6th Grade, 6th Grade Advanced and 7th Grade Math
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Standard guidelines for my class:
I arrive at school everyday by 7:30 for ‘before school tutoring’. The door stays open until 7:45. Anyone who arrives after that time will not be allowed in. Tutoring ends at 7:50. Students can come to tutoring to make corrections, finish homework or to just get help. If a student is failing at the time of progress reports or at the end of the 9-week grading period, then they will be required to come to tutoring on Mondays and Wednesdays. I am very happy to help those students who show me that they want to succeed.
Expect an assignment everyday except on test days. They will be given time to work on it in class. I do not take the work up on the same day I assign it, so that you can look over it before they turn it in.
Every student has a chance to turn their work in late (the day after it is due) for a maximum of a 70. If the assignment is late, then your child will receive a lunch crunch the next day in order to provide them the time to finish it. If the assignment is not turned in within 24 hours of the due date, then it will turn into a 60, then a 50, and then finally a 0. After 3 late assignments, they will receive a detention.
I accept corrections on all daily work with a failing grade for a 70, exactly one day after they get it back.
Please be aware that the posting of your child(s) grades will vary according to the subject area ranging from three (3) days to two (2) weeks determined by the complexity of the assignments. Minor assignments: 1-3 days; Major assignments: 3-5 days; Major writing assignments, major projects: 10 days. Please check your child’s teacher website for additional information.
(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 6 are using ratios to describe direct proportional relationships involving number, geometry, measurement, probability, and adding and subtracting decimals and fractions.(2) Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic, and symbolic representations of relationships. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make recommendations.
(3) Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 6-8, students use these processes together with graphing technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics.