6th Grade Math – Mrs. VonVeldt and Mrs. Evans
We begin the new year with a plunge into our study of percentages, which is covered in Chapter 5. Percents are a special way to write a rate that compares a number to 100 as is indicated by its name (per cent = per 100). We will learn how to convert between percents, decimals and fractions. We will take the percent of a number, recognizing that when we hear “of”, we can replace it with a multiplication sign. Here is a comparison between ratios (fractions), decimals and percents.
7th Grade Math – Mrs. Evans
In 7th grade math, we will begin the new year moving into a study of algebra. We will learn to simplify expressions by combining like terms, distributing and factoring. We will then establish an approach to solving simple (one-step) equations in which we will UNDO step by step. When solving equations, we will be keeping the equations balanced by making sure we do the same thing to both sides of the equation. Here is an illustration showing which terms are “like” and which terms are “not “unlike”. You can only combine like terms.
We solve equations by undoing what has been done to the variable while keeping the equation balanced.
8th Grade Math – Mrs. Evans
We begin our new year by moving into the study of geometry. This week we will learn new vocabulary involving angles and their relationship to each other. We will use the relationships to determine missing measures. We will investigate intersected lines, transversals and triangles. Here are some illustrations to help you and your students visualize these angles.
Algebra – Mrs. VonFeldt
Chapter 5 is all about solving inequalities. In the next few weeks, we will take all the concepts we have covered this year and apply them to inequalities, starting with one variable inequalities. You use the same rules to solve an inequality as an equation with one exception: when you multiply or divide by a negative number, you must reverse the inequality symbol. We will be graphing solutions on a number line and consider the difference between the boundary point being part of the solution or not part of the solution. See the image below that uses an open dot for greater than (boundary point is not a solution) and a closed dot for less than or equal to (boundary point is a solution).