Mr. Conte's Grade 6 Class: Monday, October 7th

Good afternoon everyone!

I hope everyone had a fantastic weekend.

A few quick reminders:

· Tomorrow is a Day 1.

· 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 Language – We started the day by sitting in our literature circle groups and had a discussion about chapter ten. Every day I will be sitting down with a different group to hear these discussions. A reminder of the roles:

1. The discussion director comes up with insightful questions that will fuel discussion in the group.

2. The literary luminary chooses important passages for the group to read and discuss.

3. The connector makes connections between their own lives and the book (i.e. movies, other books they’ve read, real events, the current UOI, etc.)

4. The illustrator/mapper creates an illustration (i.e. comic, picture, mind map, etc.) based on what they felt during the chapter for the group to discuss.

5. The word wizard chooses 3 words that were interesting or new for everyone to discuss as a group.

After this, we started an inquiry into limericks. Limericks are a five-line poem with the rhyme scheme AABBA. Lines 1, 2, and 5 rhyme and are usually 8-9 syllables. Lines 3 & 4 rhyme and are usually 5-6 syllables. Limericks are very quick and usually tell a short humorous story or joke. We composed one of our own! Students will be working on a limerick of their own over the next few days.

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).

Inquiry into Energy – After gym, students began 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.

Presentations will happen this Wednesday and Thursday.

After our afternoon snack, we discussed International Day. Students were placed in pairs and assigned a topic, which they will research for Thursday. Each pair will have trifold board that they will display their information on. Students must work with their partner (I recommended trading emails) so they can complete research for International Day. Here are the pairs:

· Joshua & Marcus – Music, Dance, & Art

· Adn & Karina – Food

· Jashina & Sophia – Imports & Exports

· Ahil & Karthik – Laws & Government

· Dhairya & Gokul – Sports & Games

· Rajan & Krina – Customs, Festivals, & Traditions

· Hassan & Daniel – Architecture, Attractions, & Famous Places

· Clothing – Jaya & Caitlyn

Inquiry into Math – Today, we started by reviewing yesterday’s homework and reviewing what we learned Friday in class.

To review:

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.

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.

We did a few examples as a class as well.

Today, we started looking at 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.