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Work for week of 11-27 to 12-1  

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 6.NS.1

Standard: 6.NS.1

Standard: 6.G.1

Standard: 6.G.1

Standard:6.G.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.

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.

Spotlight Day

Find 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.

 

Find 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.

 

Find 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.

Math Links

Math Links

Math Links

Math Links

Math Links

https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-fractions/v/dividing-fractions-example

https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-fractions/v/dividing-fractions-example

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/area-triangle/v/intuition-for-area-of-a-triangle

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/parallelogram-area/v/intuition-for-area-of-a-parallelogram

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/parallelogram-area/v/intuition-for-area-of-a-parallelogram

Note Taking:

Note Taking:

Note Taking:

Note Taking:

Note Taking:

Students will take notes on

 

· computing quotients of fractions divided by fractions (including mixed numbers).

·         interpreting quotients of fractions.

·         figuring out how to solve division problems with fractions in a real-world situation.

·         Solving word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Students will take notes on

 

· computing quotients of fractions divided by fractions (including mixed numbers).

·         interpreting quotients of fractions.

·         figuring out how to solve division problems with fractions in a real-world situation.

·         Solving word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Students will take notes on

·         recognizing and know how to compose and decompose polygons into triangles and rectangles.

·         comparing the area of a triangle to the area of the composed rectangle.

·         Applying the techniques of composing and/or decomposing to find the area of triangles, special quadrilaterals and polygons to solve mathematical and real world problems.

·         Discussing, developing, and justifying formulas for triangles and parallelograms (6th grade introduction).

Students will take notes on

·         recognizing and know how to compose and decompose polygons into triangles and rectangles.

·         comparing the area of a triangle to the area of the composed rectangle.

·         Applying the techniques of composing and/or decomposing to find the area of triangles, special quadrilaterals and polygons to solve mathematical and real world problems.

·         Discussing, developing, and justifying formulas for triangles and parallelograms (6th grade introduction).

Students will take notes on

·         recognizing and know how to compose and decompose polygons into triangles and rectangles.

·         comparing the area of a triangle to the area of the composed rectangle.

·         Applying the techniques of composing and/or decomposing to find the area of triangles, special quadrilaterals and polygons to solve mathematical and real world problems.

·         Discussing, developing, and justifying formulas for triangles and parallelograms (6th grade introduction).

Lesson: 17-1

Lesson: 17-2

Lesson: 17-3

Lesson: 17-4

Lesson: 17-5

In this lesson, students will make sense of scale factors to enlarge and decrease objects. Students will graph dilations and determine the scale factor of a dilation. Student and teacher will work on dilation problems through quick check and problems 16-19

In this lesson students will use models to multiply and divide fractions, and develop the standard algorithm for multiplication and division of fractions.  Students will review adding and subtracting fractions and mixed numbers before proceeding to multiplying and dividing fractions.

In this lesson students will be given complicated figures, students will divide them into pieces and convert the pieces to a rectangle so that their area can be calculated more easily. Students and teacher will work on solving area of parallelogram quick check problems.

In this lesson students will be given complicated figures, students will divide them into pieces and convert the pieces to a rectangle so that their area can be calculated more easily. Students and teacher will work on solving area of parallelogram quick check problems.

In this lesson students will be given complicated figures, students will divide them into pieces and convert the pieces to a rectangle so that their area can be calculated more easily. Students and teacher will work on solving area of parallelogram quick check problems.

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

To demonstrate understanding students will solve reteaching sheet with minimal assistance. Diverse learners and Tier 3 students will complete quick check and reteaching sheets with assistance.

To demonstrate understanding students will solve various multiplication and division problems. Students will diagram how to solve multiplication and division problems with minimal assistance.

To demonstrate understanding students will solve practice sheet without assistance. Diverse learners and Tier 3 students will complete reteaching sheets with assistance.

To demonstrate understanding students will solve practice sheet without assistance. Diverse learners and Tier 3 students will complete reteaching sheets with assistance.

To demonstrate understanding students will solve practice sheet without assistance. Diverse learners and Tier 3 students will complete reteaching sheets with assistance.

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

 

     

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

         

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 


Work for Week of 11-13 through 11-17-2017   

Hello, parents and students, I was delighted with how many students were attentive last week. Parents thank you for stressing the importance of education to your child(ren). Yes, there are still some students who misbehave in class. However, I am receiving less backtalk when I redirect students than when we first began this school year. Last week, we began to review some sixth-grade skills and strategies, and I began to introduce students to some seventh-grade skills. As I arranged the classroom, I noticed that I have few students who may or may not struggle with seventh-grade concepts and strategies. I assured students that I would be there to assist them in the efforts to complete their works. Last week students were provided their progress reports. I explained to students that some assignments they received were not completed. I explained to students that I will not print missing work. Students may print their work at home, go to the library and print their work from their email address, or use the printer in the classroom to print their missing assignments. I am leaving the responsibility of printing missing assignments in student’s hands. Students know how to use technology for entertainment, it is time for students to learn how to use technology for benefit of their education, as much of the educational platform is converting to online activities. MONDAY and TUESDAY students will take the Case 21 benchmark assessment. Monday students will take their math Case 21 assessment, and Tuesday students will take their language arts Case 21 assessment. The remaining days of the week will be used as Case 21 make-up days. Students and I have reviewed every skill that may appear on the assessment over the last two weeks. We do not know what will appear on the Case 21, so I made sure that I covered how to strategically respond to presented standards. I am hoping students will know how to apply those strategies to new mathematical problems. Over the weekend, please review with your child how to strategically (what strategy to use) solve mathematical problems. I am available for help if students need to contact me. Students may only contact me in the presence of their parents. After the Case 21 assessment students and I will discuss their growth and goals. Once students are made aware of their growth and goals, during next week, we will begin to work on word problems. As we begin to work on word problems, expect grades to drop a few points. Word problems are monster problems, and many students struggle to make sense of what is needed and what is discarded. I do take a slow and methodical approach to word problems if the pace is alarming to you, please let me know. However, the process is suitable and trust the process. Looking over the sixth-grade skills, we have covered quite a few skills, and there are few sixth-grade standards left that we must cover. The coverage of skill is good, as we work the word problems students can apply learned strategies to solve word problems. To help have students rewrite provided word problems and change numbers in word problems so students can get extra practice. Also, I will be sending and emailing Questar text banks to students, once I obtain administrative permission to share. We are nearing the midpoint of the second nine weeks of school. During this point, I need to assess how well students are retaining information and how well students can apply learned information to new and challenging problems. We will daily review mathematical problems as we link prior skills to new skills. This process will help students retain future knowledge better than before as well mark to students how to study mathematical relationships.


 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:6.EE.7

Standard:6.RP.3c

Standard:6.RP.3c

Case 21 Testing

Technology Day

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

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.

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.

Math Links

Math Links

Math Links

Math Links

Math Links

 

 

https://www.khanacademy.org/math/algebra/one-variable-linear-equations/alg1-one-step-mult-div-equations/v/simple-equations

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-percent-problems/v/finding-percentages-example

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-percent-problems/v/taking-a-percentage-example

Note Taking:

Note Taking:

Note Taking:

Note Taking:

Note Taking:

   

Students will take notes on

 

· how to define an inverse operation.

·         How to use inverse operations to solve one-step variable equations.

·         How to apply rules of the form px = q, to solve real-world and mathematical problems.

·          How to develop a rule for solving one-step equations using inverse operations with non-negative rational coefficients.

·         How to solve and write equations for real-world mathematical problems containing one unknown.

Students will take notes on

 

· how to demonstrate how a percent is a ratio of a number to 100.

·        How to find a percent of a number as a rate per 100.

·        How to solve real-world problems involving finding the whole, given a part and a percent.

Students will take notes on

 

· how to demonstrate how a percent is a ratio of a number to 100.

·        How to find a percent of a number as a rate per 100.

·        How to solve real-world problems involving finding the whole, given a part and a percent.

Lesson: 16-1

Lesson: 16-2

Lesson: 16-3

Lesson: 16-4

Lesson: 16-5

   

Students will take notes on using inverse operations to solve multiplication and division one step equations then practice on problems 1 through 23 with teacher 

Students will take notes on finding a percent of number is like finding a part of a whole and determining what percent one number is of another then practice on problems 1 through 11 with teacher 

Students will take notes on finding a percent of number is like finding a part of a whole and determining what percent one number is of another then practice on problems 12 through 21 with teacher 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

   

To demonstrate understanding students will solve practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete quick check and reteaching sheets with assistance.

To demonstrate understanding students will solve practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete quick check and reteaching sheets with assistance.

To demonstrate understanding students will solve 16-5 practice sheet and daily spiral review without assistance.

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

 

     

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

         

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 


Work for Week of 11-6 through 11-10-2017  

Hello, parents and students, this letter will be short and to the point, just like last week. We are in full study mode for Case 21. During last week of school, we reviewed quite a few skills; I am confident that many, if not all my students will do well on the test, we are surely reviewing skills that are on the test. We have one week before the school gives the Case 21. During our final week before Case 21, we will review the remaining skills and standards as part of our preparation. I have informed students as to what they should expect during our review time, thanks to your support many students were more focused last week than in prior weeks of school. Because of the reviewing sessions for Case 21, I have no grades to place in the grade book. A few students have begun to use the copy of standards I provided to take the initiative to start studying the materials at home. Students should apply their knowledge of using www.khanacademy.org to focus on these standards. During this point, I am focused on providing students with the necessary information they need to make the most out of their testing time. We will continue the daily review Case 21 standards and discuss links between prior skills and new skills. This process will help students retain future knowledge that will be necessary for the second half of the school year.

Looking at standards we reviewed last week and looking at standards we must review, we have a few more skills that need reviewing before the assessment. We have just one more week to review and prepare for Case 21, let’s finish strong. I have listed standards that we will review in the lesson plan report. Below you will find lessons that we will review next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. Also, parents, please be aware that students can also use www.MobyMax.com to improve upon these skills. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.

This information is also contained on the Southaven Middle School website, check out my name so I can see my page visited numbers go up. http://sms.desotocountyschools.org/

Also, parents make sure your child has a calculator. I purchased calculators for the classroom, twice and students have broken every last calculator. I cannot and will not purchase any more calculators

Monday: 11/6

Tuesday: 11/7

Wednesday: 11/8

Thursday: 11/9

Friday: 11/10

Standard: 6.SP.3

6.SP.4

6.SP.5a

Standard:

2nd Nine Weeks Midpoint Test?

Standard: 6.SP.5b

6.EE.1

6.EE.2a

Standard:6.EE.2c

6.EE.3

6.EE.4

Standard: 6.NS.9a

6.NS.9b

6.NS.9c

Math Links:

https://www.khanacademy.org/math/pre-algebra/pre-algebra-math-reasoning/pre-algebra-representing-data/e/intro-to-simple-data

 

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/mean-and-median/e/calculating-the-mean-from-various-data-displays

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-math-reasoning/pre-algebra-frequency-dot-plot/e/analyzing-with-dot-plots

Math Links

 

Math Links

https://www.khanacademy.org/math/pre-algebra/pre-algebra-math-reasoning/pre-algebra-frequency-dot-plot/e/comparing-data-displays

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-radicals/pre-algebra-exponents/e/exponents

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-alg-expression-word-problems/e/writing-basic-algebraic-expressions-word-problems-2

Math Links

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-intro-to-variables/e/evaluating_expressions_1

 

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-equivalent-exp/cc-6th-combining-like-terms/e/combining-like-terms-with-distribution

 

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

Math Links

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-add-and-sub-integersss/e/integer-addition-and-subtraction-2

 

https://www.khanacademy.org/math/arithmetic-home/negative-numbers/add-sub-neg-number-line/e/understanding-addition-and-subtraction-on-the-number-line

 

https://www.khanacademy.org/commoncore/grade-7-NS#7.NS.A.2d

Lesson: 15-1

Lesson: 15-2

Lesson: 15-3

Lesson: 15-4

Lesson: 15-5

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

 

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

Students will complete work provided by mathematics department from G-drive.

 

 Students will complete work provided by mathematics department from G-drive.

 Students will complete work provided by mathematics department from G-drive.

 Students will complete work provided by mathematics department from G-drive.

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

Because the work will be given to students at their performance level, students’ work will vary.

 

Because the work will be given to students at their performance level, students’ work will vary.

Because the work will be given to students at their performance level, students’ work will vary.

  Because the work will be given to students at their performance level, students’ work will vary.

           

 


Work for Week of 10-30 through 11-3  

Hello, parents and students, this letter will be short and to the point. We are in full study mode for Case 21. During these first thirteen weeks of school, we covered quite a few skills, whereas I do not teach to the test, I am surely teaching the skills that are on the test. We have two weeks before the school gives the Case 21. During the next two week, we will review all skills and standards as part of our preparation. I have informed students as to what they should expect during our review time, I was dismayed that some students were using this time to focus on their friendly conversations and less time than required to focus on mastery of skills and standards. I am in the process of placing all grades in the grade book; I am a little behind because I was preparing the next two weeks of lessons. By the end of the week, I should have completed grading all students’ work and will record all grades, in the grade book. I provided all students a copy of standards that will be addressed in the Case 21 assessment. Students should apply their knowledge of using www.khanacademy.org to focus on these standards. I was pleased when a student came to me and told me they know the standard because they learned the standard before I taught the standard using strategies I provided through prior lessons During this point, the testing time I need to stretch students’ understanding of learned information. Students must begin to apply learned information to new and challenging problems. We will daily review Case 21 standards as we link prior skills to new skills. This process will help students retain future knowledge better than before as well mark to students how to study mathematical relationships.

Looking at standards we covered last week and looking at standards we must cover, we have covered all necessary standards until Thanksgiving. Being ahead of schedule gives us two weeks to review and prepare for Case 21 without the fear of falling behind because of testing. I have listed standards that we will review in the lesson plan report. Below you will find lessons that we will review next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. Also, parents, please be aware that students can also use www.MobyMax.com to improve upon these skills. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.

This information is also contained on the Southaven Middle School website, check out my name so I can see my page visited numbers go up. http://sms.desotocountyschools.org/

Also, parents make sure your child has a calculator. I purchased calculators for the classroom, twice and students have broken every last calculator. I cannot and will not purchase any more calculators

 

Monday: 10/30

Tuesday: 10/31

Wednesday: 11/1

Thursday: 11/2

Friday: 11/3

Standard: 6.RP.1

6.NS.3

6.NS.4

Standard: 6.NS.5

6.NS.6a

6.NS.6b

Standard: 6.NS.6c

6.NS.7a

6.NS.7b

Standard:6.NS.7c

6.NS.7d

6.NS.8

  Standard: 6.EE.6

6.G.1

6.G.3

Math Links:

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-ratios-intro/e/equivalent-ratios

 

https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-add-sub-decimals-word-problems/e/adding_and_subtracting_decimals_word_problems

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-algebra-greatest-common-divisor/e/gcf-and-lcm-word-problems

Math Links

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-neg-num-intro/e/negative_number_word_problems

 

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-neg-num-intro/e/negative_number_word_problems

 

https://www.khanacademy.org/math/basic-geo/basic-geo-coord-plane/reflect-points-coord-plane/e/reflecting-points

Math Links

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract/cc-7th-add-negatives/e/number_line_3

 

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract/cc-7th-add-negatives/e/number_line_3

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-greater-than-less-than/e/writing-numerical-inequalities

 

Math Links

https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/alg-basics-absolute-value-new/e/absolute-value-word-problems

 

https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/alg-basics-absolute-value-new/e/absolute-value-word-problems

 

https://www.khanacademy.org/math/basic-geo/basic-geo-coord-plane/reflect-points-coord-plane/e/reflecting-points

Math Links

https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-equation-word-problems/e/equations-in-one-variable-1

 

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/area-trap-composite/e/area-of-quadrilaterals-and-polygons

 

https://www.khanacademy.org/math/basic-geo/basic-geo-coord-plane/polygons-in-the-coordinate-plane/e/drawing-polygons

Lesson: 14-1

Lesson: 14-2

Lesson: 14-3

Lesson: 14-4

Lesson: 14-5

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Case 21 Prep: Students will be given a knowledge skills sheet. Depending on students’ knowledge students will be grouped so that basic, proficient or mastery level work can be provided. 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Students will work together in groups using their notes as they complete skill leveled work relating to Case 21 skills. Students will work together in determining the reasonableness of their partner’s constructed work. Students will provide constructive feedback to peers.

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

Students will complete work provided by mathematics department from G-drive.

 Students will complete work provided by mathematics department from G-drive.

 Students will complete work provided by mathematics department from G-drive.

 Students will complete work provided by mathematics department from G-drive.

 Students will complete work provided by mathematics department from G-drive.

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

Because the work will be given to students at their performance level, students’ work will vary.

Because the work will be given to students at their performance level, students’ work will vary.

Because the work will be given to students at their performance level, students’ work will vary.

Because the work will be given to students at their performance level, students’ work will vary.

  Because the work will be given to students at their performance level, students’ work will vary.

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 

           

 


Work for Week of 10-23 through 10-27  

Hello, parents and students, we are nearing the midpoint of the second nine weeks of school. During this point, I need to assess how well students are retaining information and how good students can apply learned information to new and challenging problems. We will daily review mathematical problems as we link prior skills to new skills. This process will help students retain future knowledge better than before as well mark to students how to study mathematical relationships. I am pleased to announce that an area where we struggled for the past two weeks have been mastered. First, let’s give a shout-out to Mrs. Conway who gave us the integer song, which was very helpful to students and also taught me a lesson. No, students, I will not be singing to you all the time (classroom joke). On the last assessment, every student correctly subtracted and added integers. Students also were able to locate points on a coordinate grid with proficiency. Many students did struggle to find points on a number line when the point involved fractions; however, this will only be a minor adjustment. Classroom behavior is becoming better during the last couple of weeks, could be a maturing process, could be related to your outstanding support, could be that many students are now seeing that math is not as complicated as they thought.

During the last meeting of teachers, this week, we discussed the Case 21 dates and standards assessed. I will provide students with these standards this week; I am pleased to say that all standards on the Case 21 have been taught, in class, and will be reviewed. Parents and students continue to the great job that you have been doing since day one. Students learned CCSS 6.NS.8, 6.G.3 last week; students can proficiently locate positive and negative numbers on a coordinate plane and add and subtract integers. I am working on grading all of their papers and will place their grades on Gradebook during the course of the week, if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance.

Remember, we move and when we move we move as a group. I was appreciative of how you studied together and how supportive you were in helping other students learn. You, young people, are truly becoming a team who works hard to ensure that every student has a full grasp on ALL concepts. Students you are holding each other accountable to do the work and not just copy off of each other’s paper. You have to do your part and participate by doing the work!

Looking at my pacing guide, we are actually about one week and few days ahead of schedule. This week we will slow down a little and review some skills. Below you will find lessons that we will cover next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. Also, parents, please be aware that students can also use www.MobyMax.com to improve upon these skills. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.

This information is also contained on the Southaven Middle School website, check out my name so I can see my page visited numbers go up. http://sms.desotocountyschools.org/ 


 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

Test study guide

Chapter 4 Test

Spotlight Day

   

Math Links

Math Links

Math Links

Math Links

Math Links

 

 

 

 

 

 

Notetaking:

Notetaking:

Notetaking:

Notetaking:

Notetaking:

   

Review

Integer Enrichment

 

Lesson: 13-1

Lesson: 13-2

Lesson: 13-3

Lesson: 13-4

Lesson 13-5

Students and I will review mathematical concepts, skills, and strategies

Students will complete chapter 4/5.1 assessment

Students will review how to solve integer problems with calculators

Students and I will discuss how to draw upon prior knowledge and how to apply that knowledge to new and challenging question sets.

Students and I will solve one step inequalities by solving problems 1-19

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Students will work in their choice peer group to review skills and standards from chapter 4/5.1. I will work in small group sessions with tier 3 students and diverse learners.

 

Students will work in peer groups as they review integers and graphing on a coordinate plane skill set.

Students will work in peer groups as they use their prior knowledge of integers and graphing on a coordinate plane skill set to apply to enriching work.

 Students will work in peer groups as they solve problems in 12-3 practice (diverse learners and tier 3 students will solve problems in reteaching)

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

Students will complete chapter 4/5.1 assessment

   

Students will graph inequalities with a least 70% accuracy.

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 

 

 


Work for Week of 10-16 through 10-20  

Hello parents and students, next week our lessons are as follows. I was not able to schedule a bank representative to come and speak to students about checking and savings accounts, the lesson on balancing checkbooks will be placed on hold until I can schedule the bank representative. We will continue to learn about positive and negative numbers and placing rational numbers on a number line as well as graphing points on a coordinate grid. Students worked me hard last week, and I am tired. Every bit of work that I threw at them they completed. Students completed the work with a good average score as well. Many of the assignments students received had over fifty problems, and students completed the work before the end of the class. Give your child a big pat on the back! Students actions last week informs me they have acclimated to their sixth-grade mathematics class and they are ready to dig a little deeper into mathematical standards. Next week, on Tuesday, I will give students an assessment that will help identify their strengths and weaknesses in math. This assessment is not for a grade it is an assessment that I use to help students develop their strengths and work on their weaknesses. This assessment will also help students prepare for the upcoming Case 21 assessment. Students, I will attempt to have a data conversation with each of you before the week is over. Parents I need your help in this endeavor because I have 88 students.

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:6.NS.6a

Standard:

Standard:6.NS.6a

Standard:6.NS.6b

Standard:

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.

Technology Day

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.

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.

Chapter 4 Review

Math Links

Math Links

Math Links

Math Links

Math Links

 

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-number-opposites/v/opposite-of-a-number

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-number-opposites/v/negative-symbol-as-opposite

 

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-number-opposites/v/opposite-of-a-number

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-number-opposites/v/negative-symbol-as-opposite

https://www.khanacademy.org/math/pre-algebra/pre-algebra-negative-numbers/pre-algebra-coordinate-plane/v/the-coordinate-plane

https://www.khanacademy.org/math/pre-algebra/pre-algebra-negative-numbers/pre-algebra-coordinate-plane/v/quadrants-of-coordinate-plane

 

Note Taking:

Note Taking:

Note Taking:

Note Taking:

Note Taking:

To identify the location of zero on a number line in relation to positive and negative numbers.

 to recognize opposite signs of numbers as locations on opposite sides of 0 on the number line.

 to reason that a double negative, e.g., -(-2) is the opposite of that number itself.

 

To identify the location of zero on a number line in relation to positive and negative numbers.

 to recognize opposite signs of numbers as locations on opposite sides of 0 on the number line.

 to reason that a double negative, e.g., -(-2) is the opposite of that number itself.

 To recognize the signs of both numbers in an ordered pair indicate which quadrant of the coordinate plane the ordered pair will be located.

 To reason that when only the x value in a set of ordered pairs are opposites, it creates a reflection over the y axis, e.g., (x,y) and (x,-y).

 To recognize that when only the y value in a set of ordered pairs are opposites, it creates a reflection over the x axis, e.g., (x,y) and (x,-y).

 To reason that when two ordered pairs differ only by signs, the locations of the points are related by reflections across both axes, e.g., (-x,-y) and (x,y).

 

Lesson: 12-1

Lesson: 12-2

Lesson: 12-3

Lesson: 12-4

Lesson:

Teacher will guide students through problems 1-8 while checking students’ understanding

Students will complete Trackmyprogress and discuss next steps to increase their mathematical understanding.

Teacher will guide students through problems 1-8 while checking students’ understandings. 

Teacher will guide students through problems 1-4 while checking students’ understandings. 

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Students will work together in peer groups using their notes as they complete independent practices (11-32) even.

 

 Students will work together in peer groups using their notes as they complete independent practices (12-33)

Students will work together in peer groups using their notes as they complete independent practices (6-23)

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

  To demonstrate understanding students will solve practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete quick check and reteaching sheets with assistance.

 

    To demonstrate understanding students will solve practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete quick check and reteaching sheets with assistance.

  To demonstrate understanding students will solve practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete quick check and reteaching sheets with assistance.

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 

 

 


Work for Week of 10-9 through 10-13  

Parents your child is AWESOME; last week they took their First Nine-Weeks Test. They took their test in one day, with no second opportunity to correct their test. In other words, what was on their test was their true understanding of mathematical skills.
STUDENTS! I am proud of you. We made our classroom goal of having over 80% of the class scoring 70% or above on all assessments. WAY TO GO! Here is the breakdown.

12 students out of 87 scored between 90 – 99 percent on the test.

38 students out of 87 scored between 80 -89 percent on the test.

21 students out of 87 scored between 70-79 percent on the test.

8 students out of 87 scored between 60-69 percent on the test.

8 students out of 87 scored less than 59 percent on the test (five of which I can say sat and played during class) (remember it is what it is, it ain’t what it ain’t, and it’s going to be what it’s going to be).

Hello, parents and students, we have started the second nine weeks of school since the middle of last week, and will continue. During this nine-weeks your child will continue to learn new skills; however, this nine-weeks we have quite a few days off. Columbus Day, a student holiday in November, Thanksgiving break for some and fall intercession for others, and Christmas break for some and winter intercession for others. With all these days off it is imperative that your child stays on top of their work. Parents, please give your child encouragement as the classwork will be more challenging than the first nine-weeks. Also, parents encourage your child to do or practice on their work before they are presented with their work. Students are quite bright at making sense of patterns, and much of the work requires students to practice patterns before application of the pattern on life-applicable problems. Students also have been given homework this weekend and will get homework next weekend as well. This homework is essential because it teaches students how to handle a budget. I tell my students almost every day that when they get to college or get grown, no one will give them money and they need to know how to budget themselves (calling parents to make up money that you messed up should not be an option). I am also stressing to students to take notes, much like they will do when they are in college. It is for the above-listed reason why their notebooks look dull; I explained that no one would give them the stuff to cut and paste in notebooks so they should Look at the teacher, Engage in discussions, Activate their thinking skills and Note important information. Yes, I do know students are in sixth grade but train up a child in the way they should go, and when they get older, they will remember and apply the training. I will provide students with leadership skills for getting others to be task oriented. Students will be allowed to sit close to others of the same like mind.  Students took the first nine-weeks test last week and learned CCSS 6.EE.2c and 6.EE.2a last week. Next week will begin working on positive and negative numbers. Students will proficiently locate positive and negative numbers on a number line. Students will be taught the meaning of absolute value and how to find the opposite of a number. I have graded all of their papers and placed their grades on Gradebook last week, if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance.

Remember, we move and when we move we move as a group. I was appreciative of how you studied together and how supportive you were in helping other students learn. You, young people, are truly becoming a team who works hard to ensure that every student has a full grasp on ALL concepts. Students you are holding each other accountable to do the work and not just copy off of each other’s paper. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will cover 6.EE.4, 6.EE.6, and 6.NS.6 for lessons next week. Below you will find lessons that we will cover next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. Students must log in at least one hour on Khan Academy, per week, to receive a homework grade. This homework grade is optional. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard: 6.EE.4

Standard:6.EE.6

Standards:

6.NS.6 & 6.NS.6a

Standard: Quiz

Day off from school. Remember to have some fun.

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.

 

By the end of the lesson students will be able to

 

recognize when two expressions are equivalent.

 

apply various strategies to prove that two expressions are equivalent no matter what number is substituted.

Spotlight Day

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.

 

By the end of the lesson students will be able to

 

recognize that a variable can represent an unknown number, or, depending on the scenario/situation, any number in a specific set.

 

relate variables to a context.

 

write expressions when solving a real-world or mathematical problem.

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. As well as, 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.

 

By the end of the lesson students will be able to:

 

identify a rational number as a point in the number line.

 

Identify the location of zero on a number line in relation to positive and negative numbers.

 

recognize opposite signs of numbers as locations on opposite sides of 0 on the number line.

 

reason that a double negative, e.g., -(-2) is the opposite of that number itself.

 

Quiz will be on Standards

6.EE.2a

6.EE.2c

6.EE.4

6.EE.6

6.NS.6

6.NS.6a

 

Math Links

Math Links

Math Links

Math Links

Math Links

 

 

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

 

Notetaking:

Notetaking:

Notetaking:

Notetaking:

Notetaking:

 

 Student will generate equivalent expressions

Students will Know Algebraic Expression

Variables

Algebraic Operations

Students will know

Algebraic Expression Evaluate

Substitution

.

Lesson: Review

Lesson: 11-1

Lesson: 11-2

Lesson: 11-3

Lesson: 11-4

 

Teacher will guide student as problems a-f are instructed

Teacher will guide students as example problems are instructed.

 Teacher will guide students as problems 1-9 are instructed.

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

 

 Students will solve problems 4-34 in peer groups

Student will solve problems 1-8 in peer groups.

Student will solve problems 10-15, and 17-21 in peer groups.

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

To demonstrate understanding student will complete problems 4-12. Diverse learners and Tier 3 student will complete work with assistance of teacher.

To demonstrate understanding students will complete word problems without assistance. Diverse learners and Tier 3 students will complete work with the assistance of teacher

  To demonstrate understanding students will complete practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete Quick Check, daily spiral review and Reteaching sheets with the assistance of teacher.

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

     

Students will complete quick check and practice sheet.

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

Small group instruction as needed.

  Small group instruction as needed.

  Small group instruction as needed.

 

 

 

 


Work for Week of 10-9 through 10-13  

Parents your child is AWESOME; last week they took their First Nine-Weeks Test. They took their test in one day, with no second opportunity to correct their test. In other words, what was on their test was their true understanding of mathematical skills.
STUDENTS! I am proud of you. We made our classroom goal of having over 80% of the class scoring 70% or above on all assessments. WAY TO GO! Here is the breakdown.

12 students out of 87 scored between 90 – 99 percent on the test.

38 students out of 87 scored between 80 -89 percent on the test.

21 students out of 87 scored between 70-79 percent on the test.

8 students out of 87 scored between 60-69 percent on the test.

8 students out of 87 scored less than 59 percent on the test (five of which I can say sat and played during class) (remember it is what it is, it ain’t what it ain’t, and it’s going to be what it’s going to be).

Hello, parents and students, we have started the second nine weeks of school since the middle of last week, and will continue. During this nine-weeks your child will continue to learn new skills; however, this nine-weeks we have quite a few days off. Columbus Day, a student holiday in November, Thanksgiving break for some and fall intercession for others, and Christmas break for some and winter intercession for others. With all these days off it is imperative that your child stays on top of their work. Parents, please give your child encouragement as the classwork will be more challenging than the first nine-weeks. Also, parents encourage your child to do or practice on their work before they are presented with their work. Students are quite bright at making sense of patterns, and much of the work requires students to practice patterns before application of the pattern on life-applicable problems. Students also have been given homework this weekend and will get homework next weekend as well. This homework is essential because it teaches students how to handle a budget. I tell my students almost every day that when they get to college or get grown, no one will give them money and they need to know how to budget themselves (calling parents to make up money that you messed up should not be an option). I am also stressing to students to take notes, much like they will do when they are in college. It is for the above-listed reason why their notebooks look dull; I explained that no one would give them the stuff to cut and paste in notebooks so they should Look at the teacher, Engage in discussions, Activate their thinking skills and Note important information. Yes, I do know students are in sixth grade but train up a child in the way they should go, and when they get older, they will remember and apply the training. I will provide students with leadership skills for getting others to be task oriented. Students will be allowed to sit close to others of the same like mind.  Students took the first nine-weeks test last week and learned CCSS 6.EE.2c and 6.EE.2a last week. Next week will begin working on positive and negative numbers. Students will proficiently locate positive and negative numbers on a number line. Students will be taught the meaning of absolute value and how to find the opposite of a number. I have graded all of their papers and placed their grades on Gradebook last week, if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance.

Remember, we move and when we move we move as a group. I was appreciative of how you studied together and how supportive you were in helping other students learn. You, young people, are truly becoming a team who works hard to ensure that every student has a full grasp on ALL concepts. Students you are holding each other accountable to do the work and not just copy off of each other’s paper. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will cover 6.EE.4, 6.EE.6, and 6.NS.6 for lessons next week. Below you will find lessons that we will cover next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. Students must log in at least one hour on Khan Academy, per week, to receive a homework grade. This homework grade is optional. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard: 6.EE.4

Standard:6.EE.6

Standards:

6.NS.6 & 6.NS.6a

Standard: Quiz

Day off from school. Remember to have some fun.

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.

 

By the end of the lesson students will be able to

 

recognize when two expressions are equivalent.

 

apply various strategies to prove that two expressions are equivalent no matter what number is substituted.

Spotlight Day

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.

 

By the end of the lesson students will be able to

 

recognize that a variable can represent an unknown number, or, depending on the scenario/situation, any number in a specific set.

 

relate variables to a context.

 

write expressions when solving a real-world or mathematical problem.

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. As well as, 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.

 

By the end of the lesson students will be able to:

 

identify a rational number as a point in the number line.

 

Identify the location of zero on a number line in relation to positive and negative numbers.

 

recognize opposite signs of numbers as locations on opposite sides of 0 on the number line.

 

reason that a double negative, e.g., -(-2) is the opposite of that number itself.

 

Quiz will be on Standards

6.EE.2a

6.EE.2c

6.EE.4

6.EE.6

6.NS.6

6.NS.6a

 

Math Links

Math Links

Math Links

Math Links

Math Links

 

 

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

 

Notetaking:

Notetaking:

Notetaking:

Notetaking:

Notetaking:

 

 Student will generate equivalent expressions

Students will Know Algebraic Expression

Variables

Algebraic Operations

Students will know

Algebraic Expression Evaluate

Substitution

.

Lesson: Review

Lesson: 11-1

Lesson: 11-2

Lesson: 11-3

Lesson: 11-4

 

Teacher will guide student as problems a-f are instructed

Teacher will guide students as example problems are instructed.

 Teacher will guide students as problems 1-9 are instructed.

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

 

 Students will solve problems 4-34 in peer groups

Student will solve problems 1-8 in peer groups.

Student will solve problems 10-15, and 17-21 in peer groups.

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

To demonstrate understanding student will complete problems 4-12. Diverse learners and Tier 3 student will complete work with assistance of teacher.

To demonstrate understanding students will complete word problems without assistance. Diverse learners and Tier 3 students will complete work with the assistance of teacher

  To demonstrate understanding students will complete practice sheet and daily spiral review without assistance. Diverse learners and Tier 3 students will complete Quick Check, daily spiral review and Reteaching sheets with the assistance of teacher.

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

     

Students will complete quick check and practice sheet.

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

Small group instruction as needed.

  Small group instruction as needed.

  Small group instruction as needed.

 

 

 

 


Work for week of 9-25 to 9-29  

Hello, parents and students, the first nine weeks are coming to a close. We have learned several skills during the past weeks. Each of the nine weeks, many students demonstrated their understanding of skills through their completed their work. The work, your students have completed was connected to skills they will need for life and yes some skills were taught because it will be necessary for a test or grade. I am continually pushing students, not as many as I was pushing at the beginning of the year, many students are becoming self-starters and help drive other students to stay on task. Some students are enthused about the work and can create new strategies for solving mathematical problems. I only have two to three students in each class who are still confused as to why they come to school, many students have learned to disregard those students’ behaviors and conversations as they work to complete their work (GOOD JOB TO BOTH THE PARENTS AND STUDENTS). Parents, we need your help, some students are not performing their work in spite of being redirected and provision of support. There were assignments that students worked on last week to further develop their ability to find equivalent ratios, simplifying ratios, and converting ratios to decimals and converting decimals to percentages. When first assigned, some students did not perform well with these skills. I took last week to reteach these skills to give students a chance to receive a better grade than if I did not reteach the lesson. Some students reviewed and some students learned CCSS 6.RP.3a, 6.RP.3b and 6.RP.3c last week. Students worked towards proficiency in finding equivalent ratios, reducing fractions, converting fractions to decimals, and converting decimals to percentages. I am confident in saying that the work we completed last week, will prepare students for life. I have graded all of their papers and will place their grades on Gradebook by the middle of this week, if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance. Also, please make sure students are using their Trackmyprogress sheets to study their difficult standards.

Remember, we move and when we move we move as a group. I was appreciative of how you studied together and how supportive you were in helping other students learn. You, young people, are truly becoming a team who works hard to ensure that every student has a full grasp on ALL concepts. Students you are holding each other accountable to do the work and not just copy off of each other’s paper. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will review and prepare for our first major assessment next week. Attachments contained in this email are front and back copies (do not get scared) about three sheets per day.  Parents, please ask your child every day to prove to you that they know how to solve mathematical problems that are contained in your emails. Use previous emails to help your child study for the test. Below you will find lessons that we will cover next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.


 

 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

Review of 6.RP.3a and 6.RP.3b, intro to 6.RP.3c

6.RP.3c

Spotlight Day

6.RP.3b

Review and Remediate First Nine Weeks Skills

Review and Remediate First Nine Weeks Skills

Math Links

Math Links

Math Links

Math Links

Math Links

 

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3 https://www.khanacademy.org/commoncore/grade-6-RP#6.RP.A.3c

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3 , https://www.khanacademy.org/commoncore/grade-6-RP#6.RP.A.3c

 

 

Bell work:

Bell work:

Bell work:

Bell work:

Bell work:

3.1.3

3.1.4

3.1.3

   

Lesson: 12-1

Lesson: 12-2

Lesson: 12-2

Lesson: 12-3

Lesson:

Students and I will complete guided practice problems (1-8) together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete independent practices (9-20).

  Students and I will complete guided practice problems (1-7) together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete independent practices. (7-11)

Students are allowed to bring their technology devices to work on khanacademy, ixl or other math sites after students demonstrate understanding of previous lessons.

   

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

   Students will work alone to complete problem solving (21,24,25)

   Students will work alone to complete problem solving through 12-21

Students will work alone to complete problem solving

 

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

       

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 


Work for Week of 9-18 to 9-22-2017  

Hello, parents and students, this has been a quiet week. We learned new skill this week in our four full days of learning. Each day, many students worked diligently at completed their work. Let me tell what I observed last week. I am continually observing students helping other students, and pushing other students to stay on task. Some students are enthused about the work and bring their work to lunch, without being asked or prompted. I do have a dwindling few who are still confused as to why they come to school, but with your help and students’ help we will round up and rescue these stragglers. Parents, much to my dismay we need help your help, some students are not performing their work in spite of being redirected and provision of support. Students learned CCSS 6.RP.3a and 6.RP.3b last week and will continue to learn these skills next week. Students are working towards proficiency in finding equivalent ratios, reducing fractions, converting fractions to decimals, and converting decimals to percentages. I am confident in saying that the work we completed last week, will prepare students for life. I have graded all of their papers and will place their grades on Gradebook by the middle of this week, if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance. Also, please make sure students are using Khanacademy.org to study their difficult standards.

Remember, we move and when we move we move as a group. I was appreciative of how you studied together and how supportive you were in helping other students learn. You, young people are truly becoming a team who works hard to ensure that every student has a full grasp on ALL concepts. Students you are holding each other accountable to do the work and not just copy off of each other’s paper. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will cover 6.RP.3c and 6.NS.3 along with 6.RP.3a for lessons next week. Below you will find lessons that we will cover next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.


 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

Testing Assessment of 6.RP.3

Review of 6.RP.3a  and 6.RP.3b, intro to 6.RP.3c

Spotlight Day

6.RP.3b

6.RP.3c

Review and Remediate First Nine Weeks Skills

Math Links

Math Links

Math Links

Math Links

Math Links

 

 

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3 https://www.khanacademy.org/commoncore/grade-6-RP#6.RP.A.3c

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3 , https://www.khanacademy.org/commoncore/grade-6-RP#6.RP.A.3c

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3

 

Bell work:

Bell work:

Bell work:

Bell work:

Bell work:

 

3.1.3

3.1.3

3.1.4

 

Lesson: 12-1

Lesson: 12-2

Lesson: 12-2

Lesson: 12-3

Lesson:

 

Students and I will complete guided practice problems (1-8) together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete independent practices (9-20).

Students are allowed to bring their technology devices to work on khanacademy, ixl or other math sites after students demonstrate understanding of previous lessons.

Students and I will complete guided practice problems (1-7) together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete independent practices. (7-11)

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

 

  Students will work alone to complete problem solving (21,24,25)

Students will work alone to complete problem solving

  Students will work alone to complete problem solving through 12-21

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

       

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

       

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 


Work for week of 9-11-2017 through 9-15-2017  

Hello, parents and students, this week was a very busy. We learned two new skills and categorized the classroom, we had a full week of learning. Parents, please give your child a pat on the back for enduring the bulk load of work I presented them with this week. Each day, students completed two to three pages of work, we are trying to slowly work students up to completing a full load of work. The work is necessary and we pushed to get through the work. Let me tell what I observed last week. I observed students helping other students, not giving other students answers but encouraging students to think through the problem. I observed students persevering through advanced work and students persevering to make sense of new concepts. I presented students with a surprise review, and they nailed it with little support from me. This information lets me know that my students are awesomely awesome. I do have a dwindling few who are still confused as to why they come to school, but with your help and students’ help we will round up and rescue these stragglers. Students learned CCSS 6.EE.3 and an introduction to 6.NS.4 last week. Students can proficiently find the greatest common factor and lowest common multiple, proficiently use the generic rectangle to solve multi-digit multiplication and proficiently use GCF in creating equivalent equations using the distributive property. I told you there was a lot of work we completed last week. I have graded all of their papers and will place their grades on Gradebook by the middle of this week, if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance.

Remember, we move and when we move we move as a group. I was appreciative of how you studied together and how supportive you were in helping other students learn. You, young people are truly becoming a team who works hard to ensure that every student has a full grasp on ALL concepts. Students you are holding each other accountable to do the work and not just copy off of each other’s paper. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will cover 6.RP.3 for lessons next week. Below you will find lessons that we will cover next week. I am also very pleased to know that many more students are using the provided links to Khan Academy than last week. These students come to class ready to work on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.


 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

Lesson Review (45 mins)

6.RP.3a (45 mins)

Chapter 2 Test 6.RP.3a if time permit

Spotlight Day

6.RP.3b

6.RP.3c

Assessment of 6.RP.3

Math Links

Math Links

Math Links

Math Links

Math Links

 

https://www.khanacademy.org/commoncore/grade-6-RP#6.RP.A.3

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-rates/e/comparing-rates

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-rates/e/comparing-rates

https://www.khanacademy.org/commoncore/grade-6-RP#6.RP.A.3c

 

Notetaking:

Notetaking:

Notetaking:

Notetaking:

Bell work:

 3.1.1

3.1.1

3.1.1

3.1.1

 

Lesson: 12-1

Lesson: 12-2

Lesson: 12-2

Lesson: 12-3

Lesson:

Students and I will complete lesson intro together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete Guided Problem-Solving Sheet.

Students and I will complete lesson intro together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete Guided Problem-Solving Sheet.

Students are allowed to bring their technology devices to work on khanacademy, ixl or other math sites after students demonstrate understanding of previous lessons.

Students and I will complete lesson intro together, through discussions and note taking.

Students will work together in groups of four using their notes as they complete Guided Problem-Solving Sheet.

 

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

  Students will work alone to complete various mathematical problems. Students who struggle with the concept will complete Reteaching sheet and Practice sheet. Students who understand the concept will complete the Practice sheet and Activity Lab.

   Students will work alone to complete various mathematical problems. Students who struggle with the concept will complete Reteaching sheet and Practice sheet. Students who understand the concept will complete the Practice sheet and Activity Lab.

Students will work alone to complete problem solving

   Students will work alone to complete various mathematical problems. Students who struggle with the concept will complete Reteaching sheet and Practice sheet. Students who understand the concept will complete the Practice sheet and Activity Lab.

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

 

Review Assessment Data

   

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

Students and teacher will discuss how to write ratios to compare real world quantities.

Students and teacher will discuss how to determine if two ratios are proportional

Students and teacher will discuss how to find and use unit rates and unit costs

Students and teacher will discuss how to find equivalent forms of fractions, decimals, and percent.

 

Closure:

Closure:

Closure:

Closure:

Closure:

       

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

Reteaching sheets as necessary

Reteaching sheets as necessary

Reteaching sheets as necessary

Reteaching sheets as necessary

Reteaching sheets as necessary


Work for Week of 9-5-2017 through 9-8-2017  

Hello, parents and students, another week has passed and welcome to yet another week of 6th-grade mathematics. Whelp! Let me start off by saying the Honeymoon period is over. By now, students you should realize that you are full-fledged middle schoolers. You are now held accountable for your behavior and performance in middle school and as a matter of fact for the rest of your educational career. I will help you become the best student you can be, but I will not hold your hand. I will encourage you to become the best student, but I will not pressure you. Parents encourage your child(ren) to check their emails, watch the math videos, keep their binder in order, and study. Students, your parents, and I want you to have success; you must want to have success as much if not more than we do for you. There were some classroom disruptions this week; we have a few gentlemen in the fifth and sixth-period math class that do not pay attention and likes to cause disruptions in the educational process. Many students in that class have learned or are learning to ignore these disruptions. However, parents, please talk to your child about their reason for coming to school. Students learned CCSS 6.G.2 and 6.G.4 and prepped for the 1st nine-weeks midpoint assessment. Many students can proficiently compute the area and perimeter of irregular shapes. I will reteach students these standards throughout this week along with new standards. Midpoint assessment results provided me with some encouragement. Parents and students, you should also be encouraged by the following results. I have graded all their papers and placed their grades on Gradebook if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance.

STUDENTS! I am proud of you. This week 85 percent of you scored over 70 percent on the test. We have bypassed our goal of 70% of the class scoring 70% and above on all assessments, yet again. So, I am changing our classroom goal to 80% of the class scoring 70% or above on all assessments. You do not have to thank me now, you can thank me later. Here is the breakdown.

Two students out of 73 scored a perfect 100 percent on the test.

12 students out of 73 scored between 90 – 99 percent on the test.

28 students out of 73 scored between 80 -89 percent on the test.

20 students out of 78 scored between 70-79 percent on the test.

Nine students out of 73 scored between 60-69 percent on the test.

Two students out of 73 scored less than 59 percent on the test.

We had four students who chose not to complete their test (these students were given a period to report to class to finish their test and chose to bypass their test).

There are five students left who must test this week.

Remember, we move and when we move we move as a group. Although scores are a private matter, we must ensure that every student has a full grasp on ALL concepts. If and when we see a student struggling, it becomes all hands on deck. If you are in need of help please, please, and please ask for help. Students it is also your responsibility to do the work. Several students were not attentive, did not complete tasks and took notes this week. Remember, your parents did their jobs and got you to school. I am going to do my job and teach you. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will review 6.G.2 and 6.G.4 next week, as well as cover 6.EE.3. We covered this standard at the beginning of the school year and many students, if not all, did very well on this standard. Students will find and create equivalent expressions as well be introduced to solving one-step equations. Progress reports will go home on Thursday next week. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.


 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

Labor Day

 

6.EE.3

Review 6.G.2 and 6.G.3 and test data

6.EE.3

6.EE.3

Bell work:

Notetaking:

Notetaking:

Notetaking:

Notetaking:

 

Students will take notes on solving generic rectangles. Students will understand how generic rectangles will lead to binomials and trinomials

Students demonstrating proficiency on standard will complete review test data and generate work where they show less proficiency with skill leveled peers. Students who are not demonstrating proficiency on standard will work in small groups with teacher on reteaching sheets.

Students will take notes on using the distributive property to create equivalent expressions. Students will take notes on creating equivalent equations from word problems

Students will take notes on how to solve one-step equations using mathematic properties.

Lesson:

Lesson:

Lesson:

Lesson:

Lesson:

 

Lesson 2-3-1

Spotlight day

Lesson 2.3.2

Lesson 2.3.3

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

 

 Solving generic rectangles

Solving for unknown generic rectangles.

Identifying monomials, binomials and trinomials as terms. Students with an average of a B or above may listen to music as they complete generic rectangle assignments.

Student will receive assistance from the teacher as needed as students work on their differentiated skills.

 Students will generate equivalent expressions by using GCF. Students generate equivalent equations from word problems. Students with an average of a B or above may listen to music as they complete generic rectangle assignments.

Students will solve one-step equations. Students generate equivalent equations from word problems then solve. Students with an average of a B or above may listen to music as they complete generic rectangle assignments.

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

 

 

Review assessment data

 

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

 

 

 

 

 

Closure:

Closure:

Closure:

Closure:

Closure:

 

Students and teacher will discuss strategies to solve generic rectangles.

Students and teacher will discuss strategies to solve student’s differentiated problems.

Students and teacher will discuss strategies to generate equivalent expressions using the distributive property.

Students and teacher will discuss strategies to solve one-step equations

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

 

 

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-place-value-area-models/e/multiplying-2-digit-numbers-with-area-models

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-equivalent-exp/cc-6th-combining-like-terms/e/combining-like-terms-0.5

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-equivalent-exp/cc-6th-combining-like-terms/e/combining-like-terms-with-distribution

https://www.khanacademy.org/math/algebra-basics/alg-basics-algebraic-expressions/alg-basics-distributive-property/e/distributive-property-with-variables

https://www.khanacademy.org/math/algebra/introduction-to-algebra/alg1-equivalent-expressions/e/equivalent-forms-of-expressions-1

https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-ditributive-property/e/distributive_property

 


Work for Week of 8-28 through 9-2-2017  

Hey before I get to this week's letter I want to shout out to Katie, Amy, Harrell, Emily, and Jocelyn for working on Khan Academy this week. Katie logged in the most time and the most points. Way to go Katie-Lynn. Krishon,  Cedric, and Donovan are my top Prodigy players. Good job gentlemen. Kristin, Jaidin, Nathan, and Caiting picked up an extra grade for their good work on Moby Max. All their work on the resources were demonstrated on their Chapter 1 test. Way to go, Way to go. 

Hello, parents and students, another week of school have passed, and many students are doing well, let me explain. This week I gave students a test on the seven standards that we have learned since the first week of school. The test surprised me, but students were ready. Students were tested on 6.EE.1, 6.EE.2a, 6.G.1, 6.NS.2, 6.NS.3, 6.NS.4, 6.SP.4 and 6.SP.5a. These are standards that students must learn before they leave sixth-grade. On each standard, as a class, the average was over 75%, and again this test was a surprise. Now we can move on to our next standards. Parents and students, remember we are only doing an introduction of 6th-grade skills, at this time of the school year. The good stuff comes a little later. Skills you have learned so far are skills that will serve as a foundation for the good stuff later and also a foundation for algebra. The next time we teach this standard, I will use word problems. I have graded all of their papers and will place their grades on Gradebook by Sunday. If it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance. I have also grouped students in a way that I can provide immediate assistance to some of my struggling math students.

STUDENTS! I am proud of you. We made our classroom goal of having over 70% of the class scoring 70% or above on all assessments. As a matter of fact, over eighty percent of you scored 70% or above. WAY TO GO! Here is the breakdown.

One student out of 82 scored a perfect 100 percent on the test.

19 students out of 82 scored between 90 – 99 percent on the test.

27 students out of 82 scored between 80 -89 percent on the test.

20 students out of 82 scored between 70-79 percent on the test.

11 students out of 82 scored between 60-69 percent on the test.

Four students out of 82 scored less than 59 percent on the test.

Remember, we move and when we move we move as a group. Although scores are a private matter, we must ensure that every student has a full grasp on ALL concepts. If and when we see a student struggling, it becomes all hands-on deck. If you need help please, please, and please ask for help. Students it is also your responsibility to do the work. Several students were not attentive, did not complete tasks and did not take notes this week. Remember, your parents did their jobs and got you to school. I am going to do my job and teach you. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will cover 6.G.2 next week we did not get a chance to cover this standard due to testing. We only covered basic information about during this week. Students will 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. Also, this week we will have our first nine weeks midpoint test. Below you will find lessons that we will cover next week. I took time this week to make sure students could get their email addresses as well as Khan Academy. Come to class ready to work next week on higher level problems. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.

Parents encourage your child to check their emails. I am trying to teach students how to be responsible and accountable for their classwork and correspondence with their teacher. I know that some students do not have email addresses, I submitted their names to our tech person and I am waiting on a response. As soon as I get that response, I will alert parents as well as students. Parents, you should have also received your parent portal information as well as Title I information. Please sign all necessary papers and have your child return them on Monday. 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

6.G.2

 

6.G.4

First nine Weeks Remediation

Midpoint Study Guide

 Assessment

First Nine Weeks Midpoint test

Note Taking

Bell work:

Bell work:

Bell work:

Bell work:

Students will take math notes in their binder for finding the perimeter, volume and surface area of cubes and rectangular prisms.

 

Students will take math notes on how to distinguish 3D figures from net representations. Students will then find the surface area of 3D figures using net representations.

Students demonstrating proficiency on standard will complete enrichment work with skill leveled peers. Students who are not demonstrating proficiency on standard will work in small groups with teacher on reteaching sheets.

 

 

Lesson:

Lesson:

Lesson:

Lesson:

Lesson:

Goal: Students will learn how to solve algebraic equations using variables and geometric formulas. Part 1: students will find the perimeter and volume of rectangles.

Part 2: students will find the volume and surface area of rectangular prisms and cubes.

See PDF

 

Spotlight day

Review for first nine weeks test.

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Students will either complete all odd problems or all even problems.

 

 Students will either complete all odd problems or all even problems.

 

Students are permitted to work on their areas of math concern.

 

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

Calculating Volume and Surface area worksheet.

 

Problems 13 on practice problems

Review for assessment will be individualized.

Review for assessment

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

Students may work on Moby Max and also complete work that was not finished in class.

Students may work on Moby Max and also complete work that was not finished in class.

Students may work on Moby Max and also complete work that was not finished in class.

Students may work on Moby Max and also complete work that was not finished in class.

Students may work on Moby Max and also complete work that was not finished in class.

Closure:

Closure:

Closure:

Closure:

Closure:

Students are permitted to work on their areas of math concern if work is finished early.

Students are permitted to work on their areas of math concern if work is finished early.

Students are permitted to work on their areas of math concern if work is finished early.

Students are permitted to work on their areas of math concern if work is finished early.

Students are permitted to work on their areas of math concern if work is finished early.

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

 

 

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/area-trap-composite/v/area-breaking-up-shape

https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/alg-basics-area-triangle/v/intuition-for-area-of-a-triangle

https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/basic-geometry-surface-area/v/finding-surface-area-using-net

 


Work for week of 8-22 through 8-25  

Hello, parents and students, the fourth week of school is over, and students have been rocking this stuff called math. Another week has passed, and students continue to surprise me, let me explain. This week we had to dedicate a day for spotlight, so we did not lose a day of learning, but we gained a day for focusing on skills that your child may have been a little confused about in math. Remember, what matters is what gets measured, and students’ academic understanding matters. There were no classroom disruptions this week; all students were attentive this week (even had some aha! moments from students). Students learned CCSS 6.SP.4 and 6.SP.5 in spite of the spotlight day. Students can proficiently complete box and whiskers plot, dot plot, line graphs, and bar graphs. The next time we teach this standard, I will use either stock market statistics or sports statistics. I have graded all of their papers and placed their grades on Gradebook if it is possible, please check your child’s grade. If there are any concerns, please contact me, as soon as possible. By contacting me, you and I can work together to assure your child can receive the proper assistance.

Remember, we move and when we move we move as a group. We must ensure that every student has a full grasp on ALL concepts. If and when we see a student struggling, it becomes all hands on deck. If you are in need of help please, please, and please ask for help. Students it is also your responsibility to do the work. Several students were not attentive, did not complete tasks and take notes this week. Remember, your parents did their jobs and got you to school. I am going to do my job and teach you. You have to do your part and participate by doing the work!

Looking at my pacing guide, we will cover 6.G.1 next week. We will cover finding 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. Also, the week of Aug. 28 we will have our first nine weeks midpoint test. If you notice, you will see the format have changed. This change is to keep our math classes aligned with other math classes; the lessons may look different, but please be assured that your children will receive the same high-quality education as you have come to expect from this class. Below you will find lessons that we will cover next week. I am also very concerned that many students are using the provided links to Khan Academy and that students are not checking their emails. Parents and students I have learned that students who check their emails and use the provided links come to class ready to work and increase their mathematical understandings to higher levels than students who do not use provided resources. Again, thank you, students, for being AWESOME and thanks to parents for having such AWESOME children.


 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

6.G.1

 

6.G.1

6.G.1

Spotlight Day

6.G.1

6.G.1 Practice Assessment

First Nine Weeks Midpoint test

Bell work:

Bell work:

Bell work:

Bell work:

Bell work:

Problems 1-5

 

Problems 1-5

Students demonstrating proficiency on standard will complete enrichment work with skill leveled peers. Students who are not demonstrating proficiency on standard will work in small groups with teacher on reteaching sheets.

 

 

Lesson:

Lesson:

Lesson:

Lesson:

Lesson:

See PDF

Areas of Rectangles and Irregular Figures 17-2

See PDF

Areas of Parallelograms and Triangles 17-3

Spotlight day

Review for first nine weeks test.

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Problems 6-15

 

 Problems 8-21

Enrichment: students will create irregular shapes, rectangles, parallelograms, triangles, using grid paper. Students will identify coordinate pairs then identify the area of created shapes using coordinate pairs.

Reteaching: students will create irregular shapes, rectangles, parallelograms, triangles using grid paper. Students will discuss the process to find the area and perimeter of created shapes.

 

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

Problems 16-19

 

Problems 26

Review for assessment

Review for assessment

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

Bellwork 2.2.2

Bellwork 2.23

Bellwork 20

Bellwork 20

 

Closure:

Closure:

Closure:

Closure:

Closure:

Students are permitted to work on areas of rectangles and irregular practice sheet 17-2

Students are permitted to work on areas of parallelograms and triangles practice sheet 17-3

Students will review notes on 6.G.1

Students will review notes on 6.G.1

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

Reteaching sheets as necessary

 

 

 

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/area-trap-composite/v/area-breaking-up-shape

https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/alg-basics-area-triangle/v/intuition-for-area-of-a-triangle

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:

Standard:

Standard:

Standard:

Standard:

 

 

 

 

 

 

 

Bell work:

Bell work:

Bell work:

Bell work:

Bell work:

 

 

 

 

 

 

Lesson:

Lesson:

Lesson:

Lesson:

Lesson:

 

 

 

 

 

 

Student Practice:

Student Practice:

Student Practice:

Student Practice:

Student Practice:

 

 

 

 

 

 

 

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

 

 

 

 

 

 

 

Home Work:

Home Work:

Home Work:

Home Work:

Home Work:

 

 

 

 

 

 

 

Closure:

Closure:

Closure:

Closure:

Closure:

 

 

 

 

 

 

 

Remediation:

Remediation:

Remediation:

Remediation:

Remediation:

 

 

 

 

 

 

 

 

 


Work for Week of August 14 through August 18 2017  

Parent and students letter for 8-14-2017

Hello parents and students, well we had a wonderful first full week of school. We worked on dot plots, histograms, bar graphs, prime factorization, greatest common factor, and least common multiples. Although, I did not want to give an assessment, I had some students that felt so strongly about the level of understanding they wanted an assessment, from the work they produced I feel many confident students have a grasp on primary concepts related to creating and evaluating exponent expressions and finding greatest common factors and lowest common multiples of numbers up to 100. Well, those students were right! As I explained, my classroom is standard based and student driven and this time students were right! Over 70 % of the class scored over 70%. There were some students who wanted to play and talk to their friends and not study that could have done better hopefully they learned their lesson and will do better next week. Students learned three skills last week, 6.EE.1, 6.NS.4 and 6.SP.4 and when those skills were assessed, students scored 77% in 6.EE.1, 75% in 6.NS.4 and 77% in 6.SP.4. I will provide them with their scores on Monday. Looking at my pacing guide, the first three days of next week, we will work on creating algebraic expressions from algebraic statement. Students really need their calculators next week, we will work on skills that require computations that are out of range of paper and pencil work. There will be a test next week; I like to know what students can and cannot do before we move on to the next lessons. Below you will find lessons that we will cover next week. Students follow the links and preload your knowledge. See you next week. Have a great weekend.

P.S. Parents students need a calculator.


 

 

08-14

Monday

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.

Your child should be able to proficiently use numbers and variables to evaluate expressions, translate written phrases into algebraic expressions and translate algebraic expressions into written phrases.

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-arithmetic-operations/cc-6th-exponents/v/introduction-to-exponents

 

08-15

Tuesday

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.

Your child should be able to proficiently use numbers and variables to evaluate expressions, translate written phrases into algebraic expressions and translate algebraic expressions into written phrases.

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-arithmetic-operations/cc-6th-exponents/v/introduction-to-exponents

 

08-16

Wednesday

6.SP.4

Analyze displayed numerical data in plots on a number line, including dot plots, histograms, and box plots.

Your child should be able to

find the median, quartile, and interquartile range of a set of data.

 

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-arithmetic-operations/cc-6th-exponents/v/introduction-to-exponents

 

08-17

Thursday

6.SP.4

Analyze displayed numerical data in plots on a number line, including dot plots, histograms, and box plots.

Your child should be able to

find the median, quartile, and interquartile range of a set of data.

 

https://www.khanacademy.org/math/statistics-probability/summarizing-quantitative-data/box-whisker-plots/v/box-and-whisker-plot-exercise-example

 

https://www.khanacademy.org/math/statistics-probability/summarizing-quantitative-data/box-whisker-plots/v/another-example-constructing-box-plot

 

 

08-15

Friday

6.SP.4

Display numerical data in plots on a box plots.

Your child should be able to

create a box plot to display a set of numerical data.

 

https://www.khanacademy.org/math/statistics-probability/summarizing-quantitative-data/box-whisker-plots/v/box-and-whisker-plot-exercise-example

 

https://www.khanacademy.org/math/statistics-probability/summarizing-quantitative-data/box-whisker-plots/v/another-example-constructing-box-plot

 

 


Work for Week of August 7 2017  

Parent and students letter for week of 8-7-2017

Hello parents and students, well we had a wonderful first few days of schools. Students became familiar with rules and procedures of the class and the school. Students received instruction on technology usage. Students also completed an assessment that will guide my instruction for the first eighteen weeks of school. In this email, you will find the standards that we will cover and work on this week. I will be in the process of inputting gap skills into student’s math program. These gap skills are skills that you did not understand on your math assessment. I also assign this week’s skills on Moby Max, Prodigy, and Khan Academy. The work that is included in this email will be the work that we work on for the week. You do not have to do this work at home, you do not have to print off the work, but preview the work so that you can come to school with knowledge about the standards. I will provide you with enrichment work that will help propel you to the next level, once you have mastered the following standards. Looking at my pacing guide, the first three days of week three we will again cover area, perimeter, and introduction to arrays. There will be a test next week; I like to know what students can and cannot do before we move on to the next lessons. I have noticed that several students struggle with long division, and I will send home study sheets to help students become comfortable with long division. I am going to cover long division, during my opening lesson, it is not part of the lesson plan, but my students need this skill so I will teach this skill. Below you will find lessons that we will cover next week.

08-07

Monday

6.SP.4

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

Your child should be able to

identify the components of dot plots.

https://www.khanacademy.org/math/pre-algebra/pre-algebra-math-reasoning/pre-algebra-frequency-dot-plot/v/frequency-tables-and-dot-plots

 

08-08

Tuesday

6.EE.1

6.NS.4

Use previous understanding of prime factorization to 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.

Your child should be able to

identify the factors of two whole numbers less than or equal to 100 and determine the Greatest Common Multiple and identify the multiples of two whole numbers less than or equal to 12 and determine the Least Common Multiple.

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-algebra-greatest-common-divisor/v/greatest-common-divisor

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-algebra-greatest-common-divisor/v/greatest-common-divisor

 

08-09

Wednesday

6.NS.4

 

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).

Your child should be able to proficiently apply the Distributive Property to rewrite addition problems by factoring out the Greatest Common Factor.

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-arithmetic-operations/cc-6th-exponents/v/introduction-to-exponents

 

08-10

Thursday

6.NS.4

 

Review GCF and then Write and evaluate numerical expressions involving whole-number exponents. (Word Problems)

Your child should be able to proficiently write and evaluate expressions including expressions with exponents.

https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-algebra-prime-factorization-prealg/v/prime-factorization

 

08-11

Friday

Assessment of

6.SP.4

6.EE.1

6.NS.4

Students will complete assessment

 

https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-algebra-prime-factorization-prealg/v/prime-factorization