January/February 2012

Dear Parent,

While we have just past the mid-point of the school year, we are beginning the process of planning for the next.  What this involves is communication between Lane and JGMS and JGMS and BHS about timelines, coursework, scheduling and, most importantly, student needs.  Because our schedule allows students to select “choice” classes, which many of you may know as “electives,” we need to begin the collecting data on which courses students select, beginning in March. Again, this year, we will be collecting this data electronically. On March 6^th instructions for course sign up will be posted on the school website. Please email Ken Lord, IT Director, if you do not have your Aspen username and password. What follows is a timeline of the process we will follow so that we will have a completed schedule by early to mid- summer.

The following dates have been set for JGMS course selections and the scheduling process:

Part of the course selection process involves teachers recommending levels for math and English classes at grades 7 and 8.  Please know that teachers make course placement recommendations based upon their knowledge of the student’s achievement, academic strength and motivation.  Should you have any questions about a recommendation, please contact your child’s current teacher in that subject area. Should you choose to override the teacher recommendation, in order to place your son/daughter into a different math or English class, please send a letter to the math or English Curriculum Coordinator stating the educational reason(s) for changing your child’s placement by March 21, 2012.

To this end, it is important the leveling criteria is included in this section so that you may see the distinctions between the levels:

7th Grade Math

Students in 7th grade mathematics focus on improving problem solving skills as well as working on their ability to explain and perform mathematical operations. This course is for students who are working at grade level in mathematics. The curriculum is problem-centered, and important mathematical concepts are embedded in engaging problems. The students will develop understanding and skills as they explore the problems individually, in a group, or with the class. The topics covered include patterns, an introduction to algebra with the use of variables, rational numbers, fractions and decimals, integers, ratios, proportions and percents, data analysis, probability, area, perimeter and volume.

The McDougal Littell, Course 2 textbook is used for this course. Each student is given a copy of this textbook to keep at home and each teacher has a classroom set for students to use while they are at school. To read more about this text, you can visit www.classzone.com.

Pre-Algebra

This accelerated course focuses on developing pre-Algebra skills. Important mathematical concepts are embedded in engaging problems. The students will develop understanding and skills as they explore the problems individually, in a group, or with the class. The topics covered include variables and equations, integers, ratios, proportions and percents, geometry, area, perimeter, and volume, data analysis, probability, linear equations and graphs, and multi-step equations.

The McDougal Littell, Course 3 textbook is used for this course. Each student is given a copy of this textbook to keep at home and each teacher has a classroom set for students to use while they are at school. To read more about this text, you can visit www.classzone.com. 

7th Grade Course Recommendations

Students who are working at grade level will be placed in 7th grade math. Those students who are capable of working at a faster pace on mathematics concepts will be placed in 7th grade pre-Algebra. This will be determined based on the following criteria.  Students are placed in 7th grade pre-Algebra with:

• · A score in the 60th percentile or above on the Content Recall Test (given in February)
• · A 6th grade cumulative average of at least an 87% (as of mid-February)
• · A score in the 60th percentile or above on a Skills Test (given in February)

Seventh Grade English

Level 2 English

This course progresses at a pace that allows for skill development and reinforcement of concepts. Students will understand and use the writing process, especially the prewriting stage, to write clearly and effectively. In seventh grade, students will use the conventions of standard English as they draft, revise, and edit their compositions. Students will focus on a variety of prewriting strategies, including brainstorming, discussing, charting, reading, and outlining. Using these strategies, they will create and organize ideas for their finished pieces of writing. Grade Seven English emphasizes descriptive and expository writing and helps to prepare students for the MCAS exam in the spring. In order to understand and appreciate literature, students need a variety of skills. In seventh grade students will learn effective strategies to use before, during, and after their reading, with focus on pre-reading. Our students will expand their vocabularies and learn a variety of pre-reading strategies, including using previous knowledge of literature and its forms, establishing purposes for their reading, previewing what they will read, and making predictions about what they will find in their reading. Students will speak effectively and will prepare presentations that will interest their audience. Students will also learn and practice appropriate public speaking skills. Texts used in this course include: The Pigman, ISBN 0-553-26321-8, Quicksilver, ISBN 0-375-92638-0, The Giver, ISBN 0-440-23768-8 and Holt Elements of Language First course 2004, ISBN 0-03-068664-4. 

When possible, extra books will be issued. Teachers will inform students of book availability at the beginning of the year. In general, however, current supplies of books allow only one text per student.

When opportunities present themselves, we encourage and assist students to use word processors in their writing and Internet resources in their research. Students are expected to take responsibility for their own learning with assistance from the teacher and to seek help when needed. The course is designed to meet the needs of a student who thrives in a guided learning environment.

Level 1 English

This course progresses at an accelerated pace, and students are expected to have better than average reading and writing skills as well as processing speed. There is an expectation for greater independence and the production of an outstanding quality of work that displays originality and profound insight. Students will cover the same basic course work in both Level One and Two English Grade 7. In Level One English there will be more frequent and lengthier writing assignments. Students will be expected to express themselves with a unique voice and sophisticated vocabulary while making inferences and drawing abstract conclusions to create comprehensive written works. In addition, many of the literary selections used in Level One English are more challenging, and they require more independent analysis and inferential thinking to understand the multiple layers of the text. Tests and quizzes also require greater recall and demonstrate higher order thinking skills such as evaluation, synthesis, analysis, and reasoning. Texts used in this course include Quicksilver, ISBN 0-375-92638-0, The Witch of Blackbird Pond, ISBN 0-440-99577-9, The Giver, ISBN 0-440-23768-8, Elements of Language, First Course 2004, ISBN 0-0-03-068664-4, Heroes, Gods, and Monsters of the Greek Myth ISBN 0-553- 25920-2, is sometimes used as supplemental reading and reference for some mythology. When possible, extra books will be issued. Teachers will inform students of book availability at the beginning of the year. In general, however, current supplies of books allow only one text per student. Students are expected to be highly self-motivated, taking the fullest responsibility for their own learning and seeking help when needed. This course is designed for students who have progressed beyond the literal and who show great perception in both writing and the understanding of literature.

English Level Criteria and Guideline

Level 1: Sixth grade teacher recommendation; average of an 87 or higher in the first two quarters of sixth grade English; and an advanced GRADE score.

We have just completed the 2012-2013 Curriculum Guide. Parents may visit the JGMS website and view, under “About JGMS,” the “Course Catalog” button, which will bring you to the Curriculum Guide as well as to an outline of the courses at each grade level. If you desire to read the Curriculum Guide in an alternative language, please go to the main website and scroll to the bottom; there you will be able to select from many languages from the pull-down menu.

I hope that this information provides you with a complete understanding of our scheduling process. Please call or email me should you have any further questions about the scheduling process; or you may wish to call or email the Math Curriculum Co-Coordinator Karen Burstein with questions pertaining to the math leveling criteria or the English Curriculum Co-Coordinators Lynda McGraw or Pat Stephen with questions pertaining to the English leveling criteria.

Sincerely,

P. Jayne Viladenis

Principal

Inside This Issue:

Library News

2011 Newbery Award

Dead End in Norvelt (Farrar, Strauss & GIroux) by Jack Gantos won the John Newbery Medal for the most outstanding contribution to children's literature.  Dead End is the semi-autobiographical tale of a kid named Jack Gantos, whose plans for summer vacation are shot down when he is "grounded for life" by his parents. But summer takes an unusual turn when Jack starts helping an elderly neighbor type up the obituaries of the people who founded Norvelt as a utopian experiment during the Great Depression. Jack learns the history of his strange and wonderful hometown and stumbles on a possible murder. The judges praised this "achingly funny romp" for teaching a love of reading and history.

www.hollywoodreporter.com

Library Activity

Seventh grade social studies teachers Allison Hammer and Matt McGonagle directed the Research Project on Ancient Egypt.  Students

• Developed a research question to explore
•  Used print and non-print materials
• Organized their notes with Inspiration, a graphical organizer
• Learned to document sources by creating a Works Cited page

Students will present on their topics employing visual displays.

Ms. Perkins coached Ms Fricke’s 6^th graders as they researched societal heroes who made a significant contributions. They used books and research databases. Students cited sources using Citation Maker.

Mr. Nagle and Mr. Casey’s 8^th graders researched the giants of the Renaissance.

Battle of the Books

Hear Ye! Hear Ye! The 2010 Battle of the Books has officially begun.

6^th graders gathered in the auditorium on Jan. 10. Nobel women Sandi Smith, Allison Breaux, and Squire Tonini manned battle stations and prepared the charge directed by Dowager Lady Collins.

During the next 2 months students will be divided into teams of 5 or 6 students

Students are to read as many of the Battle books as they can during the two months prior to the first tournament. A winning team will be selected from each learning group. The first place team earns a pizza party for their entire class.

We are anticipating a visit from Tim Green, author of Football Genius. He will be at the middle school on Mar. 2^nd at noon. He will be signing copies of his books. Students can order them through school. Ms. Smith and Mr. Tonini will have the order forms.

Health Office

From the Health Office:

The Postural screening program will begin at the end of February.  All students will be screened in the nurse's office from PE classes. Parents will be notified of any concerns. Please call with questions.

Ma Dept of Public Health has mandated BMI screening for grades 1,4, 7, and 10. Each child's height and weight will be used to calculate their BMI. The result will be kept confidential and will be mailed directly to the parents or guardians; not sent home with students. BMI is a "weight for height for age" index that can be a useful tool in early identification of possible health risk factors among children and youth. If you do not want your child to participate in the BMI program, please let me know.

Physical exams are due for 6th graders. Please send in the most recent report. I need these to check that immunizations are up to date. Please plan ahead for spring and fall sports. A physical exam is required for sports participation and is valid for 13 months.  

Please notify me of any cases of communicable diseases, such as strep throat conjunctivitis, and impetigo. Students must remain home for 24 hours of antibiotic treatment following a diagnosis of strep throat.

Thanks to all parents who have returned the visions referrals with the doctor's input. A phone call regarding the outcome of the visit is also fine.

Thank you, and as always please call with any questions or concerns.

Carol Eaton, RN, BSN

School Nurse

John Glenn Middle School

781-275-3165

Central Office

REPORTING ABSENCES OR LATE ARRIVALS

Parents should call the school by 8:00 a.m. to notify the school if their child will be absent or tardy that day. The Absence Line is 781-275-3201, extension 5500. This parent-verification must include a reason for said absence or tardy. All absences and tardies will then, based upon parent verification via the phone call and, if requested, proper documentation, be categorized as either Excused or Unexcused. The school may call the parent if a student is absent or tardy without a parent call.

Guidance

8TH GRADE PARENTS: PLEASE MARK YOUR CALENDARS:

8th Grade Parents Night

February 9, 2012

7:00 - 8:30 PM

BHS Auditorium

Ninth Grade Curriculum Presentation and Question and Answer Session

6th Grade News

Upcoming Field Trip!!!

We will be going to see a poetry slam on Monday February 13^th.  We are very excited to hear the Mayhem Poets from New Jersey share their spoken word and poetic energy!  You should have received a permission slip from your son or daughter; please return it signed, both sides, with your money no later than Friday February 3^rd.

Mid-year Awards:

The red team will be holding our semi-annual awards ceremony during last period on the 13^th of February.  Each core teacher gives an award for effort, improvement, scholarship, and tenacity.  As a team, we recognize four students who are outstanding citizens, and we also award one student the coveted Shining Star award.  This award is bestowed upon one student who embodies all of the aforementioned qualities.  All in all, we are pleased with the efforts of all students who have helped make the red team a team who strives for academic excellence and positive relationships.

Red Team English:

We are slowly but carefully working our way through The Magician’s Nephew by C.S. Lewis. We are learning to take a closer look at the subtext of a novel as we look for motifs, symbolism, and allegory. We have also begun to investigate how the life experiences of an author work their way into his/her work, just as they did in our own short stories. Additionally, each class is practicing the art of open response writing, both in preparation for MCAS in March and to improve our abilities to explain our thoughts using evidence. Watch out Mom and Dad...your son or daughter may be giving you much more sound and evidence based arguments! Lastly, we have finished our unit on nouns.  We will be moving on to verbs and poetry over the course of the next few weeks. Perhaps the next great poet will be born right here at JGMS!

Blue Team English:

We have finished researching our “change-makers” - a person who has made a difference in the world – and learned the proper format for citing our sources, taking notes in different formats, and understanding how to use reliable websites for scholarly information. Over the past few weeks, the classes have been working on writing the essay portion of the “change-maker” research project. The students have been building their essays paragraph by paragraph, demonstrating their knowledge of outlining and the person each student has researched. The students are learning to incorporate sentence varieties, thesis statements, research information, and background context to clearly tell their reader about their “change-maker”. We are enjoying the writing process and seeing our essay parts come together into one longer piece of writing!

Sixth Grade Science:

Oh no! There was a crime in the library!!  Well, not really, but if there was, we would have the tools to figure it out. A “fake” crime was set up in the library to kick off our study of  chemistry with a mini forensics unit. Students will be using their science skills as well as their knowledge of chemical and physical properties to identify evidence and solve the mystery of the stolen artifact. From there we'll begin an in-depth study of matter by investigating atoms and the periodic table of elements.

Sixth Grade Math:

In math we are currently investigating operations with fractions and mixed numbers with an emphasis on real world application.  We will be doing a formal introduction to percents as we enter the third term.

Sixth Grade Social Studies:

We have just finished "The Year in Review" activity. Students should be able to tell you which three events of 2011 they think were the most important and why. In the next few days we will be starting our journey through the continent of Africa. Students are completing their Material World writing projects. They are reflecting on the four countries we learned about in our "Material World" ppt presentation and writing about them.By the end of this unit students will be familiar with all of the regions and countries of Africa.

7th Grade News

Social Studies:

In Social Studies classes, students all took part in the National Geographic Geography Bee. It was a great way for students to show their knowledge about geography of the United States and the world. Students completed their study of Mesopotamia prior to the December vacation and began learning about ancient Egypt. As part of this unit, students will each choose a topic to research, write a 5-paragraph research essay, and present an oral and visual presentation to the class showing what they have learned about their topic. Ms. Hammer’s classes began this at the beginning of January and Mr. McGonagle’s classes will begin this at the beginning of February.  In addition to the research assignment to help students develop their researching, writing, and presenting skills, students are learning about the geography, culture, and history of ancient Egypt. The field trip to the Museum of Fine Arts in Boston was a great way for students to see artifacts and art from ancient Egypt as well.

English:

We have had a fantastic 2^nd quarter filled with literature and writing. Students created impressive FAKEBOOK projects, survival packs or created and presented posters about award winning books. We are beginning our first class novels (The Outsiders, The Pigman or The Witch of Blackbird Pond) where we will be furthering our understanding about theme, conflict and characterization. Students are continuing to improve their writing skills by composing a literature-based five-paragraph essay. Our next book project will involve multi-cultural literature and Moodle. We are also looking forward to beginning the novel, The Giver, by Lois Lowry later in the third term.

Science:

In science classes students are 2/3 through the unit on cell biology. This year's 3D cell models were some of the best ever seen by both Mrs. Scaltreto and Mr. Smithson.  What creativity! Currently we are learning about specific cell processes like osmosis, photosynthesis, and the cell cycle. All of these are vital to understanding how healthy cells make healthy growing adolescents who will grow into the life time learners we all want them to be! Up next is Heredity.

Math:

All 7th grade students will be taking assessment tests between February 16-18, 2012 which will be part of the criteria for their 8th grade math placement. Letters will be sent home with students’ results explaining the placement process. The 7th Grade Math classes just finished the Ratio and Proportions unit and are now working on Percents. They need to bring in a poster board and a cartoon for the cartoon enlargement project, which will take place the in early February. The 7th Grade Pre-Algebra classes are working on a Geometry unit. They will be completing a project involving the Pythagorean Theorem at the end of the unit. Their Congruent Polygon Essays are due mid-February. Please check with your student to make sure they have a calculator and pencils for math class every day. Thank you for your assistance.

8th Grade News

As we approach the second winter interlude, February vacation, it is hard to believe that this school year is halfway over. The weather has cooperated, and unlike last winter, we have been able to maintain the normal ebb and flow that usually accompanies this time

of year in all of our classes. As we enter the second half of the school year, we continue to encourage all of the 8th graders to continue bring enthusiasm and a strong work ethic to all of their classes.

Washington D.C. Trip Update:

All registrations for the 8th grade trip to Washington D.C. are now past due. Currently we have 161 students registered for this annual trip to be held May 29-June 1st. The next step in the planning process will come in mid-March when World Strides will be sending each participant a final bill. It is also at this time that students will be asked to create a ”wish list” of possible roommates for the trip that they will submit to Mr. Casey.

A parent meeting is planned for sometime in mid April. (More info to follow) Parents can direct any questions to Mr. Casey.

Science:

This winter has been very busy and productive for the Science Department! Ms. Ferri’s classes have worked extensively on lessons pertaining to the minerals, rocks, and the rock cycle. Mr. Puopolo’s classes completed units on the rock and fossil record and geologic time and plate tectonics. Currently, students are learning bout the connection between plate tectonics and earthquake activity. Students on both Teams have been engaged in many hands on activities. Both teams have begun MCAS reviews of physical science. Also, all JGMS students will be participating in the You Be the Chemist Challenge before vacation. The student that scores the highest will go on to the state championship in the early spring. Since Bedford is the only town participating this year, the winner of our competition will go on to the national championship in Philadelphia in June.

Social Studies:

Students in Mr. Casey’s and Mr. Nagle’s classes are finishing up their Europe unit by discussing the Age of Exploration, The Scientific Revolution and the Age of Enlightenment. Students will begin work shortly on a major essay assignment that will be asking them to discuss the development of political, social and economic

relationships from the fall of the Roman Empire to the Modern World.

Math:

Students in Algebra are currently studying systems of equations and inequalities. The unit focused on methods to solve systems, writing equations and inequalities to represent real-world situations, and examining constraints placed on those situations. The next unit of study focuses on rules for exponents and exponential decay. Students have also been preparing to take their two-day midterm.

Pre-Algebra students have recently begun a unit on polygons and transformations. Students will be classifying angles, triangles and quadrilaterals and solving equations to find missing angles measures. The next unit of study focuses on real numbers and right triangles. Students will be taking a midterm before February vacation.

Math recommendations for ninth grade are currently being made.

English:

Just prior to winter break, English classes finished writing a personal narrative about a winter memory. Currently, students are in the midst of reading The Hunger Games. This novel explores the concept of personal courage and examines the roles of both government and the media in our lives. In our next unit, students will be analyzing Martin Luther King’s “I Had a Dream” speech as an example of a powerful persuasive speech. They will also research, write and present their own persuasive speeches.

Geography Bee

ABBY B IS THIS YEAR’S GEOGRAPHY BEE WINNER

Congratulations to all of our class winners for this years National Geographic Geography Bee! After an exhaustive final round, 8^th-Grader Abby B was crowned this years’ winner by answering the following question correctly:

Name the Asian country at the eastern edge of the South China Sea that includes about 7,100 islands. ( ans: The Philippines)

Abby will now take a qualifying test in hopes of qualifying for the state finals to be held at Clark University in Worcester in April. Congratulations Abby!

Our class winners:

Congratulations to you all!

Student Owned Strategies (S.O.S.)

Have you heard the buzz about “Battle of the Books?” Toward the end of the semester, we kicked off the much anticipated, “Battle of the Books” contest.

The “Battle of the Books” is a motivational reading program jointly sponsored by the library and the S.O.S. classes. Each day 2, Ms. Collins conducts competitions between teams in each of the learning groups. In these competitions, teams earn points towards competing in the final battle (a head to head match up between the final groups from the red and blue teams).

Students will be graded based upon both team and individual efforts. A coupling of student work & participation will be reviewed and combined into a project grade. In addition, students will be graded on the successful completion of a reading journal for each book they read throughout the competition.  Please ask your child to explain the details of the program and about the upcoming “battle.”

Students continue to learn how to visually organize information (graphic organizers, note taking and other like strategies) from project CRISS. The project CRISS strategies will ultimately help students become more effective learners in their other classes.

Spanish

6th Grade:

Sixth grade Spanish has just finished the chapter on describing others and are able to talk about personalities, physical appearances, and what someone is wearing. They have continued working with the verb “ser” and have become familiar with adjective agreement in Spanish. As we move into the 3^rd quarter, students have just started a new chapter, which focuses on family members and explores Spanish influences in the city of Los Angeles, CA. As we move through the chapter, they will be able to talk about who is in their family, describe family members, as well as use the verb tener to express age and possession.   In this chapter, students will also learn how to talk about dates, months, and birthdays. We will be discussing and reading about “La quinceañera” which is a coming of age celebration which takes place in many Spanish-speaking countries and begin to explore other traditional holidays that are commonly celebrated.

7th Grade:

In grade 7 Spanish we have started a new unit based in Puerto Rico. The first chapter features extending and responding to invitations, talking on the phone, expressing feelings, saying where you are coming from, and saying what just happened.  It also extends their understanding of the verb gustar, to say what people like to do in their free time.

8th Grade:

Students in Spanish 8 have just finished Unit 4 and have been learning about having dinner with friends in restaurants of Oaxaca, Mexico. They have learned to express likes and dislikes and to use affirmative and negative words. Students are able to use stem changing (e>i ) verbs in the present tense which they used with their vocabulary to create and perform restaurant skits. They have just begun a new chapter, which focuses on daily routines. Students will be using reflexive verbs to talk about actions that people do to themselves to get ready in the morning and throughout the day. They will also be introduced to commands. The vocabulary for this chapter focuses on routines, products, and parts of the body. This new unit moves us from Mexico to exploring the city of Barcelona, Spain.

French

French 6 has been studying time expressions, seasons and days of the week. We have looked at using and applying the 24-hour time as used in many Francophone cultures. We have written and spoken about our own schedules during the school week and on the weekend. We are finishing up Lesson 4 with weather expressions and the use of Faire. We have presented mini dialogues and are soon going to write poems in rhyme using are vocabulary from lesson 4. 

French 7 has just finished lesson 12, which introduces many new adjectives in both gender forms and position with noun. Students have used various computer- based programs to practice including Conjuguemos, Quizlet and Classzone. Presentations of their families imaginary or real car was very fun and students wrote entertaining descriptions and drawings We are currently writing a letter to a hypothetical exchange student who will soon be arriving from France to attend JGMS. Students are writing, peer editing, inviting me to their Google docs for final edit and then presenting these letters. Students in French 7 are about to take their first Unit test, which reviews all four chapters of the unit. Bonne chance~!

French 8 is moving along with a new textbook from the same series-Blanc 2. We have completed the first chapter, which was mostly review with some additional vocab added to the context of family. Students presented real and/or imaginary family trees to the class. We have also been viewing their Blabberize projects. These are images of characters or famous people voiced over by the students, with moving mouths! We continue to practice the past tense-with our warm up questions and now students are comfortable creating and writing the questions for the class on the board. We will be taking the placement exam for French the second week of February and will take a pretest before hand to see where review is most needed.

Art

ART NEWS! 

As with all other electives, students in art electives have recently switched to their new elective for the second semester, whether it be another art elective, or something new! Grades from the 2nd term report will show a grade for term 2 as well as a final grade for the elective just finished. Please check in with your child regarding their new elective, should they be starting a one.

Grade 6 classes: Portraits are the word of the day in grade 6 art classes!  Studying form, shadowing, and dimension, students get to challenge their abilities while amazing themselves with how far they have come since 5th grade! Look for interesting and unique portraits of our 6th graders to line the halls in May at our K – 12 Visual Art show!

Grade 7 classes: Ms Banks is busy discussing the concepts of advertising in her classes, as students learn to manipulate color, copy, message, and product in a strong and effective ad. Creativity comes in to play as students create their own designs and sometimes their own product, while understanding the meaning behind the word, “sell!”

Grade 8 classes: Mr. Harrington continues working on social/personal/political designs, stressing the idea that our world at JGMs is a powerful microcosm of our world outside of these walls. Design, message, teamwork, and creativity come in to play as students work diligently on their message. Ms Banks’ students have finished a busy unit on observational drawing and are now beginning a color wheel refresher as they prepare to leap into a full blown unit on painting. Understanding color, how to use it so it communicates meaning to the viewer, while also learning painting techniques that can be fun, expressive and meaningful are some of the goals of this unit.

Notes from the Gifted and Talented and Differentiated Instruction Program

MathCounts News

The MathCounts School Competition is on January 30^th!  As of the writing of this newsletter, that has not yet happened.  I hope you will eagerly await to hear the outcome. Students will be competing in four rounds of competition. The Sprint Round consists of 30 problems to be completed in 40 minutes without the use of a calculator. An example question is: What is the largest three digit number that is divisible by 13? The Target Round consists of four pairs of questions to be completed in 6 minutes per pair with the use of a calculator. An example question is: Two integers are relatively prime if they have no common factors other than 1 or -1. What is the probability that a positive integer less than or equal to 30 is relatively prime to 30? The Team Round consists of 10 questions that students work in teams of four to solve in 20 minutes. An example question is: How many zeros are at the end of (100!)(200!)(300!) when

multiplied out? The Countdown Round takes the top 10 students from the Sprint and Target round and has them compete head to head, two at a time, to answer questions in 45 seconds or less.  These questions get progressively harder throughout the round.

Twenty-eight students are competing after school on January 30^th. Ten will move on to the chapter competition in February, where they will compete for a chance to attend the state competition.

Also in February, ten of our MathCounts students will compete in the AMC 10 – a competition for students grades 10 and below.  Those students are competing for a chance to take the American Invitational Mathematics Examination (AIME). Only one student from JGMS have ever achieved at that level, so they are rising to a particularly difficult challenge.

Advanced Math Pull-Out Classes

The 6^th grade advanced math class has moved through basic fraction concepts. We are now playing with fractions in interesting ways. Ask your student about Egyptian Fractions. The 7^th grade advanced math class is about to prove the Pythagorean Theorem! The 8^th grade advanced math class is finishing a unit on systems of equations and have learned how to solve systems with many variables.

Out of School Resources 

http://esp.mit.edu/learn/HSSP/index.html

MIT’s High School Studies Program is designed for students in grades 7 through 12 who want to learn something a little more challenging and a little different. Registration for the Spring session of HSSP opens January 30^th. The program runs on Saturdays in February through April. This is a great opportunity for any student! The cost is very reasonable at $40 and there is generous financial aid available.

Spring Musical

The JGMS Spring Musical is almost here!  A cast and crew of 122 students will be performing "Bye Bye Birdie" on March 1st and 2nd at 7 pm, and Saturday, March 3rd at 6 pm. Tickets are $9 dollars, and can be purchased at the JGMS office, starting on Monday, February 13th. For questions about tickets please contact Ticket Coordinator Liz Cowles, or email Director Mrs. Budka.

The Music Department sent 19 students to the Junior District Music Festival auditions on Saturday, February 28th. The Festival is an opportunity for high level student musicians to compete for acceptance to the Festival with other students from the Eastern District of the Massachusetts Music Educator's Association. We are pleased to announce that eight students from Bedford have been chosen based on their audition scores to perticipate in the Festival concert, which will be held on Saturday, March 17th at Lincoln-Sudbury High School. Congratulations to JGMS students Matt B. and Chloe D., and BHS students Deanna L. and Allison M. (CHORUS), Min K., Euna L. (violin) and Hannah R.(cello) for Orchestra, and Deborah W. (flute) for Band. 

Don't forget to check to JGMS and BHS websites for information on upcoming concerts. You can find the music department calendar by selecting "Music" under the Academics tab, and clicking on the link for "Music Calendar".