Update for 10/1

          Dear Parents,


          This week will be a busy one!  We are having our Classification test in science tomorrow and are beginning our Turn of the Century social studies unit.   Picture Day is Tuesday (uniforms).  Our Unit 1 math tests for 5.1 and 6.1 are Wednesday and we will be wrapping up our first unit in writing with student narrative final drafts on Thursday.  I hope your kiddos have been reviewing their study guides and the material I have been sending our through Remind texts.  Please let me know if you are having any trouble receiving the Remind texts!  Also, if you have not signed up for a Fall Conference yet, please select a day/time at the Sign Up Genius link I sent out last weekend through e-mail -
http://www.signupgenius.com/go/4090e4baaa822a02-mgs


       Thank you for all of your support!!


       Jenny M-G


           Our next units in math are over the following concepts and standards:


5.1 Math


I CAN solve problems by understand that like how numbers, the location of a digits in decimal numbers determines the value of a digit.
I CAN understand that rounding decimals should be "sensible" for the context of the problem.
I CAN understand that decimal numbers can be represented with models.
I CAN understand that addition and subtraction with decimals are based on the fundamental concept of adding and subtracting the numbers in like position values.
MGSE5NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.


MGSE5.NBT.3 Read, write, and compare decimals to thousandths.


a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 x (1/100) + 2  (1/1000).

b.
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.


MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
 


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.

(This standard builds on the work from 4th grade.)


6.1 Math:
I CAN understand ratio concepts and use ratio reasoning to solve problems.


MGSE6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.


MGSE6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.


MGSE6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations.


MGSE6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
MGSE6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
MGSE6.RP.3c Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole.

MGSE6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54 cm, how many centimeters are in 6 inches?