Mr. Conte's Grade 6 Class: Tuesday, October 8th

Good afternoon everyone!

I hope everyone is having a fantastic week so far.

A few quick reminders:

· Tomorrow is a Day 2 (students will need their gym uniforms for gym).

· 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 eleven. 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.

Music – Then, we had music with Mr. Oliver, which you can read about on his blog (https://mrolivermusicclass.blogspot.com).

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

By the end of today, students will have completed their presentations and should have divided speaking parts and working on their cue cards. Presentations will happen on Thursday.

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.

Inquiry into Math – Today, we started by reviewing yesterday’s homework and then we completed the mid-unit review. To review, here is what we have done so far…

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.

I will be marking the mid-unit reviews and returning them tomorrow hopefully (latest Thursday). Our test is scheduled for Friday, October 18^th. This mid-unit review will give students an indication of how well they are understanding this unit and whether or not they require additional assistance (they can come to me and ask for help).