Syllabus
Math 6 Syllabus - Hughes Middle School
Teacher: Hill
Contact Information:
Room: Hill 815
Phone: 355 - 6244
Email Address: rhill@greenville.k12.sc.us
Website: https://sites.google.com/greenvilleschools.us/mrhillsmathclass/home
Google Class Codes:
Period 1: Advisory: pnhvjyc
Period 2: Math 6: rqpy6x6
Period 3: Math 6/7: sbkjqem
Period 4: Math 6: 5twsdro
Period 5: Math 6/7: lfftyxa
Course Title: Math 6
Textbook Title:
South Carolina Middle School Math Solution Course 1 - Carnegie Learning
MATHia student software
Course Description:
In Math 6, SCCCR Mathematics Standards focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking. For a complete understanding of the essential knowledge and skills in mathematics, read the SCCCR Mathematics Standards in their entirety; the seven process standards will be incorporated throughout this course.
Priority Learning Standards for Math 6:
Investigate and translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Fractions should be limited to those with denominators of 2, 3, 4, 5, 8, 10, and 100.
Understand that the positive and negative representations of a number are opposites in direction and value. Use integers to represent quantities in real-world situations and explain the meaning of zero in each situation.
4 Apply mathematical properties (e.g., commutative, associative, distributive) to justify that two expressions are equivalent.
Investigate multiple representations of relationships in real-world and mathematical situations.
Extend knowledge of inequalities used to compare numerical expressions to include algebraic expressions in real-world and mathematical situations.
Write and solve one-step linear equations in one variable involving non-negative rational numbers for real-world and mathematical situations.
Apply the concepts of ratios and rates to solve real-world and mathematical problems.
Apply the concepts of polygons and the coordinate plane to real-world and mathematical situations.
Unfold three-dimensional figures into two-dimensional rectangles and triangles (nets) to find the surface area and to solve real-world and mathematical problems.
Use visual models (e.g., model by packing) to discover that the formulas for the volume of a right rectangular prism (𝑉 =𝑙wℎ,𝑉 =𝐵ℎ) are the same for whole or fractional edge lengths. Apply these formulas to solve real-world and mathematical problems.
Use center (mean, median, mode), spread (range, interquartile range, mean absolute value), and shape (symmetrical, skewed left, skewed right) to describe the distribution of a set of data collected to answer a statistical question.
The instructional resources used in this course consist of five modules:
Module 1: Composing and Decomposing
Students build on what they already know about area, number properties, and volume. They will learn to approach a problem by decomposing (taking apart) or composing (putting together) objects and numbers. They will examine the relationships between numbers and shapes, using area models to solve problems. Students will strengthen their skills with fraction operations and use decimal operations to solve volume and surface area problems.
Module 2: Relating Quantities
Students build on their experiences solving addition and multiplication word problems and representing real-world situations on a coordinate plane. They will consider different ways quantities can be related to each other. They will learn about ratios and proportional relationships and reason about these relationships using various models, such as double number lines, ratio tables, and graphs. Students will learn about percents, unit rates, and conversion rates.
Module 3: Determining Unknown Quantities
Students build on their knowledge of numeric expressions, patterns, and operations, which they developed throughout elementary school. Students will use properties of arithmetic and apply them to algebraic expressions. They will investigate equations and graphs and develop strategies to make sense of and reason about unknown quantities in real-world and mathematical problems.
Module 4: Moving Beyond Positive Quantities
Students extend their understanding of numbers and the number line to include negative numbers. They will use a number line to represent, make sense of, and order negative numbers. Students will build on their knowledge of the coordinate plane to construct a four-quadrant graph. Throughout the module, students will analyze and solve a variety of real-world problems.
Module 5: Describing Variability of Quantities
Students build on the data displays that they have used in elementary school, namely line plots, bar graphs, and circle graphs. They will be introduced to the field of statistics, the study of data, and the statistical problem-solving process. Students will calculate numerical summaries to describe a data set. They will also learn what separates mathematical and statistical reasoning—the presence of variability.
Materials Needed for Course:
Paper
1-inch Binder
Pencils
Calculator (Recommended but not Required: TI 30XIIS)
Classroom Expectations:
While in my classroom, I expect student to LEARN:
L - Listen to all instructions and follow directions
E - Enter on time, prepared and ready to learn
A - Always try your best and do ALL of the work
R - Respect yourself and others
N - No negativity!
Grading Policy/Practices:
(this follows GCS district assessment guidelines for minimum)
8 minor grades (class work, quizzes, or MATHia)
3 major grades (tests or projects)
-3 Majors (minimum) and 8 Minors (minimum) for each Quarter. Major and Minor categories are weighted equally as 50%.
Grading Codes-
NHI - Used when a student does not turn in/complete an assignment. This automatically calculates as a 50 in the gradebook.
ABS - Used when a student is absent. Does not calculate the as any grade in the gradebook.
EX -Used when you do not expect the student to complete an assignment. Does not calculate as any grade in the gradebook.
INC - Used when a student is still completing an assignment. Does not calculate as any grade in the gradebook.
Late Work Procedures:
Students are expected to follow classroom rules and complete assignments during the allotted class period. Any student off-task and not completing classroom assignments will receive a disciplinary infraction. However, if a student misplaces an assignment or needs to hand in any work after the assigned due date, then the student will need to communicate a need for extension with their teacher. Late work may be accepted up to 5 days after the original due date, without a reduction of points. No late work will be accepted within 5 days before the end of a grading period.
If students are absent, and we know that they are going to be absent due to a vacation, that student needs to be ready to take the test the day they come back to school from their vacation.
Redo/Retake/Revise Procedures:
Policy Guidelines:
- It is the responsibility of the student to initiate the process of re-taking an assessment.
- Students will be allowed to re-take/re-do one major assessment per class, per nine week
grading period.
- The highest of the two grades will be recorded permanently in the grade book.
- Students must notify their teacher of their intentions to re-take/re-do an assessment
within two school days of the first attempt being graded and posted into student
backpack. The notification date will be documented on said form.
- Students must obtain a re-take/re-do form and return the completed form to their teacher
prior to their second attempt.
- Reassessments must be completed within 5 school days after notifying their teacher.
- Students must complete any missing assignment (NHI) from the relevant unit of study
prior to completing the reassessment. Credit for these assignments will be determined
by our “late work” policy, which can be found in the student handbook.
- Students must independently remediate their learning by either attending a peer tutoring
session, or working with a parent/guardian at home. This must be verified by signature
on the reassessment form.
- Teachers reserve the right to use their discretion in determining the method of
reassessment, and may consider long-term assignments or projects ineligible for
reassessment.
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64liah3
Math 6/7 Syllabus - Hughes Middle School
Teacher: Hill
Contact Information:
Room: Hill 815
Phone: 355 - 6244
Email Address: rhill@greenville.k12.sc.us
Website https://sites.google.com/greenvilleschools.us/mrhillsmathclass/home
Google Class Codes:
Period 1: Advisory: pnhvjyc
Period 2: Math 6: rqpy6x6
Period 3: Math 6/7: sbkjqem
Period 4: Math 6: 5twsdro
Period 5: Math 6/7: lfftyxa
Course Title: Math 6/7
Textbook Title:
South Carolina Middle School Math Solution Advanced 6 - Carnegie Learning
MATHia student software
Course Description:
In Math 6/7, SCCCR Mathematics Standards from grades 6 and 7 focus on five critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking. (5) developing an understanding of operations with rational numbers and working with expressions and linear equations;
For a complete understanding of the essential knowledge and skills in mathematics, read the SCCCR Mathematics Standards in their entirety; the seven process standards will be incorporated throughout this course.
Priority Learning Standards for Math 6/7:
Investigate and translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Fractions should be limited to those with denominators of 2, 3, 4, 5, 8, 10, and 100.
Understand that the positive and negative representations of a number are opposites in direction and value. Use integers to represent quantities in real-world situations and explain the meaning of zero in each situation.
4 Apply mathematical properties (e.g., commutative, associative, distributive) to justify that two expressions are equivalent.
Investigate multiple representations of relationships in real-world and mathematical situations.
Extend knowledge of inequalities used to compare numerical expressions to include algebraic expressions in real-world and mathematical situations.
Write and solve one-step linear equations in one variable involving non-negative rational numbers for real-world and mathematical situations.
Apply the concepts of ratios and rates to solve real-world and mathematical problems.
Apply the concepts of polygons and the coordinate plane to real-world and mathematical situations.
Unfold three-dimensional figures into two-dimensional rectangles and triangles (nets) to find the surface area and to solve real-world and mathematical problems.
Use visual models (e.g., model by packing) to discover that the formulas for the volume of a right rectangular prism (𝑉 =𝑙wℎ,𝑉 =𝐵ℎ) are the same for whole or fractional edge lengths. Apply these formulas to solve real-world and mathematical problems.
Use center (mean, median, mode), spread (range, interquartile range, mean absolute value), and shape (symmetrical, skewed left, skewed right) to describe the distribution of a set of data collected to answer a statistical question.
Extend prior knowledge to translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Exclude the conversion of repeating decimal numbers to fractions.
Apply the concepts of all four operations with rational numbers to solve real-world and mathematical problems.
Extend previous understanding of Order of Operations to solve multi-step real-world and mathematical problems involving rational numbers. Include fraction bars as a grouping symbol.
Extend prior knowledge of operations with positive rational numbers to multiply and to divide all rational numbers.
Apply the concepts of linear equations and inequalities in one variable to real-world and mathematical situations.
Compare the numerical measures of center (mean, median, mode) and variability (range, interquartile range, mean absolute deviation) from two random samples to draw inferences about the populations.
Visually compare the centers, spreads, and overlap of two displays of data (i.e., dot plots, histograms, box plots) that are graphed on the same scale and draw inferences about this data.
Extend the concepts of simple events to investigate compound events.
The instructional resources used in this course consist of five modules:
Module 1: Composing and Decomposing
Students build on what they already know about area, number properties, and volume. They will learn to approach a problem by decomposing (taking apart) or composing (putting together) objects and numbers. They will examine the relationships between numbers and shapes, using area models to solve problems. Students will strengthen their skills with fraction operations and use decimal operations to solve volume and surface area problems.
Module 2: Relating Quantities
Students build on their experiences solving addition and multiplication word problems and representing real-world situations on a coordinate plane. They will consider different ways quantities can be related to each other. They will learn about ratios and proportional relationships and reason about these relationships using various models, such as double number lines, ratio tables, and graphs. Students will learn about percents, unit rates, and conversion rates.
Module 3: Moving Beyond Positive Quantities
Students extend their understanding of numbers and the number line to include negative numbers. They will use a number line to represent, make sense of, and order negative numbers. Students will build on their knowledge of the coordinate plane to construct a four-quadrant graph. Throughout the module, students will analyze and solve a variety of real-world problems.
Module 4: Operating with Signed Numbers
Students build on their experiences with signed numbers and absolute value. They will use physical motion, number line models, and two-color counters to develop an understanding of the rules for operating with positive and negative numbers. Students will then solve real-world and mathematical problems involving positive and negative rational numbers.
Module 5: Determining Unknown Quantities
Students build on their knowledge of numeric expressions, patterns, and operations, which they developed throughout elementary school. Students will use properties of arithmetic and apply them to algebraic expressions. They will investigate equations and graphs and develop strategies to make sense of and reason about unknown quantities in real-world and mathematical problems.
Module 6: Reasoning Algebraically
Students build on their experiences with algebraic expressions and one-step equations from earlier in the course. The expressions, equations, and inequalities they encounter will involve a wide range of rational numbers and require two steps rather than one. Students will write equations and inequalities for problem situations, interpret the meanings of quantities in the problems, create tables of values, graph problem situations, and make connections across the representations.
Module 7: Describing Variability of Quantities
Students build on the data displays that they have used in elementary school, namely line plots, bar graphs, and circle graphs. They will be introduced to the field of statistics, the study of data, and the statistical problem-solving process. Students will calculate numerical summaries to describe a data set. They will also learn what separates mathematical and statistical reasoning—the presence of variability.
Module 8: Analyzing Populations and Probabilities
Students will learn the basics of probability and use the theoretical and experimental probability of simple and compound events to make predictions. They will use models and simulations to determine probabilities. Students will build on their experiences with measures of center, the five-number summary, plots of numerical data, and proportional reasoning to draw comparative inferences between two populations.
Materials Needed for Course:
Paper
1-inch Binder
Pencils
Calculator (Recommended but not Required: TI 30XIIS)
Classroom Expectations:
While in my classroom, I expect student to LEARN:
L - Listen to all instructions and follow directions
E - Enter on time, prepared and ready to learn
A - Always try your best and do ALL of the work
R - Respect yourself and others
N - No negativity!
Grading Policy/Practices:
(this follows GCS district assessment guidelines for minimum)
8 minor grades (class work, quizzes, or MATHia)
3 major grades (tests or projects)
-3 Majors (minimum) and 8 Minors (minimum) for each Quarter. Major and Minor categories are weighted equally as 50%.
Grading Codes-
NHI - Used when a student does not turn in/complete an assignment. This automatically calculates as a 50 in the gradebook.
ABS - Used when a student is absent. Does not calculate the as any grade in the gradebook.
EX -Used when you do not expect the student to complete an assignment. Does not calculate as any grade in the gradebook.
INC - Used when a student is still completing an assignment. Does not calculate as any grade in the gradebook.
Late Work Procedures:
Students are expected to follow classroom rules and complete assignments during the allotted class period. Any student off-task and not completing classroom assignments will receive a disciplinary infraction. However, if a student misplaces an assignment or needs to hand in any work after the assigned due date, then the student will need to communicate a need for extension with their teacher. Late work may be accepted up to 5 days after the original due date, without a reduction of points. No late work will be accepted within 5 days before the end of a grading period.
If students are absent, and we know that they are going to be absent due to a vacation, that student needs to be ready to take the test the day they come back to school from their vacation.
Redo/Retake/Revise Procedures:
Policy Guidelines:
- It is the responsibility of the student to initiate the process of re-taking an assessment.
- Students will be allowed to re-take/re-do one major assessment per class, per nine week
grading period.
- The highest of the two grades will be recorded permanently in the grade book.
- Students must notify their teacher of their intentions to re-take/re-do an assessment
within two school days of the first attempt being graded and posted into student
backpack. The notification date will be documented on said form.
- Students must obtain a re-take/re-do form and return the completed form to their teacher
prior to their second attempt.
- Reassessments must be completed within 5 school days after notifying their teacher.
- Students must complete any missing assignment (NHI) from the relevant unit of study
prior to completing the reassessment. Credit for these assignments will be determined
by our “late work” policy, which can be found in the student handbook.
- Students must independently remediate their learning by either attending a peer tutoring
session, or working with a parent/guardian at home. This must be verified by signature
on the reassessment form.
- Teachers reserve the right to use their discretion in determining the method of
reassessment, and may consider long-term assignments or projects ineligible for
reassessment.