Mr. Conte's Grade 6 Class: Wednesday, October 9th

Good afternoon everyone!

I hope everyone is having a fantastic week so far.

A few quick reminders:

· Tomorrow is a Day 3.

· For anyone who ordered Hot Lunch, payments were due Wednesday, October 2^nd, 2019.

· Aftercare invoices for the month of September have come out and are due on the Tuesday, October 15^th, 2019. Any questions can be directed to Ms. Chiappetta at echiappetta@stjudesacademy.com

· Casual day forms were sent home last week and should be sent back signed with $20 for anyone participating.

Inquiry into Energy – This morning, students began by working on their summative tasks. There are two choices for this summative.

Students must research a type of generating station. Then, in a 3-minute concise presentation, they must make a recommendation to the city of Mississauga explaining if they recommend this type of energy station to be built in the city.

The second option is students will research uranium uses around the world and make recommendations to the Canadian government on who we should trade our uranium with.

By the end of today, students will have completed their presentations and should have rehearsed with their partner before tomorrow. Presentations will happen on tomorrow.

Here is a reminder of how you cite a website using MLA format:

Last name, First name. “Title.” Publisher. Date of publication. Website. Date Accessed.

French – Right after this, we had French with Mme. Stella, which you can read about on her blog (https://stjudesfrench-stella.blogspot.com).

Gym – After recess and lunch, the students had gym with Mr. Orr, which you can read about on his blog (http://tysonorr.blogspot.com).

Science Fair – After gym, students continued working on their cars. Students are encouraged to take photos of their cars to bring home to show their parents (who are able to give them advice). We are hoping to move into the testing phase by next week.

Inquiry into Math – Today, we started by completing yesterday’s homework (question 5 required the textbook). Here is a quick review of what we’ve done so far in this unit…

Lesson 2.1 – What is a Ratio?

A ratio is mathematically used to compare two things. For example, if I have 3 blue counters, 4 green counters, and 5 red counters, I have a total of 12 counters.

I can write a ratio comparing a part of my total to the whole number. This is called a part-to-whole ratio. For example, I have a ratio of 5:12 (this is the ratio of red counters to the total number of counters).

I can write a ratio comparting a part of my total to another part. This is called a part-to-part ratio. For example, I have ratio of 3:5 (this is the ratio of blue counters to red counters).

We use ratios all the time when we do recipes for example. They are very practical in the real world!

Lesson 2.2 – Equivalent Ratios

An equivalent ratio is when you multiply or divide the terms of a ratio by the same number. For example, let’s say we have 4 squares and 3 triangles. The ratio of squares to triangles is 4:3. But what if the ratio is 4:3 but I have 6 triangles? Since 3 x 2 = 6, I must multiply 4 by 2 as well to ensure my ratio is equal. Since 4 x 2 is 8, the new ratio is 8:6.

A ratio is mathematically used to compare two things. For example, if I have 3 blue counters, 4 green counters, and 5 red counters, I have a total of 12 counters.

Lesson 2.3 – Comparing Ratios

To compare ratios (just like comparing measurements), we must ensure that either both first numbers or both second numbers are the same. To do this, we write an equivalent ratio to the ones we are given.

Let’s say we have two pizzas. The first has 6 slices and 20 pieces of pepperoni. The second has 8 slices and 22 pieces of pepperoni. Which one has more pepperoni per slice?

We find the LCM of 6 & 8, which is 24.

Pizza #1 – 6:20 à x 4 à 24:80

Pizza #2 – 8:22 à x 3 à 24:66

We wrote two equivalent ratios with 24 slices of pizza. Since pizza 1 has 80 pieces of pepperoni for every 24 slices and pizza 2 has only 66, we know that pizza 1 has more pepperoni per slice.

Today, we started looking at how we apply ratios. First, we had to start reviewing how we convert measurements first.

To review, when converting a smaller unit to a larger unit, you divide. When converting a larger unit to a smaller unit, you multiply. Here are our conversions:

· mm à cm – move one decimal place left (divide by 10)

· cm à m – move two decimal places left (divide by 100)

· m à km – move three decimal places left (divide by 1000)

· km à m – move three decimal places right (multiply by 1000)

· m à cm – move two decimal places right (multiply by 100)

· cm à mm – move one decimal place right (multiply by 10)

Just like comparing ratios, we cannot properly apply ratios unless our units are the same. For example, if you are looking at a map scale, you can’t write that the scale is 1:5 when 1 is measures in centimetres and 5 is measured in metres. First, you would convert 5 m into centimetres. 5m = 500 cm. Then, you could write the ratio of 1:500.

We looked at Gulliver’s Travels, a book where Gulliver (1.8 m tall) meets little people who are 15 cm tall and giants who are 18 m tall.

First, we write everything in the same units.

· Little people: 15 cm

· Gulliver: 1.8 m x 100 = 180 cm

· Giants 18 m x 100 = 1800 cm

Now, we can write these as equivalent ratios, and simplify them to determine the ratios of how tall each of these people are in comparison! For example, Gulliver:giants = 180:1800. When you divide by 180, you get a ratio of 1:10. Therefore, the giants are 10 times as tall as Gulliver!

You also use this for scales when drawing diagrams (such as a map or a house).

We are going to be continuing this lesson tomorrow, which is why there is no homework for math today.