## 6th Grade Math SyllabusAshleigh Musgrove, Brian Smith, Tabitha Franklin, Tony Nichols, Shane Patterson Sevierville Middle School 2017-2018 Mathematics- Grade 6 Contact Information: Telephone: 865-453-0311 Email: ashleighmusgrove@sevier.org Texts: Houghton Mifflin Harcourt Go Math Required Supplies: Composition notebook Notebook paper #2 pencils Black Dry-erase markers Colored Pencils Course Overview: 6th grade begins the formal study of ratios and proportions. Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates. Proportional relationships are added and studied in the 7th grade. Students use fractions, multiplication, and division along with an understanding of the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students also extend their previous understandings of numbers and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane. Students begin to use properties of arithmetic operations systematically to work with numerical expressions that contain whole-number exponents. Students come to understand more fully the use of variables and variable expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students explore how algebraic expressions can represent written situations and generalize relationships from specific cases. Students build on their work with area from earlier grades by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can more easily determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in the 7th grade by drawing polygons in the coordinate plane. 6th grade students begin to formally develop their ability to think statistically. They understand that a set of data (collected to answer a question) will have a distribution, which can be described by its center, spread, and shape. Students calculate the median, mean, and mode and relate these to the overall shape of the distribution. They recognize that the median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. They understand that the mode refers to the most frequently occurring number found in a set of numbers and is found by collecting and organizing the data in order to count the frequency of each result. Students display, summarize and describe numerical data sets, considering the context in which the data were collected. Students use number lines, dot plots, box plots, and pie charts to display numerical data. Course Standards/ Objectives: State standards for teaching and learning in this course and others are available at http://tn.gov/education/topic/academic-standards Major Projects/Field Trips No major projects or field trips are required for 6th grade math. Grading Per Sevier County Board of Education policy, grading will be uniform across all elementary grades. In this class, daily grades will count as 66.6% of a student’s final average while test grades will count as 33.3%. Students who receive an excused absence are required to make up work missed in each class. Students who receive unexcused absences will not be allowed to make up daily missed work and the grade may be assessed as a zero (BP 623). Student scores on the TNReady grades three through eight shall comprise fifteen percent of the student’s final grade in the spring semester in the subject areas of mathematics, reading/language arts, science and social studies. If these scores have not been returned by the end of the school year, grades will be assigned without including TNReady. Students and parents can have access at all times to the current grading information via gradebookwizard.com. Student and parent usernames and passwords were given at the beginning of the school year. Parental Access to Instructional Materials Pursuant to Tennessee Code 49-6-7003, parents or guardians may request access to any teaching materials, instructional materials, and other teaching aids used in the classroom as well as any tests developed or graded by the teacher. In order to facilitate this request, parents/guardians are asked to submit a request for such review via letter, email, or phone conversation prior to an established meeting for said review. |