6th Grade Math Syllabus

Course: 6th Grade Math

Grading Period: 1st Nine Weeks

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.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.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

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

6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

6.NS.6a. Recognize opposite signs of numbers as indicating locations on opposite sides

of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

6.NS.6b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

6.NS.6c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

6.NS.7a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

6.NS.7b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write  –3º C > –7º C to express the fact that –3º C is warmer than –7º C.

6.NS.7c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

6.NS.7d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

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):  08/08

o Pre-Test08/23

o Chapter 1 Formative Assessment09/20

o Chapter 2 Formative Assessment10/04

o Checkpoint Quiz

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