Week of 2/2 - 2/6

Important Reminder:

• We will send home graded/completed work on Wednesdays. There will be a sheet for you to sign weekly showing that you have seen (and removed) all of their work. Forms from the office will also be included. Students have labeled the front pocket in their binder "Take Home".

Forest Hills Commons Service Experience

Thursday, January 29

Language Arts- Mrs. Phelps

Skills we are developing this week include:

Reading:

•  identify and explain how the author’s word choice and use of figurative language affect the text of The Adventures of Don Quixote

• make inferences about a character's personality based dialogue and actions

• summarize key events in a story

Writing:

• gain an understanding of a future writing project where students will express and defend their opinion on whether Don Quixote's actions are or are not justifiable

• identify the structure and parts of a persuasive essay

• respond to a prompt based on an excerpt from Don Quixote and write an opinion statement using supporting textual evidence

Grammar:

• pronoun/action verb agreement 

Morphology:

• suffix -ness meaning "the state or condition of being" ex: happiness, sadness, 

Homework: Vocab Quiz Friday

-scoundrel (n)

-vanquish (v)

-bestow (v)

-unrequited (adj)

-woe (n)

-scorn (n)

Math: Mrs. Bennett

Yellow Group:

We are beginning a new unit focused on numerical and algebraic expressions. Students will start by learning the basics of what an expression is and exploring the different ways multiplication can be represented (such as different multiplication symbols). As we move through the unit, students will practice writing numerical expressions to match real-world scenarios and evaluating expressions to find their value. This helps students connect math symbols to meaningful situations and strengthens their understanding of how numbers and operations work together.This work builds an important foundation for future algebra concepts by encouraging students to think flexibly, reason about operations, and clearly explain their mathematical thinking.

Blue Group:

In math, we are working on fraction equivalency using pattern blocks. Students are learning how different fractions can represent the same amount by physically trading pieces. For example, they can trade one trapezoid for three triangles, or recognize that one half is equivalent to three sixths. These trades help students see how fractions are made of like units and how quantities can be regrouped without changing their value.Using these concrete, visual models helps students build a strong understanding of fraction equivalence before moving into more abstract strategies. This foundation is especially important as we begin using multiplication and division to rewrite fractions with common denominators.

We are also applying this understanding to adding and subtracting fractions with unlike denominators. Pattern blocks allow students to clearly see why fractions must be rewritten with common denominators before they can be combined, making the process more meaningful and less procedural.

Homework: 2/2 - 2/6

-SS #51

-SS #52

-3 Reflex Sessions (Due Friday)

-SS Quiz Friday 

Social Studies: Mrs. Crush

We will be MAP Testing this week. 

Students are continuing their lessons Ancient India, focusing on the Indus Valley Civilization, which developed around 2500 BCE along the Indus River in present-day Pakistan. Students learned that much of what we know about this civilization comes from archaeology, since its written language has not yet been translated.

Students will also explore how the Indus Valley people met their needs through farming, raising animals, and using river resources. A major learning goal was understanding why the Indus Valley is known for its advanced city planning, including grid-like streets, strong flood protection, uniform bricks, running water, and some of the world’s earliest flush toilets.

Science: Mrs. Jackel

5th Grade Google Site Link