Teacher: Maria Antonia Penas
Email: mpenas@greenville.k12.sc.us
Extra Help: 864 - 355-6253
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
Student Learning Outcomes:
Below are listed are the power standards that students are expected to master in the 6th grade. Each learning outcome is stated in student friendly language, using I can statement.
Power Standard 1:
6.PAFR.2.3
I can evaluate numerical expressions with positive whole number bases and positive whole number exponents using the Order of Operations.
Power Standard 2:
6.PAFR.2.5
I can write and solve one-step equations and inequalities with one variable involving positive rational numbers in mathematical and real-world situations.
Power Standard 3:
6.PAFR.2.8
I can solve ratio and rate problems in real world situations.
Power Standard 4:
6.PAFR.3.7
I can add, subtract, multiply, and divide multi digit positive decimals, up to the thousandths place, to solve problems in mathematical and real-world situations.
Power Standard 5:
6.PAFR.2.4
I can write and evaluate expressions using variables to represent quantities in mathematical and real-world situations.
Power Standard 6:
6.PAFR.2.7
I can explain the relationship between ratios and rates, including unit rates.
Power Standard 7:
6.MGSR.1.1
I can find the area of a triangle, square, rectangle, parallelogram, and trapezoid
Course Outline:
The instructional resources used in this course consist of learning units:
Unit 2: Understanding the World Around Us through Statistics
Unit 2 focuses on creating a deeper understanding of variability, using measures of center and measures of spread to describe and compare data distributions. This unit will use box plots to represent and analyze data distributions.
Students will: summarize, describe, and interpret data in box plots; determine and use medians and modes of data sets; identify and use range and and interquartile range to describe a data set and use measures of variation to compare two data sets; divide multi-digit whole number and decimals; choose appropriate measure of center and variation to describe and interpret data.
Unit 3: Understand and Use Ratios and Rates
Students begin formally exploring ratios, rates, and percents as comparative tools, progressing to more abstract representations. Specifically, students will understand ratios as a comparison of quantities. They apply ratio reasoning to solve problems, understand rates as a kind of ratio that compares quantities that may have different units and understand percentages as a kind of ratio with a whole always equal to 100.
Ratio and rate reasoning is a vital mathematical concept that not only spans K–12 education but is also essential in everyday life (e.g., recipes, conversions, taxes, shopping). It involves understanding the relationship between quantities in relative terms, which is foundational to proportional reasoning—a key aspect of middle school math, including functions, statistics, and linear relationships.
Unit 4: Understand and Use Percentages
Unit 4 focuses on developing an understanding of the concept of percentages. The unit will connect what students learned in Unit 3 about ratios and rate reasoning to percent of a whole.
Unit 5: Solve Area, Surface Area, and Volume Problems
Unit 5 focuses on students' geometric and spatial thinking in the real world. Students formalize their understanding by visualizing, composing and decomposing figures to develop area formulas. They visualize edges and faces of 3-D figures that are not visible from the viewpoint used to draw them. The concepts of area, surface area, and volume are introduced. Students will find the area of parallelograms, rhombuses, triangles, trapezoids, and polygons by composing or decomposing figures into other figures or using a formula, determine volumes of rectangular prisms using unit cubes or a formula, make nests for 3-D figures and identify 3-D figures based on nets, and determine surface area of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids. In addition to this, students use a protractor to measure angles, add and subtract angle measures to find new angle measures, use the definition of complementary and supplementary angles to find angle measures.
Unit 6: Numerical and Algebraic Expressions
In this unit, students will learn to solve problems involving fractions, whole numbers, and mixed numbers using equations and models. They will write and evaluate numerical and algebraic expressions using exponents and the order of operations. Students will explore how to identify and create equivalent expressions using properties of operations and find the greatest common factor (GCF) and least common multiple (LCM). Through this, they will build foundational skills in numeric expressions that prepare them for future work with algebraic expressions and universal mathematical properties.
Unit 7: Integers, Rational Numbers, and the Coordinate Plane
Unit 7 focuses on extending students’ understanding of rational numbers to include negative numbers. Students will be introduced to all four quadrants of the coordinate plane in this unit.
Students will: explore locations of rational numbers and their opposites on a number line; explore absolute value; use the number line to compare and order rational numbers; plot points on the coordinate plane and describe the location of points; find the distance between points on the coordinate plane; find side lengths of polygons on the coordinate plane using absolute value.
Unit 8: Equations and Inequalities
Unit 8 builds on the study of algebraic expressions that started in Unit 6. Students will understand that an equation with a variable has a solution: a number that makes the equation true. They will also understand that an inequality has a solution set. Students will: write and solve equations involving one variable; write and solve one-step equations using all four operations; write inequalities to represent real-world and mathematical problems; draw number lines graphs to represent inequalities and use substitution to test solutions.
Unit 9: Relationships between Two Variables
Unit 9 focuses on quantitative relationships between two variables. Students build on their knowledge of cause and effect and modeling it with a two-variable relationship. Students recognize that two variable quantitative relationships exist in many facets of our lives with applications such as money, distance, time, etc. Students will identify independent and dependent variables, find the value of the dependent variable given a relationship between two quantities, use tables and graphs to find and analyze the relationship between two quantities and to write an equation to show the relationship between independent and dependent variables, write an equation to show the relationship between two quantities and then use it to solve a problem.
Unit 10: Operations with Integers
Students build on their experiences with signed numbers and absolute value in grade 6. 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.
South Carolina Reveal Math Course 1
While in my classroom, I expect students 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!
(this follows GCS district assessment guidelines for minimum)
8-10 minor grades (class work, quizzes, homework)
2-3 major grades (tests or projects)
-2 Majors(Minimum) and 8 Minors (minimum) for each Quarter. Major and Minor categories are weighted equally as 50%.
Retake/Redo/Revise Major Assessments
Hughes Academy will follow the pathways below for students to retake/redo/revise Major Assessments.
Pathway 1: PLC-Driven Response
Through the PLC process, teachers will analyze common major assessment results and identify students who have not yet demonstrated mastery of essential standards and skills.
The PLC will:
Identify the standards requiring additional learning.
Determine appropriate remediation, intervention, or relearning activities.
Select an alternate assessment or revised learning task.
Coordinate the reassessment during an established intervention time.
Communicate the plan and expectations to the students.
Students must complete the PLC-identified remediation or relearning before reassessment.
Pathway 2: Student-Initiated Request
Students may request a retake, redo, or revision of an eligible major assessment.
To qualify, the student must:
Submit the school’s Retake/Redo Request Form within five (5) school days of the grade being posted.
Have submitted all minor assignments associated with the instructional unit.
Complete teacher-directed remediation or relearning before reassessment.
Coordinate the reassessment with the teacher during an agreed-upon intervention time.
Students must complete the late work/redo/retake assessment form.
Middle School Common Expectations
The following expectations will apply to both pathways:
Only major assessments are eligible for retake, redo, or revision.
All reassessments must be completed by the end of the grading period in which the original assessment was assigned.
Students must complete teacher-directed remediation or relearning before reassessment.
The teacher and student will coordinate the reassessment during an agreed-upon intervention time, such as before school, during Advisory, lunch, or after school.
An alternate assessment or revised learning task may be used to demonstrate mastery of the same standards measured by the original assessment.
The highest score earned will replace the previous score in the gradebook.
School procedures must be implemented consistently across all grade levels and content areas.
Missing Work Due to Student Absences
Work missed because of a student absence will be recorded as MDA.
The code of MDA equates to a score of zero in the gradebook and will impact the student’s overall grade until the work is submitted.
Students have five (5) school days after returning from an excused absence to submit missed work unless alternative arrangements are made because of an extended absence or other extenuating circumstances. If alternative arrangements have not been made with the teacher, a grade of zero will remain as the grade for the missing work.
If a student does not communicate with the teacher about their missing work by the third (3) day, the teacher will initiate the conversation and help the student develop a plan for completion.
Once the teacher grades the submitted work and enters the grade into the gradebook, the code of MDA will be replaced with the grade.
Upon completion, the teacher will update the assignment within (five) 5 days.
Missing Work Due to Not Handed In