Download Pepperell Middle School

6th Grade Math Syllabus
Coosa Middle School
2012-2013
1st Semester
Georgia Common Core Standards MCC6.NS.1, MCC6.NS.2, MCC6.NS.3,
MCC6.NS.4, MCC6.RP.1, MCC6.RP.2, MCC6.RP.3a, MCC6.RP.3b, MCC6.RP.3c,
MCC6.RP.3d, MCC6.EE.1, MCC6.EE.2a, MCC6.EE.2b, MCC6.EE.2c, MCC6.EE.3,
MCC6.EE.4, MCC6.EE.5, MCC6.EE.6, MCC6.EE.7, MCC6.EE.8, MCC6.EE.9
* Number System Fluency (9 weeks)
dividing multi-digit whole numbers
dividing decimals (chap. 3:6-8)
multiplying decimals (chap. 3:5)
add/subtract decimals (chap. 3:3)
divisibility rules (chap. 4:1)
factors/prime and composite numbers (chap. 4:2)
prime factorizations (chap. 4:2)
GCF (greatest common factor) (chap. 4:3)
distributive property (7th grade chap. 1:6)
LCM (least common multiple) (chap. 5:1)
equivalent fractions (chap. 4:5)
simplifying fractions (chap. 4:5)
comparing fractions (chap. 4:7)
improper fractions (chap. 4:6)
mixed numbers (chap. 4:6)
four operations using fractions and mixed numbers (chap. 4:8-9 and
chap. 5:2-10)
* Rate, Ratio and Proportional Reasoning/Using Equivalent
Fractions (5 weeks)
converting fractions, decimals, and percents (chap. 4:4 and chap. 7:7-8)
ratios/rates (chap. 7:1-2)
unit rates (chap. 7:1-2)
proportions-cross products (chap. 7:3)
similar figures (chap. 7:4)
indirect measurement (chap. 7:5)
scale drawings/maps (chap. 7:6)
percents (chap. 7:7)
percent of a number (chap. 7:7)
customary units of measure (chap. 9:1)
metric system (chap. 9:2)
unit conversions (chap. 9:3-5)
* Expressions (2 weeks)
algebraic expressions (chap. 2:1)
writing expressions from words (chap. 2:2-3)
exponents (chap. 1:3)
order of operations (chap. 1:4)
equivalent expressions (chap. 2:3)
properties of operations (7th grade chap. 1:6)
* One-Step Equations and Inequalities (2 weeks)
solve one-step equations (chap. 2:4-8)
write and solve one step equations from word problems (chap. 2:4-8)
solve one-step equations with decimals (chap. 3:9)
solve one-step equations with fractions (chap. 5:5,10)
write and graph inequalities (chap. 2 extension; 7th grade chap. 12:4)
solve one-step inequalities (7th grade chap. 12:5-6)
* 1st Semester Final Exam
2nd Semester
Georgia Common Core Standards: MCC6.G.1, MCC6.G.2, MCC6.G.4, MCC6.SP.1,
MCC6.SP.2, MCC6.SP.3, MCC6.SP.4, MCC6.SP.5, MCC6.NS.5, MCC6.NS.6a,
MCC6.NS.6b, MCC6.NS.6c, MCC6.NS.7a, MCC6.NS.7b, MCC6.NS.7c, MCC6.NS.7d,
MCC6.NS.8, MCC6.G.3
* Area and Volume (4 weeks)
measuring with a ruler
choosing appropriate units for perimeter, area, volume
area (chap. 10:1-5)
nets (chap. 10:9)
surface area (chap. 10:9)
volume (chap. 10:6-8)
* Statistics (3 weeks)
recognize statistical questions
line (dot) plots (chap. 6:5) (also 7th grade chap7:1)
stem-and-leaf plots (chap. 6:9) (also 7th grade chap. 7:1)
histograms (chap. 6:5) (also 7th grade chap7:1)
mean, median, mode, range (chap. 6:2-3) (also 7th grade chap. 7:2)
box-and-whisker plots (7th grade chap. 7:5)
MAD (mean absolute deviation)
* Rational Explorations: Numbers and their Opposites (3 weeks)
introduction to integers (chap. 11:1)
ordering integers (chap. 11:2)
comparing integers/graphing as points on a number line(chap. 11:2)
coordinate plane (chap. 11:3)
* Show What We Know (3 weeks)
Cumulative review of all units using performance tasks and projects
* Preview of 7th Grade CCGPS (4 weeks)
* Cumulative Final Exam
During the school year we will use the Common Core Georgia Performance Standards. These
standards have been designed by Georgia to increase student learning and performance. Students
will be challenged with high expectations and will be required to show their ability to apply the
skills they have learned in the classroom. Your child will be tested on these standards in the spring
on the CRCT. Students will be covering the attached standards, completing performance tasks
geared toward accelerating their knowledge, and working on math vocabulary. Students will have
daily work, quizzes, performance tasks, and unit tests that will make up their grades.
I am teaching the math enrichment class, so we will be moving along at a quicker pace and there
may be additional tasks and projects assigned to the students. Please encourage your child to keep
up with the daily work and to start projects in a timely manner. I will always allow ample time for
projects to be completed.
There is extra help available as needed. I will be available to assist your child on Wednesday
afternoons with regular office hours from 3:30 p.m. to 4:30 p.m. Please feel free to e-mail me or
call me concerning your child. The school number is 706-236-1856. My planning time is from 9:50
a.m. to 11:15 a.m. My email address is [email protected].
I look forward to a wonderful year!
~ Kim Duhamel
Grading Policy
25% Class Work, Daily Work, Quizzes, Homework
60% Test / Project Grades (5 pts. will be added to grades in this category)
15% Final Exam (9-week exams will be cumulative and count 2 test grades)
------------------------------------------------------------------------------------------------------------Please sign confirming that you have read the syllabus and cut on the dotted line and return
the bottom portion only to your math teacher. Thank you!
Student Signature__________________________________________________________
Parent Signature___________________________________________________________
Parent E-mail Address:___________________________
Phone Numbers:
Home:____________________Cell:____________________Work:________________
7th Grade Math Syllabus
Coosa Middle School
2012-2013
First Semester Standards
MCC7.NS.1a, MCC7.NS.1b, MCC7.NS.1c, MCC7.NS.1d, MCC7.NS.2a, MCC7.NS.2b, MCC7.NS.2c,
MCC7.NS.2d, MCC7.NS.3, MCC7.EE.1, MCC7.EE.2, MCC7.EE.3, MCC7.EE.4a, MCC7.EE.4b, MCC7.RP.1,
MCC7.RP.2a, MCC7.RP.2b, MCC7.RP.2c, MCC7.RP.2d, MCC7.RP.3, MCC7.G.1
Unit One:
Operations with Rational Numbers (4-5 wks.)
• represent addition and subtraction on a horizontal or vertical number line diagram.
• describe situations in which opposite quantities combine to make 0.
• understand p+q as the number located a distance |q| from p, in the positive or negative
direction depending on whether q is positive or negative.
• show that a number and its opposite have a sum of 0 (are additive inverses).
• interpret sums of rational numbers by describing real-world contexts.
• understand subtraction of rational numbers as adding the additive inverse, 𝑝−𝑞=𝑝+(−𝑞).
• show that the distance between two rational numbers on the number line is the absolute value of
their difference, and apply this principle in real-world contexts.
• apply properties of operations as strategies to add and subtract rational numbers.
• apply and extend previous understandings of multiplication and division to multiply and divide
rational numbers.
• understand that multiplication is extended from fractions to rational numbers by requiring that
operations continue to satisfy the properties of operations, particularly the distributive property,
leading to products such as (−1)(−1)=1 and the rules for multiplying signed numbers.
• interpret products of rational numbers by describing real-world contexts.
• understand that integers can be divided, provided that the divisor is not zero, and every quotient
of integers (with non-zero divisor) is a rational number.
• understand if 𝑝 and 𝑞 are integers then –𝑝𝑞=(−𝑝)𝑞=𝑝(−𝑞).
• interpret quotients of rational numbers within real-world contexts.
• apply properties of operations as strategies to multiply and divide rational numbers.
• convert a rational number to a decimal using long division; know that the decimal form of a
rational number terminates in 0’s or eventually repeats.
• solve real-world and mathematical problems involving the four operations with rational numbers.
Unit Two: Expressions and Equations (4-5 wks.)
• use the properties of operations to rewrite equivalent numerical expressions.
• understand that the properties of operations hold for integers, rational, and real numbers.
• use variables to represent real-world situations and use the properties of operations to generate
equivalent expressions for these situations.
•experience expressions for amounts of increase and decrease.
• use substitution to understand that expressions are equivalent.
• use and understand the properties of operations which include: the commutative, associative,
identity, inverse properties of addition and of multiplication, and the zero property of
multiplication.
• understand the connections between performing the inverse operation and undoing the operations.
• show their steps in their work and explain their thinking using the correct terminology for the
properties and operations.
• build upon their understanding and application of writing and solving one-step equations from a
problem situation in order to understand and solve multi-step equations from a problem situation.
• practice using rational numbers including: integers, and positive and negative fractions and
decimals.
• analyze a situation and identify what operation should be completed first, and then find the values
for that computation.
• work with multi-step problem situations that have multiple solutions and therefore can be
represented by an inequality.
• understand that values can satisfy an inequality but may not be appropriate for the situation,
therefore limiting the solutions for that particular problem.
Unit Three: Ratios and Proportional Relationships (4-5 wks.)
• Recognize and represent proportional relationships between quantities. Decide whether two
quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or
graphing on a coordinate plane and observing whether the graph is a straight line through the
origin.
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
Represent proportional relationships by equations. For example, if total cost t is proportional to the
number n of items purchased at a constant price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the
situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
• Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and
decrease, percent error.
Second Semester
MCC7.SP.1, MCC7.SP.2, MCC7.SP.3, MCC7.SP.4, MCC7.G.2, MCC7.G.3, MCC7.G.4, MCC7.G.5, MCC7.G.6,
MCC7.SP.5, MCC7.SP.6, MCC7.SP.7a, MCC7.SP.7b, MCC7.SP.8a, MCC7.SP.8b, MCC7.SP.8c
Unit Four: Inferences (Statistics) (4-5 wks.)
• understand that random sampling guarantees that each element of the population has an
equal opportunity to be selected in the sample.
• compare the random sample to the population, asking questions like, “Are all the elements of the
entire population represented in the sample?” and “Are the elements represented proportionally?”
• make inferences given random samples from a population along with the statistical measures.
• learn to draw inferences about one population from a random sampling of that population.
• draw informal comparative inferences about two populations.
• deal with small populations and determine measures of center and variability for a population.
• compare measures of center and variability and make inferences.
• use graphical representations of data to compare measures of center and variability.
• begin to develop understanding of the benefits of the measures of center and variability by
analyzing data with both methods.
• understand that when they study large populations, random sampling is used as a basis for the
population inference.
• understand that measures of center and variability are used to make inferences on each of the
general populations.
• make comparisons for two populations based on inferences made from the measures of center and
variability.
Unit Five: Geometry (4-5 wks.)
• write and solve equations involving angle relationships,
• explore two-dimensional cross-sections of cylinders, cones, pyramids, and prisms,
• know and use the formula for the circumference and area of a circle, and
• solve engaging problems that require determining the area, volume, and surface area of
fundamental solid figures.
Unit Six: Probability (3-4 wks.)
• begin to understand the probability of chance (simple and compound).
• develop and use sample spaces.
• compare experimental and theoretical probabilities.
• develop and use graphical organizers.
• use information from simulations for predictions.
• understand the probability of chance by using the benchmarks of probability: 0, 1/2 and 1.
•experience situations that have clearly defined probability of never happening as zero, equally
likely to happen as to not happen as 1/2 or always happening as 1.
• experience situations in which the probability is somewhere between 0 and 1 and express the
probability as number between those benchmark values.
• make predictions about the relative frequency of an event by using simulations to collect, record,
organize and analyze data.
• develop the understanding that the more the simulation for an event is repeated, the closer the
experimental probability approaches the theoretical probability.
• develop probability models to be used to find the probability of events.
• develop models of equal outcomes and models of not equal outcomes and use them to determine
the probabilities of events.
• begin to expand the knowledge and understanding of the probability of simple events.
• find the probabilities of compound events by creating organized lists, tables and tree diagrams.
• determine, from each sample space, the probability or fraction of each possible outcome.
• continue to build on the use of simulations for simple probabilities and now expand the
simulation of compound probability.
Unit Seven
Students will review all standards
During the school year we will use the Common Core Georgia Performance Standards.
These standards have been designed by Georgia to increase student learning and
performance. Students will be challenged with high expectations and will be required to
show their ability to apply the skills they have learned in the classroom. Your child will be
tested on these standards in the spring on the CRCT. Students will be covering the
attached standards, completing performance tasks geared toward accelerating their
knowledge, and working on math vocabulary. Students will have daily work, quizzes,
performance tasks, and unit tests that will make up their grades.
I am teaching the math enrichment class, so we will be moving along at a quicker pace and
there may be additional tasks and projects assigned to the students. Please encourage your
child to keep up with the daily work and to start projects in a timely manner. I will always
allow ample time for projects to be completed.
There is extra help available as needed. I will be available to assist your child on
Wednesday afternoons with regular office hours from 3:30 p.m. to 4:30 p.m. Please feel
free to e-mail me or call me concerning your child. The school number is 706-236-1856.
My planning time is from 9:50 a.m. to 11:15 a.m. My email address is
[email protected].
I look forward to a wonderful year!
~ Kim Duhamel
Grading Policy
25% Class Work, Daily Work, Quizzes, Homework
60% Test / Project Grades (5 pts. will be added to grades in this category)
15% Final Exam (9-week exams will be cumulative and count 2 test grades)
----------------------------------------------------------------------------------------------------------------------------Please sign confirming that you have read the syllabus, cut on the dotted line
and return the bottom portion to your math teacher. Thank you!
Student
Signature_____________________________________________________________
Parent
Signature______________________________________________________________
Parent E-mail Address___________________________ Phone Number: Home
__________________
Cell:_______________________Work:_________________
_________