Friday, October 19th 2018

Periods 2 & 4  Math

Standard(s): 6.NS.6b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. 6.NS.6a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. Objective:  I will connect movement along a number line with the addition and subtraction of positive numbers and recognize opposites.   Agenda:  1. Think Now: (10 min) 2. CPM: Chapter 3.2.1             Problems                                 3- 89 (8 minutes)                                3 -90 (8 minutes)                                3 -91 (8 minutes)                                3 -92 (8 minutes) 3. Exit Ticket (10 minutes) 4. Homework: Spiral Review 1.8 due Wednesday

Announcements	Supplies Needed	Do Now
- Tutoring after school on Tuesdays from 3:30 to 5:30 - Homework due Wednesday. You MUST show your work!!!! No exceptions! - Donations NEEDED: Boxes of tissue & Pencils - Homework Quiz #2 on Wednesday!!!	-Pencil (no pens or                    mechanical pencils!!) -Math workbook turned to chapter 3.  -2 CPM textbooks (per group) turned to chapter 3.2.1 -1 whiteboard marker per group. -	Write Down the objective in your Math workbook in CHAPTER 3: Objective: I will connect movement along a number line with the addition and subtraction of positive numbers and recognize opposites.

- Deficiency Letter due Wednesday from Test # 

Thursday, October 18th 2018

6th Grade Integrated Science: Periods 1, 3 & 5

Standards: CCSS.MATH.CONTENT.6.RP.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.  CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. LS1.A: Structure and Function: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Objective: I will analyze data to help explain how: - Antibiotics reduce the number of helpful and harmful bacteria in the microbiome. - Living things with fewer-than-normal helpful bacteria in their guts can become infected more easily because there is more food and space available for harmful bacteria. Agenda: 1. Think Now: (10 min) 2. Review Homework: (10 min.) 3. Amplify Lesson: Microbiome:                                                        2.4 Analyzing Experiments with Mice                                                       - Warm Up                                                       - Analyzing an Experiment About the Microbiome                                                       - Reading about Bacteria                                                       - Applying a New Understanding about Patient 23 Extension Activity: Quizlet.live 3. Homework:   - Complete any missing Achieve3000 articles  - Last day to make up Defining Life Quiz Next Tuesday!

Announcements	Supplies Needed	Think Now
- Last day to make up Defining Life Quiz NEXT TUESDAY - Graded work needs to be passed back TODAY!	- Pencil - iPads/laptop - Password trackers  - Science notebook for Think -Now - Completed homework - 6th grade expectations    (Period 3)	What is your goal as a student researcher for the microbiome research institute?

Tuesday, October 16th 2018

Periods 2 & 4  Math

Standard(s): 6.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. Objective:  I will review my completed homework and use it as a resource to study from.  Agenda:  1. Think Now: (10 min) 2. Review Homework: 1.6, 1.5 & 1.7 3. Homework Reflection

Announcements	Supplies Needed	Think Now
- Tutoring after school NEXT Tuesdays from 3:30 to 5:30 - Homework due NEXT  Wednesday You MUST show your work!!!! No exceptions! - Donations NEEDED: Boxes of tissue - Chapter 2 Test TOMORROW How to find area How to find the perimeter How to find the GCF How to find the LCM 1 written response about area.  - Students will be able to make up Quiz #1 after the completion of parent signature. (NEXT Tuesday is the Last Tuesday)	- Pencil (no pens or                    mechanical pencils!!)  AND correction pen/marker - multiplication chart  (optional)	What are the common factors between the numbers 30 and 15?

Monday, October 15th 2018

6th Grade Integrated Science: Periods 1, 3 & 5

Standards: CCSS.MATH.CONTENT.6.RP.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.  CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. LS1.A: Structure and Function: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Objective: I will analyze data to help explain how: - Antibiotics reduce the number of helpful and harmful bacteria in the microbiome. - Living things with fewer-than-normal helpful bacteria in their guts can become infected more easily because there is more food and space available for harmful bacteria. Agenda: 1. Think Now: (10 min) 2. Amplify Lesson: Microbiome: 2.3: Investigating Antibiotics                                                                   -Evaluating Evidence About Antibiotics                                                       - Returning to Patient 23                                                       2.4 Analyzing Experiments with Mice                                                       - Warm Up                                                       - Analyzing an Experiment About the Microbiome 3. Homework:  - Homework Due Thursday & Complete any Achieve3000 articles  - Last day to make up Defining Life Quiz Next Tuesday!

Announcements	Supplies Needed	Think Now
- NO Tutoring this week because of Parent conferences. - Graded work needs to be passed back TODAY!	- Pencil - iPads/laptop - Password trackers  - Science notebook for Think -Now - 6th grade expectations    (Period 3)	Take notes on the video about the digestive system.

Tuesday, October 9th 2018

Periods 2 & 4  Math

Standard(s): 6.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. Objective:  I will use generic rectangles and factoring to apply the Distributive Property to multi-digit products. Agenda:  1. Think Now: (10 min) 2. CPM: Chapter 2.3.4             Problems                              2-80                            2-81                            2-82   3. Exit Ticket (10 minutes)

Announcements	Supplies Needed	Think Now
- Tutoring after school on Tuesdays from 3:30 to 5:30 - Homework tomorrow You MUST show your work!!!! No exceptions! - Donations NEEDED: Boxes of tissue - Chapter 2 Test Wednesday - Students will be able to make up Quiz #1 after the completion of parent signature.	- Pencil (no pens or                    mechanical pencils!!) - Math workbook - 2 CPM textbooks (per group) turned to chapter 2.3.4 - 1 whiteboard marker     (1 per group) - multiplication chart  (optional)	What are the common factors between the numbers 15 and 12?

6th Grade Integrated Science: Periods 1, 3 & 5

Standards: CCSS.MATH.CONTENT.6.RP.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.  CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. LS1.A: Structure and Function: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Objective: I will analyze data to help explain how: The human microbiome contains approximately 100 trillion microorganisms. Most of these are bacteria.  The human body provides an environment (food and space) for bacteria to survive. Agenda: 1. Think Now: (10 min) 2. Review science homework (15 min.)     - Shared reading and reviewing questions.     - Period 5 Complete Analogy chart 3. Amplify Lesson: Microbiome 2.2.2: Introducing Patient 23's Case Study                                                       2.2.3: Investigating Antibiotics 4. Homework: Turn in missing homework

Announcements	Supplies Needed	Think Now
- Tutoring Tuesday after               school from 3:30 to 5:30             P.M. - Graded work needs to be passed back TODAY!	- Pencil - iPads/laptop - Password trackers  - Science notebook for Think -Now - 6th grade expectations    (Period 3)	Write the following answer to this prompt in your science notebook on the NEXT available page. What are the advantages and disadvantages of antibiotics?

Friday, October 5th 2018

Periods 2 & 4  Math

Standard(s): 6.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. Objective:  I will define greatest common factor (GCF) and use it to find the dimensions of generic rectangles. I will use generic rectangles and factoring to apply the Distributive Property to multi-digit products. Agenda:  1. Think Now: (10 min) 2. CPM: Chapter 2.3.3             Problems                                 2- 71 (Period 4)                               2- 72 (Period 2 & 4)                               Exit Ticket (10 minutes) 3. CPM: Chapter 2.3.4             Problems                              2-80                            2-81                            2-82                              Exit Ticket (10 minutes)

Announcements	Supplies Needed	Think Now
- Tutoring after school on Tuesdays from 3:30 to 5:30 - Homework tomorrow You MUST show your work!!!! No exceptions! - Donations NEEDED: Boxes of tissue - Chapter 2 Test Wednesday - Students will be able to make up Quiz #1 after the completion of parent signature.	- Pencil (no pens or                    mechanical pencils!!) - Math workbook - 2 CPM textbooks (per group) turned to chapter 2.3.3 - 1 whiteboard marker     (1 per group) - multiplication chart  (optional)	What are the common factors between the numbers 18 and 12?