Homework: Remember that most homework assignments are worth 4 points a night.

Any donations for the math/science classroom would be greatly appreciated.  Thanks so much!
-Paper towels
-Clorox Wipes
-Enrichment books
-Dry erase markers

Below you will find some information about our math course this year.

Math Course Overview

6th grade math program is designed to deepen students’ ability to develop mental models of how to solve mathematical problems. It focuses on building students’ capacity to create personal theories by thinking of multiple ways to solve real world problems. Students continue to explore more elements of Algebra and Geometry and increase their ability to handle abstractions. The program also reinforces mathematical concepts and introduces skills that are necessary for all students.  These different math concepts will be spiraled throughout the course of the year to strengthen students’ mathematical knowledge. Students will also be reviewing vocabulary concepts which will be an essential part of the math curriculum.

Trimester 1

  • Multiplicative Identity

  • Comparing percents, decimals and fractions

  • Area and perimeter relationships

  • Generic rectangles

  • Absolute value and opposites

Trimester 2

  • Using variables

  • Enlargements and reductions

  • Calculations with fractions

  • Areas of complex figures

  • Evaluating algebraic expressions

  • Order of operations

  Trimester 3

  • Rates

  • Distributive property

  • Measures of central tendency

  • Unit conversion

  • Volume

  • Interest and tips

Math Assigned Materials

Students will be assigned two textbooks for their use throughout the year. Students are expected to be able to reference their textbook at all times of the year at home for studying and homework.

Course Description

There are three main research-based principles that guide our CPM math course. The first is that students should engage in problem-based lessons structured around a core idea. Secondly, guided by a knowledgeable teacher, students should interact in groups to foster mathematical discourse. Finally, practice with concepts and procedures should be spaced over time; that is, mastery comes over time.

Given these core components of our program, we will be evaluating mathematical CCSS over the course of the year. We do not yet expect students to demonstrate mastery of the various grade-level content and have not addressed standards yet in their progress report. The particular areas of study this trimester include working on challenging investigations in teams, developing multiple ways to represent or show mathematical ideas as well as representing ideas using number, symbols, diagrams, words and various kinds of graphs and tables. In chapter two, students  will analyze the strengths and weaknesses of various graphical representations of data, define and measure the area of rectangles and shapes that can be broken into rectangles. They will use a generic rectangle to multiply both on paper and mentally to find the greatest common factor of numbers. Chapter three begins an investigation of percents, decimals and fractions. Students will use a giant one to find equivalent fractions and connect ratios to portions as a way to represent comparisons of parts. They will add positive and negative integers and rational numbers, find the absolute value of a number and find the length of horizontal and vertical line segments on a coordinate graph.