6th Grade Math Syllabus

Course: 6th Grade Math

Grading Period: 3rd Nine Weeks (January 7 – March 8)

Instructor: Ms. Brown

Email: bianca.brown@madison-schools.com

School Statement:The goal of each educator at Shirley D. Simmons Middle School is to improve the lives of children and continuously strive to seek out new ways to improve instructions and equip children with the tools, resources, and knowledge needed to exceed their individual goals. It is also our goal to create a warm and positive climate in each classroom by identifying and considering students’ needs and interests. Everyone needs to succeed. In order to take the kinds of risks necessary to learn and grow, our students must perceive that success is within their reach. It is our greatest challenge to start with them wherever they are—and that is likely to be different from one child to another.

Course Description/ Overview:

Mississippi educators have joined a national movement to adopt common standards and assessments for English Language Arts and Mathematics. Currently, standards for what students should know and be able to do vary among states, as does the difficulty of the assessments used to determine whether students are meeting those standards. Common standards allow for collaboration among states on best practices and professional development.

Common Core will provide an opportunity to prepare Mississippi students for college and workforce expectations. It will ensure that all students, no matter where they live, have internationally benchmarked standards and assessments that are clear and understandable and consistent.

The Standards set requirements not only for English Language Arts (ELA) but also for literacy in History/Social Studies, Science and technical subjects. Students must learn to read, write, speak, listen and use language effectively in a variety of content areas. Reading skills are the foundation for any creative and purposeful expression in language. Text complexity and critical reading of informational text are the heart of ELA standards

Common Core 6th Grade Mathematics State Standards: 6.EE.1.

Write and evaluate numerical expressions involving whole-number exponents. 6.EE.2a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.

6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.

6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

6.EE.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

6.EE.7 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

6.NS.1 Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (noncomplex fractions)

6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Materials: CPM Book and student tool, 3-ring Binder, loose leaf paper, pencils,

Instructional Method: The textbook and vocabulary will be assigned to correlate with the standards of this course. Handouts will be provided to supplement the text. Topics will be introduced through lectures, discussions, and hands-on activities in order to meet the need of every child. Small and large groups will also be used to assist each student. The final grade for this class will be given on the basis of the degree and quality of the following:

Homework Independent Class Assignments Quizzes Exams Group Work

Missed Work: If a student is absent, the deadline for missed work is equal to the number of days missed plus one day. It is the student’s responsibility to find out what assignments he/she has missed upon returning to school. If a child fails to turn in an assignment, he /she will receive morning or lunch detention to complete the assignment.

66% Major Tests & Projects34% Class Assignments/ Homework/ Quizzes/ Agenda- Organizational Skills*Study Island grade will be counted as a quiz at the end of the 9 weeks.

Grading SystemA…90-100B…80-89C...70-79D…65-69F…0-64I… IncompleteNG… No Grade

Supplies Needed:Lined Paper3 ring BinderPencils

Major Exams and Quizzes (subject to change at teacher’s discretion):  01/17

o MAP Testing02/01

o Chapter 6 Formative Assessment02/15

o Checkpoint Quiz02/19

o CASE21 Assessment02/28

o Checkpoint Quiz03/05

o Chapter 7 Formative Assessment

Parental Involvement:As parents, you have a significant and long-lasting effect on your child’s growth and development as readers and learners. The success of my effort as a teacher involves you, the parent. Here are some ideas and suggestions you may wish to consider for the success of your child.

Check your child’s online grades on Active Parent and the teacher’s website to monitor your child’s progress and upcoming activities/ assignments.

Pick a current event in a science or math related topic to discuss during family time.

Encourage your child to utilize the online resources listed under “helpful links” on the teacher’s webpage.

Classroom Norms

Be respectful towards the teacher, substitute teacher, and classmates.

Follow directions when given. Be in your seat when the bell rings. Bring all books and materials to class daily. Sit in your assigned seat daily. Keep hands, feet, and objects to yourself. Raise your hand before speaking.

No talking across the classroom. No eating, drinking, or gum chewing in the classroom. Do not groom (comb/brush your hair or put on make-up) in the

classroom.

Consequences

Warnings (1st& 2nd) Teacher / Student Conference Silent Detention (Lunch) Call Parent Refer to counselor Refer to the administrator - Based on the teacher’s discretion, a

child may be immediately referred to administration in lieu of any of the above consequences.

Positive Behavior Rewards

• Educational Games• Snacks• Homework Passes• Positive Notes or Phone Calls• Fun Center Time

Daily Classroom Procedures

Enter and exit the classroom in an orderly manner. You will exit by rows daily and pick up all trash off the floor before leaving.

Sharpen your pencil before class starts. If you are not at the pencil sharpener when the bell sounds, you

should be in your seat. Have your notebook and pencils/pens on the desk before the class

begins. All assignments must be written in pencil.

Keep your notebook divided into three (3) categories- bell ringers, notes, and homework. All test documents will remain in a folder kept on file.

Head all papers on the right hand side- Full Name, Date, and Period. No paper will be graded without a heading.

If you are absent due to an illness or a school function, you are responsible for obtaining your assignments before or after you return. There will be no exceptions.

Do not leave the classroom without the teacher’s permission and a hall pass.

The quiet signal for my class is when I raise my right hand. When you go to the library, restroom, or cafeteria, walk to the right

side of the hallway. Please use your quiet voice.

After carefully reading this course syllabus, please sign and return this form to Ms. Brown. Your child is required to keep the course syllabus in his/her notebook.

My child and I have read this syllabus and have accepted all terms.

Teacher __________________

Student’s Signature ________________________________________(Date) ________________

Parent’s Signature ________________________________________ (Date) ________________

Parent’s Email Address ___________________________________________________________

Home Phone Number/ Cell Number ________________________________________________

Best Time to Call _______morning ________afternoon _________evening