidence to identify surface features
(examples could include deltas, sand dunes, mountains, volcanoes) as being caused by
constructive and/or destructive processes (examples could include deposition, weathering,
erosion, and impact of organisms).
b. Develop simple interactive models to collect data that illustrate how changes in surface
features are/were caused by constructive and/or destructive processes.
c. Ask questions to obtain information on how technology is used to limit and/or predict the
impact of constructive and destructive processes.
(Clarification statement: Examples could include seismological studies, flood forecasting
(GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
SS5H4 Explain America’s involvement in World War II.
a. Describe German aggression in Europe and Japanese aggression in Asia.
b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo
Jima, D-Day, VE and VJ Days, and the Holocaust.
c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and
Nagasaki.
d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
e. Describe the effects of rationing and the changing role of women and African Americans or
Blacks; include “Rosie the Riveter” and the Tuskegee Airmen.
f. Explain the role of Eleanor Roosevelt and the U.S. in the formation of the United Nations.
5.1 STANDARDS FOR MATHEMATICAL CONTENT
Understand the place value system.
MGSE5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a
number by powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote
powers of 10.
Perform operations with multi-digit whole numbers and with decimals to the hundredths.
MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.
6.1 STANDARDS FOR MATHEMATICAL CONTENT
Apply and extend previous understandings of arithmetic to algebraic expressions.
MGSE6.EE.1 Write and evaluate expressions involving whole-number exponents.
MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing
for numbers. For example, express the calculation “Subtract y from 5” as 5-y.
MGSE6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product,
factor, quotient, coefficient); view one or more parts of an expression as a single entity. For
example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a
single entity and a sum of two terms.
MGSE6.EE.2c 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 to find the volume and surface area of a cube with sides of length 𝑠 = 1
2
.
parentheses to specify a particular order (Order of Operations). For example, use the formulas
𝑉 = 𝑠3 and 𝐴 = 6𝑠2 to find the volume and surface area of a cube with sides of length 𝑠 = 1
2
.
MGSE6.EE.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 24x + 18y to produce the
equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the
equivalent expression 3y.
MGSE6.EE.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 and 3y are equivalent because they name the same number regardless of
which number y stands for.
MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the
common factors of two whole numbers less than or equal to 100.
a. Find the greatest common factor of 2 whole numbers and use the distributive property to
express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of
two whole numbers with no common factors. (GCF) Example: 36 + 8 = 4(9 + 2)
b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve
real-world problems.
