Learning Previews - Grade 7 - November 2017

Learning Previews - Grade 7 - November 2017
Posted on 11/07/2017
Math: Mr. Devlin,

7th Grade Accelerated Math Pathways
Chapter 2: In this chapter, your student will learn about operations with rational numbers. Some of the skills your student will practice are:
  • Adding, subtracting, multiplying, and dividing integers
  • Finding the distance between two integers on a number line
  • Using the order of operations with integers
  • Adding, subtracting, multiplying, and dividing rational numbers in fraction or decimal form
  • Solving real-world problems using operations with integers, fractions, and decimals
  • Use square root and cube root symbols to represent solutions to equations
  • Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
  • Know and apply the properties of integer exponents to generate equivalent numerical expressions
7th Grade On Grade Level
Chapter 1: This chapter will extend understanding of the system of rational numbers to all real numbers. Students will explore the idea that between every pair of rational numbers, there is another rational number. A big idea is that real numbers are used to represent quantities, and can be located on an infinite number line. Students will need to draw number lines to scale with the correct interval. In this chapter, students will use long division to write fractions as decimals and explore terminating and repeating decimals. Ask your student to explain rational numbers to you.

7th Grade Science: Mr. Mahoney,

We have had a great continuation of our chemistry unit and are looking forward to the closing activities and labs which will wrap up our study of “How can I Make New Stuff from Old Stuff”. We have learned about elements and chemical reactions and will use this knowledge to see how substances behave when we make new substances. We will have our second common assessment which will culminate this particular unit. See if your student can explain to you how they know if a chemical reaction occurs.

Students conduct experiments in both open and closed systems, observing that no matter how substances interact, the total mass of the system does not change. Students use molecular models to explain what happens to the atoms and molecules so that the total mass of a system stays the same. In one of the final lab experiences in chemistry students will create their own polymer, a rubber substance, in which they determine consistency and thickness by changing amounts of the reactants. Students continue to search for current science happenings and sharing them with classmates every Friday and some of the current science new is directly related to the chemistry they have been studying. Ask your student what science happenings they are discovering in the news.

Social Studies: Ms. Motto,

This month students will be engaging in the amazing world of ancient West Africa! We will explore the many relevant cultural values through class lessons and reading and discussing folk tales from a compilation of short stories called, “The Cow Tail Switch.” Throughout this process students will be grappling with the essential question: What do we believe and why?

Additionally, students will create a pitch project directed at the Epcot Center in Disney World. Students will be tasked with convincing Epcot to add another exhibit in their park about an African country of the student’s choice. Ask your student how their project is going. In particular, ask them what important information about their country are they including in the exhibit and why!

ELA: Ms. Gonzalez,

In ELA, readers will explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. We will begin the novel A Long Walk to Water by Linda Sue Park. Readers will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. Your reader is expected to take at least four notes for every chapter (two from Nya’s story and two from Salva’s story). Essential questions we will consider are:
  • How do individuals survive in challenging environments?
  • How do culture, time, and place influence the development of identity?
  • How does reading from different texts about the same topic build our understanding?
Note: There is some violence in this novel. It is not gruesome, but anytime we read about violence in the world, we need to be extra thoughtful to make sure everyone feels safe. We will discuss strategies we might use to support safety during difficult reading (such as taking a break from reading, talking to an adult or friend about your thoughts, journaling, or writing a note to the teacher). Please ask your child in the coming weeks about these strategies and offer your support should your child ask for it. Readers are expected to take the book home and keep up with the reading schedule.