1/29 Weekly Email

Team Sterling Weekly Email

T2 Progress Reports

Good afternoon Milton Middle School Families,

Progress reports were hand delivered to students this afternoon. Please be on the lookout! If you have any questions, comments, or concerns, feel free to call or email teachers on the team.

Thank you! Mrs. Brown & Mrs. Smith

Sterling Summit Project

Hello Sterling Families,

We wanted to share with you the Personalized Learning Project that students will be working on during the next few months.  For one hour each week on Thursdays, students will work on a project of their own creation.  We will call it our Sterling Summit Project.  

Enclosed is a copy of:

1) The project letter to families and grading rubric and 

2) Project Plan

Please review both documents.  Students have started the Project Plan this week and will need to return a completed plan by Thursday, February 1st to their advisory teacher.  There is a part on the Project Plan that asks for family input and we thought it was important to get your feedback on what the student is intending to do for their Summit Project.

If you have any questions or would like further information about the Summit Project, please do not hesitate to contact the teaching team.  We are excited to offer this type of learning for our students.  We hope students enjoy this opportunity as well!

math tasks

Grade 7
We have establishing rules for combining signed number and have established four.  Absolute value and the concept of distance with which value is bigger decides the sign of the number.  We are in Lesson 6 The Distance Between Two Rational Numbers.
Grade 8
Systems of Equations is the last section of our Linear Equations (Module 4 in Eureka).We are making connections between: stories, tables, graphs, and equations.  The currently have Warren Miller problem to be working on and this follows the patterns we examined earlier in the week about basketball scores.

math tasks

Grade 7
We have been creating rules for combining integers (whole numbers & their opposites) and rational numbers (fractions).  The absolute value keeps coming up in questions so are trying to figure out how it works with the rules.  We are at the end of Lesson 4 in Eureka Module 2 Rational Numbers
The standard is: 7.NS.A.1
Grade 8
We started working with systems of equations or two equations that are being looked at simultaneously.  Stories are helping us to see the connections between tables, graphs, and equations.  The systems of equations are plotted on the same co-ordinate plane.
The standards are: 8.EE.B.5, 8.EE.B.6

math tasks

Grade 7
Rational number, numbers that can be written as a fractions, and their placement on the number line are being used to explore movements representing the combinations of signed numbers.  We have defined absolute value and are still discovering what that mean in the context of the basic operations.
Lessons 1&2 have been done and include vocabulary words: absolute value, opposites, and additive inverse.

Grade 8
"Defining the Equation of a Line" is the focus of Lesson 23. There are many things we are reviewing in this lesson including graphs, tables,and the different forms equations can take.

math tasks

Grade 7
We have spent parts of several days reviewing and correcting the End-of-Module for Unit 1 Ratios and Proportional Relationships.  We have also been working with a hiker who moves on the number line as begin our new unit Rational Numbers.
The standard is: 7.NS.A1.

Grade 8
We have been exploring connections between tables, graphs, and equations. Today we finished an algebra quiz we started prior to break and will be starting the last section of Mod 4 Linear Relationships with work around simultaneous equations.
The standards for the new section are:8.EE.B.5,  8.EE.C.8

math tasks

Grade 7
    Corrections for the EOM Ratios and Proportional Relationships are underway. We will be working on them a little each day this week.  Corrections allow for student to raise their score to working.
     Rational numbers are the focus of our upcoming module.  We started prior to break  using number lines, spinners to designate where we start, how we face, and then how we move on the number line.  Students have a handout of 8 sets of actions for each they need: number line with start point labeled, arrow showing the move that is happening, and an endpoint, they also need to write an equation showing the direction of the move.These 8 number lines  are due tomorrow

Grade 8
We have been working with points, graphs, equations, and tables.  We started a quiz prior to break but struggled so we will be working with graphic organizers, naming points, finding slope in various ways, graphs of lines and writing equations for the rest of this week.  We will be finishing up this quiz in class. The two graphic organizers of point (2, 8) and ( -4, -4) and one for (-2,7) and (2,1) are due tomorrow.