## Seawell Grade 5 News

Here's the latest news from our classrooms for the week of May 8, 2017:

## Reading:

This week we continued our nonfiction unit. Students have been learning how to use their background knowledge to help them approach difficult text and understand complex material. To do this work, we have been practicing with our class read aloud *When Lunch Fights Back* as well as nonfiction text of students' choosing. We have learned to pay close attention to main ideas and evidence to support main ideas, use questioning to guide our thinking through text, and synthesize information across multiple texts. This is challenging work, and students have been doing a great job putting their skills to the test! Next week, we will continue our work with nonfiction and students will be diving in deep with their inquiry projects.

## ELA Test Prep:

This week we also began preparation for our upcoming EOG later this month. Every day this week, we have reviewed a test-taking strategy as well as an important concept from the year for students to practice. This week our focus was on fiction so we reminded students how to pay attention to characters, theme, and setting while reading because it helps better understand the author's purpose and the text as a whole. We also practiced using annotation, reading questions carefully, and marking evidence for our answers on EOG practice passages to help make sure we are showing all that we know when it comes to taking our Reading EOGs. Next week, we will review strategies for reading poetry and nonfiction passages. Only 2 weeks to go!

# Social Studies

**Week 22: Early Westward Expansion**

*Students became familiar with*:

• the opening of the fur trade along the Western frontier.

• the contributions of prominent mountain men, explorers and guides in mapping and settling unknown territories.

• the history behind the invention of the bowie knife, one of the mountain man’s most important and trusted tools.

• the background and meaning behind the term “mad as a hatter.”

• the quality of endurance that kept the early explorers going under difficult circumstances.

• the life of John Wesley Powell and his exploration of the Grand Canyon area.

• the importance of choosing wisely when deciding which supplies to bring on a journey.

**Week 23: Westward Ho!**

*Students learned*:

• how real pioneer children viewed the journey west by reading some of their actual journal entries.

• about pioneer life on a Westward trail, and they discovered many of the hardships pioneers faced, including severe weather, accidents, disease and lack of clean water.

• how pioneers developed stamina to help them meet the challenge of walking 10-15 miles a day over rough trails in all kinds of weather, and while facing other various hardships.

• that nearly 500,000 people journeyed west between 1840 and 1866, with nearly 10 percent dying before reaching their destinations.

• how William Clayton invented the roadometer, which helped pioneers keep track of the miles they traveled each day without them having to count wagon wheel revolutions.

• how Brigham Young, leader of the Mormon Church, brought 60,000-70,000 pioneers across the plains to the Salt Lake Valley, earning him the nickname “American Moses.”

• how to use a map of the United States to answer questions about the four main Westward trails, including their length, starting points, ending points, etc.

# Math:

This week, students are finishing up:** **

**UNIT 13: Problem Solving on a Coordinate Plane**

Graph points on the coordinate plane to solve real-world and mathematical problems.

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and* y*-coordinate).

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Analyze patterns and relationships.

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. *For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so*.

*Students Will Know:*

-Given a rule, one can generate and extend numerical patterns

-Given a set of numerical data that follows a pattern, one can generate a rule and use the rule to extend the pattern

-Patterns provide insights into relationships between corresponding terms

*Students will be skilled at*:

-Generating two numerical patterns using two given rules

-Describing the relationships between two numerical patterns

-Constructing a table to form ordered pairs or identifying ordered pairs within tables

**Lesson Essential Question **How are patterns recognized and extended?

**Key Vocabulary **numerical** **pattern, rule, corresponding, term, relationship, input/output

**Upcoming Events**

**Friday, Math 12th:** *Poe Center Presentation*: Puberty & Reproduction

**Friday, May 19th:** 5th Grade Field Day

*http://www.signupgenius.com/go/10c0949a9af2ca6f58-grade8*

*We are looking for parent volunteers for the grade 5 field day. The more the merrier so come help us set up, coordinate and breakdown a variety of activities that will be held at the Chapel Hill High School Track on Friday May 19th. Set up will begin at 7:30 at the CHHS track facility. Students will begin walking over to CHHS at 8:30 am with activities starting upon arrival, concluding at approximately 10:45 am. Students will return to Seawell in time for their normal lunch. Also, we intend to provide water, frozen Capri Sun and popcorn for the participants. All breakdown should be complete by 11:30. Thanks so much for your support as we work to provide quality positive experiences with physical activity to our students.*

**Monday, May 22nd:** *Sound to Sea Field Trip* (Brunson, Higginbotham, Phillips)

**Tuesday, May 23rd:** *Sound to Sea Field Trip* (Becton, Halpert, Sidenstricker)

**Friday, May 26th:** End-of-Grade Test: **Reading**

**Monday, May 29th:** Memorial Day Holiday: No School

**Tuesday, May 30th:** End-of-Grade Test: **Math**

**Friday, June 2nd:** End-of-Grade Test: **Science**

Photo Link: