We've been diving into number sense in math class, reviewing order of operations and learning about properties of multiplication (associative, commutative, distributive). We've been focusing on how to write equivalent expressions using the distributive property. Students have been simplifying expressions with exponents and fraction bars. 

Earlier this week, students completed a vertical whiteboard task, in which they had to choose 1 out of 4 expressions which were not equivalent to the other 3. Groups that finished early were given a challenge task- similar to the original, but with variables! An example of the task is posted to the right- can you can figure out which expressions don't belong?!

During the first full week of our reading unit, Deep Study of Character, our focus has been on the traits of our characters - both positive and negative. Next week, we will elevate our work by analyzing the role setting plays in the narratives, along with identifying motifs. The big finale... THEMATIC STATEMENTS. 

Dinner Table Questions to ask your 6th grader:

• Are you 1/3 of the way done with your book? 

• What did you write down as your LEAST likable trait during the writing warm up? (great material for a fam conversation)

The Zero Waste Challenge is over at midnight on Halloween! On Friday, students will take out their garbage, sort it, take a photo, upload the photo onto the Zero Waste Challenge, Part 2, then discard plastic appropriately. Note, that most plastic is trash unless it says #1 or #2. The number on the bottom is a plastic resin identification code and not a recycling symbol. Most places only accept #1s and #2s. Everything else should be thrown in the trash. The Zero Waste Project is due on November 7th. Human Impact (HI-1) is the the standard this project addresses. Through their reflection in Part 3 they are identifying the impact of plastic on the environment and in Parts 4 & 5 they are designing solutions. It is a fairly open ended project where they decide how they want to reduce plastic waste and increase awareness about the issue.

Additionally, students are working on their Energy Transfer (ET) Big Aha! The Big Aha! Pages, pp. 12-13, are where they will demonstrate their understanding of the science content standards for the unit. They are being asked to explain their understanding of the standards, which are:

• ET1 - Explain changes in particle motion when thermal energy is changed 

• ET2 -  Explain how to minimize or maximize energy transfer

Please ask your child to show you pp. 12-13 and have them explain. Then sign on p. 10 then you discussed it with them.

This week we wrapped up the study of hominids and our first major project, Who Would Win?.  Students reviewed and reflected on their learning by self assessing their progress toward standards, giving feedback about working with their partner, watching multiple projects from the grade and reflecting on projects that were similar, different, and interesting.  You can check the project out here.

We are beginning the Paleolithic Age and the Agricultural Revolution.  Our focus will be determining the cause and effect of choices made during this time period.

PE - MR Rembrandt   We are moving into our Track and Field unit, and all the students will have the chance to try High jump, Shot Put, Long Jump, Sprints and a Team Relay. Students will have opportunities to practice each event and then have a chance to compete against their classmates. In addition, we will enjoy some whole class field games on the turf that give everyone an opportunity to try something new!