Page 6
Terrier News
From Roaring to War with Mr. DesMarais
“The Jazz Age,” “the Roaring Twenties,” prohibition, “the
Great Depression” or “the Inter-War Period;” Whatever you
choose to call this period of time, the
month of February finds Mr. D’s
grade 8 Social Studies studying the
period of time between World War 1
and the onset of World War 2. Grade 8
will explore background information for
this time period as we begin to pursue
interest differentiated strands through
independent research projects. While
each student focuses on a different topic
in history, the class will learn and
practice common-core aligned skills to add to their academic
repertoire.
As the argumentative essay unit wraps up, Mr. D’s grade 8
Language arts classes will be focusing on the Common Core
literacy standard of narratives, CCSS.ELA-Literacy.W.8.3,
“Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences.” As we explore
independent study into the roaring twenties in social studies,
we will investigate a variety of fiction and non-fiction
narratives that depict the time period. We will explore and
analyze the writing of others and begin to craft our own pieces
in order to work towards developing effective descriptive
prose.
The eighth grade reading class has begun our literature circle
unit. In small groups students are currently reading Robert
Peck’s A Day No Pigs
Would Die, Scott
Westerfield’s Pretties,
William Golding’s
Lord of the Flies, and
Lois Lowry’s The
Giver. Each group has
been charged with
independently
managing new
vocabulary, facilitating discussions, and exploring thematic
connections among our readings this year. Students rotate
responsibility in literature circle groups while coming to group
consensus regarding how much time each week will be spent
on reading and discussion.
Making Math-Sense Of It All with Mrs. Farnsworth
This month, students have done poorly on their math fact quizzes.
Most are not mastering their fraction, percent, and decimal
equivalents. All studen ts should
be working on mastering these
math facts. Students need to
show that they know all of their
benchmark fractions written in
decimal and percent form. These
benchmark fractions include the
following fraction families:
tenths, fifths, fourths, and thirds.
Sixth graders must also learn the eighths family. An example of the
information students are required to know about benchmark fractions
is ¼ = .25 = 25%, with automaticity. Congratulations to the 10% of
the student population who have shown mastery of these math facts!
Keep up the outstanding effort!
Specifics for 5th grade math:
In February, we will focus on finishing our work with decimals
(ordering, comparing, rounding, adding, subtracting, multiplying, and
dividing) and reinforcing fraction concepts. The fraction concepts
that we need more work on includes representing fractions,
comparing fractions, and converting among mixed numbers and
improper fractions.
Specifics for 6th grade math:
In February, students will learn about our rational number system and
absolute value, least common multiples, and greatest common factors.
To become efficient with applying these concepts, students must have
knowledge of prime numbers with automaticity. If your child has
mastered their fraction, percent, and decimal equivalents, they should
work on mastering prime numbers from 0-100. There are some
entertaining online games that can help with this.
http://www.sheppardsoftware.com/mathgames/numbers/
fruit_shoot_prime.htm http://www.sheppardsoftware.com/
mathgames/monkeydrive/numbers/MDPrimeNumbers.htm
http://www.xpmath.com/forums/arcade.php?do=play&gameid=60
http://www.softschools.com/math/prime_numbers
All Mixed Up with Mr. Oakes
In the 7th grade mathematics course we have just finished a large unit on operations with fractions and
mixed numbers. We are starting to work with ratios and rates and are learning how to make
comparisons using unit rates. We will soon be moving on to proportions and will learn how to apply
these to real world scenarios. Further down the line we will be getting further into percents and learn
how this applies to tax, discounts, and interest.
In Algebra we just finished a lengthy unit on systems of equations. We have recently just begun work with polynomials and will
continue past that where they will start learning how to factor complex expressions. The students have been working very hard, while
they have been met with increasingly challenging material. Reflecting on what they have already done in these past few months they
should be proud of the progress they have all made.