Welcome back to 6 th grade Math Mrs

Welcome back to 6 th grade Math Mrs. Sampson and Mrs. Smith Please locate your seat from yesterday.

What we will be doing today… • Completing the activator (ticket to go from yesterday) • Classroom behavior and expectations Your • 3 ACTS activity explo ratory class • Reviewing the PBIS rubric es wi ll be durin – Classroom lesson g per iod 1 and p eriod 2

Objectives • Today we will be able to practice what respect, responsibility and scholarship looks like in the classroom • So I can demonstrate the pillars of PBIS and what is expected of me as a student at RCMS • I will know I got it when I can complete my Ticket to go describing three things that I learned about being respectful, responsible and scholarly in the classroom, and when I can identify an expectation or routine of Mrs. Sampson’s class.

Positive Expectations Classroom Voice Levels 0 -2 Hallway Voice Level 0 -1 Cafeteria Voice 0 -2 Bathroom/Locker Room Voice 0 -1 School Bus Voice Level 0 -1 Arrival/Dismissal Voice Level 1 -3 Respect *Quiet Stage Area Only (0)* We listen to teachers and peers We have positive and respectful conversations We use kind words and actions We walk on the right calmly We follow expectations and routines We keep a safe space between others We leave the room clean and organized We use kind words and actions We leave the We follow bathroom cafeteria/table clean and procedures organized (Go, Flush, Wash, Leave) Responsibility Scholarship We follow locker room procedures (Go, Change, Lock, Leave) We report any bathroom/locker room concerns to an adult We pick up what we see on the We leave the cafeteria floor clean and organized We help keep the bathroom/ locker room clean and organized We are prepared with academic materials needed to be We leave the hallway clean successful and organized We stay seated when talking with friends We leave the classroom clean and organized We have a pass at all times excluding school transitions We pay for all items in the cafeteria We follow classroom expectations and routines We use designated hallways during non-transitional time We leave the cafeteria in an orderly line on the We use designated right bathrooms/locker rooms We are prepared: (pencil, agenda homework, etc. ) We use lockers during designated times: Go, Use, Lock, Leave We arrive on time We move with purpose to arrive on time. Quick and on route We participate actively We are prepared with academic materials needed to be We use designated hallways successful during non-transitional times We give 100% attention to classroom tasks/activity We ask questions (when we need help) We move with a purpose to get where we are going efficiently We follow directions We use kind words and actions We actively participate with our groups and share roles We arrive on time We use kind words and actions We listen to bus driver We motivate others to follow expectations We keep bodies and property in the bus at all times We use kind words and actions We stay seated on the bus We enter and exit the bus quickly and safely We report immediately to our destination: bus, after-school help, sports/clubs, after school programs We report any bathroom concerns to an adult We report bullying to an adult We leave in an orderly We get to and from the fashion to get to class on bathroom in a timely time manner We leave all areas clean and organized We follow directions We have all academic materials needed to be successful

Your Schedule (as a reminder)

A B C D E F Advisory Advisory 1 Math (110) Exploratory 2 Science (109) Exploratory 3 Exploratory SS (112) Exploratory 4 SS (112) Science (109) (3 rd lunch) (1 st lunch) (2 nd lunch) 5 ELA (111) ELA (111) 6 Exploratory Math (110) Advisory lunch SS (112)

Activator • Please complete the classroom PBIS expectations from yesterday. • When you finish, please write down your homework in your agenda.

• The start of school is an exciting time for students, parents, teachers, and all members of the school community. Before we get started, let me express how thrilled I am to have you in my class for 6 th grade. • This is a learning environment, so we will question, think, and discover. If you don’t understand something, ASK! If you are still having difficulty, don’t be shy to ask again! Everyone is expected to be on time and prepared.

A little about me… • I have been a math teacher here at RCMS; this is my 10 th year. • I have taught 3 years of 7 th and 8 th grade math, 3 years of 7 th grade math and this is my 4 th year teaching 6 th grade math • My undergrad is from Stonehill College • I hold a Masters of Science in Mathematics Education • I have a 25 month old son, Garrett

And a little about me… • This is my 20 th year teaching in Randolph. • I taught for 13 yrs at the Lyons Elementary School and this is my 7 th year teaching grade 6 at RCMS. • I was born and raised in Randolph and am a proud graduate of RHS! • I have a bachelor’s degree and a master’s degree from UMass Boston and a CAGS in Mathematics from Lesley University. • Outside of school, I have a husband two little girls. Carly is 9 and just started 4 th grade, and Celia is 7 and is in grade 2.

Contact Info • I check my email several times a day (sampsonl@randolph. k 12. ma. us) (smiths@randolph. k 12. ma. us) and will respond as soon as possible upon receipt of a question, concern, or comment. • My phone number at the school is 781 -961 -6243, extension 110 (or x 106 for Ms. Smith). I prefer to take calls when class is not in session, so the best times are before 7: 40 or after 2: 45. • Please also visit our class website: sampsonsquared. wordpress. com. I post the Power. Point presentation from the day’s lesson, I also post what the homework is for each night. Students can message me questions on the blog about the homework or that day’s lesson

www. sampsonsquared. wordpress. com

3 ACTS

ACT 2 a • What information would you like to know? • How strong is a single strand of hair? Since we need to determine the tinsel strength of your hair, how many pennies would a single strand of your hair support until it breaks? • Write down your estimate • Write down an estimate you know is too high? Too low?

ACT 2 a continued • The test: Take a single strand of hair and securely tape one end to a pencil. Wedge the pencil into the stack of books so that the pencil is sticking out and the hair is hanging down. Securely tape one penny onto the strand of hair and see if the hair can hold it. Keep taping pennies to the strand of hair until it breaks.

ACT 2 b • Now that you know how many pennies your hair will support what do you need to know to find out how many pieces of hair you need to support your body weight? • a penny weighs 2. 5 grams OR 0. 08 ounces • in case you forgot… 16 ounces in a pound AND approximately 456 grams in a pound

ACT 3 • Compare and share solution strategies. How appropriate was your estimate?

ACT 4 a • Can you find the rule that would determine how many hairs would be needed for a person of any weight? • Can you write it as an expression?

Homework • Team expectations due by 9/8/17 • Figure Me Out due by tomorrow • Class expectations due by 9/6/17