Parent/Teacher conferences will take place on Thursday, October 5th from 2:45 p.m. - 7:00 p.m. Please look for the link in our news section.

Here are the standards your child is currently working on with **Mrs. Dunn.**

Compute fluently with multi-digit numbers and find common factors and multiples.

CCSS.MATH.CONTENT.6.NS.B.2 - Fluently divide multi-digit numbers using the standard algorithm.

CCSS.MATH.CONTENT.6.NS.B.3 - Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

MP.1- Make sense of problems and persevere in solving them.

MP.2 -Reason abstractly and quantitatively.

MP.3- Construct viable arguments and critique the reasoning of others.

MP.4- Model with mathematics.

MP.5 -Use appropriate tools strategically.

MP.6- Attend to precision.

Analyze proportional relationships and use them to solve real-world and mathematical problems.

CCSS.MATH.CONTENT.7.RP.A.1

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.*For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour*.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

Recognize and represent proportional relationships between quantities.

CCSS.MATH.CONTENT.7.RP.A.2.A

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

CCSS.MATH.CONTENT.7.RP.A.2.B

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

CCSS.MATH.CONTENT.7.RP.A.2.C

Represent proportional relationships by equations.*For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn*.

Represent proportional relationships by equations.

CCSS.MATH.CONTENT.7.RP.A.2.D

Explain what a point (*x*, *y*) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, *r*) where r is the unit rate.

Explain what a point (

CCSS.MATH.CONTENT.7.RP.A.3

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

7.NS.3-Solve real-world and mathematical problems involving the four operations with rational numbers.

MP.1- Make sense of problems and persevere in solving them.

MP.2 -Reason abstractly and quantitatively.

MP.3- Construct viable arguments and critique the reasoning of others.

MP.4- Model with mathematics.

MP.5 -Use appropriate tools strategically.

MP.6- Attend to precision.

Know that there are numbers that are not rational, and approximate them by rational numbers.

CCSS.MATH.CONTENT.8.NS.A.1

Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

CCSS.MATH.CONTENT.8.NS.A.2

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2).*For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations*.

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2).

MP 1,3,4,6,7,8

MP.1- Make sense of problems and persevere in solving them.

MP.3- Construct viable arguments and critique the reasoning of others.

MP.4- Model with mathematics.

MP.6- Attend to precision.

MP.7- Look for and make use of structure.

MP.8 Look for and express regularity in repeated reasoning.

Here are the standards your child is working on with **Mrs. Christian Baker**

RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

We encourage conversations about these standards so you can monitor your child's progress and understanding more effectively. Should you have any questions, please select the staff icon (to the right) for access to teacher e mail.