First semester math grades should be in your students' grade books on Skyward. Please let me know if you have any questions.
I am returning the decimal/percent tests to the students today. The grades for those tests are in their grade books.
We have started our new standard ( #6): I can recognize, describe, and analyze relationships between variables and algebraic expressions.
Practice Test/ Test
The students will take a practice test this Tuesday and a real test this Thursday on our decimal/percent standard.
They will need to know how to add, subtract, multiply, and divide decimals. They will also need to know how to find a percent of a number to find tax, tip, and discount.
Decimals can be ignored when multiplying. Do not line the decimals up. Multiply as if the decimals are whole numbers.
For example: 23.53 x 4.3 can be though of as 2353 x 43 = 101,179
To place the decimal, count how many numbers there are after the decimals in both factors. In this case, there are 3, so the decimal gets placed 3 places to the left.
The answer is 101.179
There are two great opportunities for you:
Volunteering in the classroom
As we begin our new semester, I'd like to invite you to consider volunteering in the classroom. It's a great opportunity to see what we are working on, support your student in class, and get to know your student's classmates better. I've had a great group of parents helping me out in the first semester; unfortunately, a couple of those parents are not able to continue volunteering this semester due to changes in their schedules. If anyone is interested in volunteering in the classroom, especially during 5th and 6th periods, please contact Shanti Colwell (our class volunteer coordinator) at firstname.lastname@example.org
I'm looking forward to continuing to work with your students in this next semester.
Free tutoring for your students
The following note is from Ms. Kailey Ketter, one of our school counselors. This could be a great opportunity for your child if you find that he/she is finding some of the math content challenging. If you choose to have your child take advantage of this opportunity, have him/her go to the library after school on Mondays and/or Wednesdays and they can take a Chautauqua bus home or you can pick them up no later than 4:00 p.m.
Hello all! Happy 2nd semester.
Starting tomorrow, I'll be in the library every Monday and Wednesday after school (2:45 - 4pm) along with regularly scheduled volunteer tutors from VHS to provide a time, space, and homework help for students who need additional academic support.
Please feel free to communicate this resource to your students and families who might need some additional help, we'll have snacks and I'll be providing bus notes for students who need to catch the CES bus home in the afternoon.
Finding a percent of a number
Our current decimal standard asks students to find a percent of a number. They will need to know how to find a percent of a number to calculate taxes, tips, and discounts.
To find a percent of a number, the percent should be turned into a fraction or decimal. Since a percent is a number out of 100, 30% is 30/100 or .3. 7.5% is 7.5/100 or .075
Example: The tax on a $55 item is 7.9%. How much is the tax? Finding percents is a multiplication problem, so: 55 x 7.9/100 = 4.345 or 55 x .079 = 4.345
Another example: If you tip your server 18% on a $60 meal, how much is that? 60 x 18/100 = 10.8 or 60 x .18 = 10.8
The percent can be multiplied by the number, but the answer would need to be divided by 100: Last example: 18 x60 = 1,080 1,080/100 = 10.8
Multiplying and Dividing by Powers of 10
Because we function in a base 10 system, all one has to do when multiplying or dividing by powers of 10 is move the decimal point in a number to the left or right:
If multiplying by 10, move the decimal to the right one place: 3.2 x 10 equls 32
If multiplying by 100, move the decimal to the right two places: 3.2 x 100 equals 320
If multiplying by 1,000, move the decimal to the right three places: 3.2 x 1,000 equals 3,200
If dividing by 10, move the decimal to the left one place: 45.2 ÷ 10 equals 4.52
If dividing by 100, move the decimal to the left two places: 45.2 ÷ 100 equals .452
If dividing by 1,000, move the decimal to the left three places: 45.2 ÷ 1,000 equals .0452
This concept comes in very handy when dividing when the divisor is a decimal.
Dividing when the Divisor is a Decimal
It could be a bit challenging to divide decimals when the divisor is a decimal.
For example, 426 ÷ 3.2 could be tricky.
To make things easier, we can use the idea of powers of 10 (see above).
If both numbers are multiplied by 10, the decimal gets moved to the right one place, so the problem becomes 4,260 ÷ 32
The answer to both problems are the same: 133.125
Another example: 78 ÷ 1.95 can be turned into 7,800 ÷ 195 by multiplying both numbers by 100.
The numbers are bigger, but it is easier to divide without a decimal in the divisor.
The answer to both of those problems is the same: 40
I am noticing that the numbers in my last post aren't lined up. I've tried everything I know how to do but I can't get them lined up. I hope you can visualize that the place values should all be lined up underneath each other. Sorry about that.
I gave the students their fractions tests back yesterday. The grades for the test are in their grade book on Skyward.
We have started our new standard (standard #5): I can use algorithms to solve decimal problems. I can use percents to solve tax, tips, and discount problems.
Adding/subtracting decimals: The decimals and place values need to be lined up. Bring the decimal down. Then you can add and subtract as you would with whole numbers.
123.3 + 7.21 becomes 123.3 52.78 - 6.123 becomes 52.780
+ 7.21 - 6.123
We will take a test on our fractions standard the week we come back from the break. We'll take a practice test on Tuesday and the actual test on Thursday.
The test will be in the form of story problems, so the students will not only need to know how to add, subtract, multiply, and divide fractions - they will need to know how/when to use each operation.
Here are some examples of the problems they might see on the test:
Addition: Nancy picked 2/3 of a bucket of lemons and Fred picked 3/5 of a bucket of limes. How many buckets did they pick together? Answer: 1 4/15
Subtraction: Sam wants to complete 1 5/8 of the crossword puzzle. He has already done 1 3/5 of the puzzle. What fraction of the puzzle does he have left to finish? Answer: 1/40
Multiplication: There was 5/8 of a pie left in the fridge. Daniel ate 1/4 of the leftover pie. How much of the pie did he eat? Answer: 5/32
Division: Each batch of cupcake mix requires 1/3 of a cup of milk. A batch makes 8 cupcakes. How much milk is used for each cupcake? Answer: 1/24
The students have been adding, subtracting, multiplying, and dividing fractions - and simplifying fractions.
Adding and subtracting fractions:
The Least Common Multiple should be used to find the common denominator. In some instances, it is a good idea to convert a mixed number to an improper fraction.
To multiply fractions, numerators are multiplied by each other and denominators are multiplied by each other. Mixed numbers should be converted to improper fractions and whole numbers should be converted to a fraction by dividing the whole number by 1 ( 6 = 6/1)
The divisor needs to be turned into its reciprocal, then the fractions are multiplied: 3/4 ÷ 1/2 = 3/4 x 2/1 = 6/4 or 1 1/2
To simplify a fraction, both the numerator and denominator should be divided by their Greatest Common Factor. If the numerator and denominator don't have a common factor other than 1, it can't be simplified.
Change to Grade Book
A change has been made to the grade book since my post of yesterday: Since the averaged grade was not accurate it has been removed.
So, you won't see a math grade when you open up the grade book.
You will have to follow the steps in yesterday's post to access the individual standard grades. You can open them up all at once so you'll be able to see all of your student's grades at the same time.
I hope this will be more useful and meaningful to you.
I'd like to talk a little bit about grades: You will see a math grade (4, 3.5. 3, 2.5, 2, etc...) in your students' grade books (Common Core Math 6). This is an overall, averaged grade.
Your student has at least 3 scores in their grade book. Accessing these scores will give you a more complete, accurate, and detailed picture of your child's performance in math.
Your student has a grade for our first 3 standards.
To access all of your student's math scores, do the following:
1. Click the arrow to the left of Common Core Math 6. You will see Learning Behaviors and CCSS Math 6
2. Click the arrow to the left of CCSS Math 6
3. You will see a drop-down menu of all of our standards - you might need to scroll down to see all eight
4. All of the standards that have arrows to the left of them have grades
5. Click the arrows next to the standards (at this point, our first 3 standards) to see the specific scores for those standards.
A score of 3 is meeting the standard. Students have opportunities to improve their scores. Check-up #1 is the original test on each standard and check-ups #2, 3, etc... are tests that your student attempted to improve their score on that standard.
I am finding that the averaged grade shown in the grade books can be a bit high. For example, I have seen that students who scored 4, 3.5, and 3.5 on the standards have an overall score of 4. The overall score should be 3.5, in that case. I might need to adjust some grades on the upcoming grading period.
Please contact me if you have any questions about grades. Thanks!
Quiz being returned today
I am returning the ratio quizzes (yellow paper) the students took on Thursday. Their grades are in their grade books on Skyward.
We have started a new standared, standard #4: I can use algorithms to solve fraction problems with all four operations ( add, subtract, multiply, and divide ) and I understand which operation to use in a particular problem situation. The standard is all about fractions and solving fraction word problems. The students have a new book: Let's Be Rational
The students have assignments on Khan Academy that would help them with fraction problems if they want to do some work at home. We are focusing on adding and subtracting fractions and after the Thanksgiving break we will be getting into multiplying and dividing fractions.
Have a great Thanksgiving!
The students have learned that a percent is a number out of one hundred: 42% = 42/100 = .42, 125% = 125/100 = 1.25, 3% = 3/100 = .03
Convetting fractions, decimals, and percents
The students have learned how to convert from one to the other two.
Decimal to the other two:
If I have .67, I can see that I have 67 hundredths, so .67 = 67/100. Since a percent is out of a hundred, .67 is 67%
So, .67 = 67/100 = 67%
Percent to the other two:
If I have 52%, I know that percent is out of one hundred, so 52% is 52/100. I have 52 hundreths which means that 52/100 = .52
So, 52% = 52/100 = .52
Fraction to the other two:
This is the trickiest one. Typically, you need to divide the fraction.
4/7 can be seen as division, so 4/7 = 4÷7
4÷7 = .57
I can see that .57 has 57 hundreths, so .57 is 57%
So, 4/7 = .57 = 57%
We have 2 strategies to convert a fraction into the other two forms. Please check with your math student to be sure he/she can convert a fraction into the other two forms.
We'll have a quiz on our ratio standard next Thursday. We'll have a practice quiz on Tuesday that I'll ask the kids to take home to share with you.
To be successful on the quiz, the kids will need to know the skills I outlined in this post, and the 2 previous posts ( 11-8-19 and 10-29-19).
I'm very impressed by how many students are doing their homework. There is just a very small percentage of students who have not done their homework.
A few notes on homework:
- Students can work on their homework past the due date
- Students can get a problem right that they got wrong by clicking the "similar question" button and working on a similar problem
- I would encourage the students to get as many problems correct as possible
- I will put a "missing assignment" notice in your child's grade book if they are missing an assignment
- To have the missing assignment notice removed from her/his grade book, your child must complete the homework and tell me they have completed the homework
Improper fractions / Mixed numbers
The students have learned how to convert on to the other.
Mixed number to improper fraction:
To convert 3 2/7 into an improper fraction, you multiply the whole number by the denominator: 3 x 7 = 21. Then you add the numerator: 21 + 2 = 23. That is your numerator. The denominator stays the same.
So, 3 2/7 is 23/7
Improper fraction to mixed number:
To convert 19/5 into a mixed number, you divide the fraction: 19 ÷ 5 = 3 4/5
Be sure to look in the Homework section on the left to check for homework. There is homework this week.
The students have learned that ratios compare numbers. Ratios can be written 3 ways: 2/3, 2:3, or 2 to 3. To find equivalent ratios, both numbers of a ratio must be multiplied or divided by the same number.
For example, if my ratio is 2 apples to 3 oranges, I could find an equivalent ratio by multiplying 2 and 3 by 5. So my new ratio would be 10 apples to 15 oranges. Or, I could find an equivalent ratio to 25 cars to 10 trucks by dividing both 25 and 10 by 5. That would give me an equivalent ratio of 5 cars to 2 trucks.
Unit rate is a pretty big deal. It tells me how much for one of something. For example, if I paid $21 for 7 gallons of gas, my ratio would be 21:7. If I wanted to know how much I paid for one gallon of gas, I would divide both of my ratio numbers by 7. That would give me 21÷7 =3 and 7÷7 = 1. So my unit rate would be $3 for one gallon of gas: 3 to 1. Once I have my unit rate, I can multiply that by any number of gallons to find out how much any number of gallons would cost me.
Opposite numbers are the same distance from 0, but on opposite sides of 0. For example, -5 and 5 are opposites. -1/2 and 1/2 are opposites. -3,254 and 3,254 are opposites.
The absolute value of a number is how far it is away from 0, regardless of the direction. The absolute value of a number will always be positive. Absolute value is written as |n|, where n is any number.
So, the absolute value of 5 ( |5| ) is 5. |-5| is also 5. |1/2| = 1/2. |-1/2| = 1/2. Typically, the absolute values of opposite numbers will be the same positive number, since they are both the same distance from 0 and distance is considered to be positive.
The moment we've all been waiting for - math homework :)
The students have math homework this week - Homework #1
I will always assign homework on Mondays. It will be due that Friday.
There will typically be 10 problems the students need to solve.
There will be a week here and there when there will be no homework, but there will typically be homework on any given week.
To check if there is homework, go to the Homework section of the class web page - it is right underneath the Updates section.
Homework will be done on a computer at home.
Students need to log into their school Google account, and click the Pearon EasyBridge icon once they get into Clever.
Homework is on the MathXL platform, which is the online component of our CMP 3 curriculum.
We practiced getting on the homework site on Friday and we will practice again today. All of the students have successfully logged onto the site and done some homework problems already. They should be able to log onto the homework site at home. If they can't, please let me know.
Unless I hear otherwise from you, the students are expected to do the homework. Homework grades will be posted under Responsibility in their grade books.
Please let me know if you have any questions.
New messages will be at the top of this Updates page from now on. Please scroll down to the bottom of the page one last time to make sure you haven't missed a recent post.
The students will have homework starting on Monday. Homework will be online. They will need computers at home. I will provide more information about how homework will work and what it will look like on Friday - if not on Friday, then Monday, at the latest.
When you open up Gradebook on Skyward, you will see a math grade for your student. This is an averaged grade. The grade you see now is an averaged grade from our first two standards. To dig deeper and find individual grades for your students, here is what you do:
* Find Common Core Math 6
* To the right of Common Core Math 6 you will see an arrow (triangle)
* Click the arrow - You will see Learing Behaviours and CCSS Math 6
* Click the arrow to the left of CCSS Math 6 - this will give you a drop-down menu of all of our standards
* Click any arrows to the left of the listed standards - you will see the individual scores for each standard
There are currently arrows next to our first two standards. Knowing individual standard scores might be helpful to you in detemining where your child is doing well and where there might be areas that are a challenge for your math student.
Our instruction and learning will follow the Common Core State Standards. If you would like to learn more about the standards, I would be happy to talk with you about Common Core.
Our curriculum is Connected Mathematics Project 3 (CMP3). It is aligned with the standards. Your student will have a book that corresponds to the units we are studying. Homework will be done on-line, so your 6th grader will need to have access to a computer and the internet throughout the school year. Please contact me if you have any questions or concerns about this.
Please check back frequently in this Updates section - this is where I will post any and all news/information that pertains to your child's math class.
Grading in 6th grade math will be standards-based. I will be asking all of the students to meet or exceed standards this school year. A score of 3 is meeting a standard. Our first standard is: I can efficiently solve multi-digit division problems.
Our grading system in math this year will be a standards-based, 4 point scale: 4, 3.5, 3, 2.5, 2, 1.5, 1
4 = exceeds standard
3 = meets standard
2 = approaching standard
1 = not at standard
In kid-friendly terms:
4 = I know it even better than the way Mr. Daniels showed me
3 = I can do it the way Mr. Daniels showed me
2 = I know some of the simpler stuff but can't do the harder parts
1 = I need help to do some of it
All students are expected to be at level 3 on all standards. If your child is below level 3 on a certain standard, we will work in class to bring him/her up to level 3. I might ask for your help at some point in the school year to work with your child at home to help her/him meet a certain standard.
Our standards this year will be:
#1 I can efficiently solve multi-digit division problems
#2 I can use Least Common Multiple (LCM) and Greatest Common Factor (GCF) to solve real-world problems
#3 I can use ratios, unit rates, absolute values, and percents to solve real-world problems
#4 I can use algorithms to solve fraction problems with all four operations (add, subtract, multiply,and divide) and I understand which operation to use in a particular problem situation.
#5 I can use all four operations to solve decimal problems; I can use percents to solve problems, such as sales tax, tips, and discounts
#6 I can recognize, describe, and analyze relationships between variables and algebraic expressions
#7 I can find the perimeter, area, surface area, and volume of certain polygons and 3-dimensional shapes
#8 I can collect, organize, summarize, and describe data using range, mode, mean, median, Interquartile Range (IQR), and Mean Absolute Deviation (MAD)
I am asking the students to do some reflecting on their own learning this year, so if you asked them if they have met these standards, they should be able to give you a pretty accurate opinion.
There will be homework in math this school year. We'll let the kids settle in before we start with homework. More information to follow.
Please check back in a couple of days. Thanks.
Well, it seems we're off to a very good start. The 6th graders are settling in quite nicely. At this point I believe they are all able to open their lockers and find their classes!
They appear to be a very nice group of kids!
We have begun reviewing multi-digit multiplication. Next week we will begin our first standard, which involves learning multi-digit division: I can efficiently solve multi-digit division problems
We will be writing in journals this year, so I am asking the students to have a composition book or a spiral notebook by Monday. I have shown them a couple of options for their journal. The composition books/spiral notebooks should be available at any store that has a school supply section.
Thanks and remember to check back here frequently and to contact me with any questions, thoughts, or concerns.
We have been reviewing multiplication and several of the students aren't secure with problems such as: 36 x 75, 125 x 9, 341 x 17, etc...
Those are skills the students should have mastered. Please work with your kids at home on similar problems if you are finding these type of problems are a challenge for them.
All of the students have logged onto Khan Academy at school with their school accounts. They can access Khan Academy at home by logging on to home computers using their school account username and password. They should have their account information memorized or written down in their binders. I have assigned lessons for the kids to work on in Khan Academy. The lessons are all multiplication and division problems. Khan Academy could be a very good resource for you if you plan on working on multipliation problems with your students.
We have also been dividing multi-digit numbers, such as: 72 ÷ 3, 265 ÷ 9, 862 ÷ 17, etc... Almost all of the students are either using the "standard algorithm" strategy or the "super 7" (partial quotients) strategy to solve division problems. If you find your kids struggling with division problems such as the ones listed above, please work with them some at home. The assigned lessons on Khan Academy would also be a good resource for division problems.
If you have tried to log onto Khan Academy at home with your students' school account and are having difficulties, I have a couple of ideas that might help.
1. Try using GoogleChrome if possible. The school accounts are Google accounts, so GoogleChrome works best.
2. Try typing in clever.com in the address box. Khan is accessed through the Clever platform. Once in Clever, your kids should be able to log in and get into Khan Academy.
Quiz on Monday, quiz on Thursday
The students will be taking a practice (pre) quiz on our division standard on Monday. They will take the actual quiz on the division standard on Thursday.
The pre quiz will be very, very similar to the actual quiz and should give your kids a good idea if they are meeting the division standard. I will encourage the students to take the quiz home and share it with you. It will be on a blue sheet of paper.
Math is Cool (MIC) homeroom
I will be asking the 6th grade students if they would like to participate in a 6th grade MIC homeroom. I am hoping I will get a lot of kids wanting to do MIC during homroom. MIC is meant for capable math students and/or kids who are interested in challenging math problems that will stretch their thinking. Ideally, MIC would happen 3-4 days a week. We will need parent volunteers to teach/coach the MIC homeroom. This could be one parent or a couple of parents who split the time up. Homeroom happens at 10:08 - 10:38. If you are interested and have the time, please contact Yumi Pringle at email@example.com
Quiz on Thursday
The 6th grade math students will be taking a quiz on our division standard on Thursday. They will receive a score on this quiz in their grade books on Skyward. To receive a score of 3 (meeting standard) they will need to demonstrate that they can solve division problems similar to the following problems which were on the practice quiz they took on Monday: 47÷9, 595÷11, 689÷24, 741÷35. To receive a score of 3.5 or 4, the students will need to be able to solve problems such as: 4,382÷ 127 and 2,593÷485
Quiz coming home
The quiz we took on our division standard on Thursday is coming home today. I asked the kids to share it with you. It is on a green piece of paper. A score of 3 or above is meeting the standard. A score below 3 indicates that your child has some gaps in their understanding of how to solve division problems. We will work at school to get your students to a 3 on the division standard, but you might have to do some work at home, also, to support your student.
Grade in grade book
The division score is in your child's grade book on Skyward. It is pretty straight-forward now to find a math grade in the grade book, but it gets a bit trickier once there are multiple grades - so - check back here regularly. At some point I will explain how to find mutltiple grades.
We have started our new standard - standard #2: I can use Least Common Multiple (LCM) and Greatest Common Factor (GCF) to solve real-world problems.
All of the students' assignments on Khan Academy relate to LCM and GCF. They can practice at home - you can join them, if you like.
The students are receiving books now associated with each standard. They received Prime Time today. They should bring the book to math class every day. They can bring it home to share it with you, but it must come back to school every day.
I will talk more about our current standard in a couple/a few days, so please check back before too long.
The students have been learning about factors and multiples - two very important concepts.
They are using Least Common Multiple to answer word problems such as: If the Vashon light on the Fauntleroy dock flashes every 3 seconds and the Southworth light flashes every 4 seconds, when will they flash together?
The Least Common Multiple of 3 and 4 is 12, so the lights will flash together every 12 seconds.
Least Common Multiple is also used to find the smallest denominator when adding and subtracting fractions.
They are using Greatest Common Factor to answer word problems such as: If you have 12 soccer balls and 16 basket balls, what is the greatest number of bags you can divide the balls into so that there are the same number of soccer balls in each bag and the same number of basketballs in each bag with no balls left over? The Greatest Common Factor of 12 and 16 is 4, so the greatest number of bags will be 4.
Greatest Common Factor is also used to reduce a fraction to its simplest form and in the Distributive Property, which we will get to later on this school year.
We'll be wrapping up our current standard, LCM and GCF, by the end of next week. We'll take a practice quiz on Tuesday (look for it to be coming home on Tuesday) and we'll take the actual quiz on Thursday.
If you want your child to practice a bit, they could do some assignments on Khan Academy at home next week.
The practice quiz will have problems that will be very, very similar to the problems that will be on the actual quiz.
The quiz will consist of story problems. The students will need to determine if the problems involve factors or multiples and then solve the problems using either LCM or GCF.
Here is an example of a Least Common Multiple problem: The school cafeteria serves tacos every 6th day and cheeseburgers every 8th day. If tacos and cheeseburgers are on today's menu, how many days will it be before they are both on the menu again? (Answer: 24 days)
Here is an example of a Greatest Common Factor problem: Mandy is making emergency preparedness kits. She has 12 bottles of water and 16 cans of food, which she would like to distribute equally among the kits, with nothing left over. What is the greatest number of kits she can make? (Answer: 4)
We took the practice quiz today. I encouraged the kids to take it home (it's on a blue sheet of paper) and share it with you. If your student missed math today because of the science field trip, they will take the practice quiz in math class tomorrow.
I will hand back our standard #2 quizzes (Least Common Multiple and Greatest Common Factor) to the students tomorrow. If the grades are not in the gradebook yet, they will be by 3:00 p.m. tomorrow.
We have started our new standard - standard #3: I can use ratios, unit rates, absolute values, and percents to solve real-world problems. The students have a new book - Comparing Bits and Pieces
A parent had a suggestion that I though made a great deal of sense: Why don't I post new messages at the top of this Updates page instead of the bottom. That way you won't have to scroll down to the bottom of the page everytime you're checking for new messages. So, that's exactly what I will do. From now on, new messages will be at the top of this page. I hope that makes things a bit easier for you and saves you some time. Thanks.