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MATH CURRICULUM – GRADE 6
My objective for the year is to cover as much of the text as
possible. This material goes beyond the Archdiocesan goals, but it good
preparation for our more progressive Math curriculum in Grades 7/8 and
for future placement testing.
In order to cover the book, (according to the author) we need to
spend between ten to fourteen school days per chapter which includes one
day for review and one day for testing. In a 42 minute class period
that requires a faster pace. Warm-ups (review of older and more recent
material) can take approximately five minutes and oftentimes we have
just enough time to go through the 1-5 examples at the start of a
chapter with an opportunity to try some of the even numbered or “Your
Turn Now” problems either orally or with students rotating at the
board. It also takes five minutes at the end of class to go over the
homework expectations/assignment as indicated on their “Chapter
Roadmaps.”
Again, I am always available to help students during “lunch” only,
provided they eat while they are interacting with me and make
arrangements in advance. I still insist that they go out for recess.
Students need to take careful notes. I will often point out what
is critical to write down and when they should watch me at the board. I
will periodically look at their notebooks over a weekend.
Thus far we have tested on Chapter 1. I was very pleased, overall, with
the results on this first “full-bodied” test, which included many
formatting requirements, as well.
We are now working on Chapter 6 “Integers”, having completed 6.1
(Comparing and Ordering Integers), and as of today (9/9) we have
completed 6.2 (Adding Integers). We’ll move on to 6.3 (Subtracting
Integers) along with
6.4 (Multiplying Integers), 6.5 (Dividing Integers) and on to Rational
Numbers 6.6 (any number that can be written as the quotient of two
integers) ending with 6.7 The Distributive Property i. e. 4 (12 + 3).
After we complete Chapter 6 we will return to Chapter 2 which focuses on
Adding, Subtracting, Multiplying and Dividing Decimals along with
Scientific Notation, i.e. 6,000,000 = 6 x 10 to the 6th
power. This chapter ends with the concept of metric units and develops
a better understanding of the type of objects that are most commonly
measured with each unit. We will also do some conversions within the
metric system, i.e. grams to milligrams.
Chapter 3 emphasizes Data and Statistics, i.e. bar graphs,
histograms, line graphs, mean, median and mode.
Chapter 4 covers Number Patterns, Greatest Common Factor (used to
reduce fractions) and Least Common Multiple (to establish a common
denominator). We’ll look at Equivalent Fractions, comparing and
ordering fractions, working with mixed numbers (3 ¼ ) and converting
fractions to decimals and the reverse.
Chapters 5 focuses on Addition, Subtraction, Multiplication and
Division of Fractions and mixed numbers and measurement in customary (US
standard) units and converting within our system, ft. to yds, feet to
miles, etc.
Chapter 7 targets Equations, Inequalities and Functions,
simplifying expressions, solving one-step (y + 13 = -17) or two step
(6d – 9 = 15) equations using addition, subtraction, multiplication and
division. We’ll also work on graphing linear functions using
input/output tables (y = mx + b) or y = 2x + 1.
Chapter 8 covers Ratios and Proportions, Slope of a line (rise
over run) and writing and solving proportions. Scale drawing and models
are also included (and offer some great opportunities for projects).
Chapter 9 addresses Percents with fractions and corresponding
circle graphs (also great for project work). Percent of increase and
decrease are also covered as well as simple interest. It’s fun to also
explore “compound interest,” what Einstein once said was “one of man’s
greatest inventions. “(as enrichment only).
Chapter 10 focuses on Geometry (angles and pairs of angles),
construction of angles, polygons (triangles, quadrilaterals, pentagons,
hexagons, etc.), similar and congruent polygons, transformations and
symmetry (moving figures within a plane (flipping, sliding, reflecting,
rotating).
Chapter 11 covers Measurement and Area or triangles and
trapezoids, solving equations using square roots, modeling the
Pythagorean Theorem (a squared plus b squared = c squared.),
circumference and area of a circle (usually moved up in the schedule
around March 14, hence “pi” day (3.14) (pies included).
Chapter 12 targets Surface Area and Volume of rectangular prisms
and cylinders.
Chapter 13 focuses on Probability, Independent and Dependent
events.
If I notice that time is running short as the year progresses,
(should the majority of students need extra time) I will begin to pull
out only the Critical Concepts required by the Archdiocese.
As you can see, there is a tremendous amount of material to cover
in this Grade 6 (truly a Grade 7) text. Homework completion and
self-checking is essential for success. I look forward to seeing all
that we’ve accomplished at the end of the school year and thank you, in
advance for monitoring your child’s progress by signing off on the grade
log sheets after every test and asking your child to show you what they
are learning, from time to time. Hopefully they will amaze you with the
neatness of their work, arranged in two columns, with a skipped space in
between problems and their final answers boxed after showing sufficient
work.
I look forward to watching your child grow!
Mathematically
yours,
Mrs. Diane Sellinger
P.S. No calculators should be used, unless I instruct
otherwise. This weakens children’s skills, in the long run.
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