CLICK HERE to find the notes and the classwork for this week. If your child was absent, they will need to copy these notes into their notebooks. Although the worksheets are not graded, I would recommend that they do work out the problems and see me to check their answers.
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Here is a link to a review packet on the basics integers, number line, opposites and absolute value, and comparing and ordering integers. This is a good place to make sure you understand the basic ideas and can apply these to word problems.
http://brightenbrown.weebly.com/uploads/8/4/4/3/8443179/1.22_integers_opposites_absolute_value.pdf The answers are at the bottom of the page, but try the problems first, then check your answers. If you are struggling, go back and check the notes for this week and last week. Good Luck! This week we will continue to work with integers. We will learn more vocabulary and dive into absolute value. We will also add rational numbers to our number lines and combine number lines to create the coordinate plane.
This week we will begin to look at Integers. Monday students took a pre-assessment on Integers to assess their prior knowledge. Pre-assessments are not graded, but are used with post-assessments (which are graded) to measure growth.
Click here to see the notes for Tuesday, 11/28/17. We will review fractions, mixed numbers, and improper fractions with common and not denominators in this unit.
Students will need to call on LCM and GCF to find common denominators and to reduce, respectively. Because the topic is so broad, I am posting some links to helpful information.
Also, here are a few links to practice activities you can share with your child.
Good evening!
This week is packed with a lot of information! Please practice multiplication facts with your child as often as possible. They should know 0’s - 12’s in 6th grade. Not knowing these facts is requiring them to spend extra time here and less time on the new content they are just learning. This week we will be working on decimals, beginning with addition and subtraction. There will be some homework and a couple of quizzes along the way when they are ready. Student’s will need to multiply and divide decimals, which relies heavily on knowing their multiplication tables for both. We touched on decimals earlier this year and students struggled when it came to multiplying and dividing. The state requires students to be able to perform the operations on decimals (add, subtract, multiply, and divide) without a calculator. If you are curious as to the other content we will cover this semester, the breakdown is projected to be as follows: 1st 9 weeks: LCM, GCF, Decimals, Fractions, Division of Whole Numbers, and Exponents. 2nd 9 weeks: Ratios, Unit Rate, Integers, Rational Numbers on a Number Line, and Ordering Rational Numbers, Absolute Value of Rational Numbers. 3rd 9 weeks: Read, Write, and Evaluate Numerical Expressions, Equivalent Expressions, Writing and Solving Equations and Inequalities. 4th 9 weeks: Area of Geometric Figures, Volume, Coordinate Plane, Polygons, Surface Area Statistical Questions, Data Distribution, Central Tendency and Data Sets, Dot Plots, Box Plots, and Histograms, and Summarizing Numerical Sets. The grades 5–8 mathematics assessments and the Math I assessment will consist of four- response-option multiple-choice items and about twenty percent gridded- response items requiring numerical responses. All items will be worth one point each. All NCSCS mathematics assessments will include both calculator-active and calculator-inactive sections. One-third to one-half of the grades 3–8 assessments will be comprised of calculator-inactive items; approximately one-third of the high school assessments will be calculator inactive. Domain Grade 6 Ratios and Proportional Relationships 12–17% The Number System 27–32% Expressions and Equations 27–32% Geometry 12–17% Statistics and Probability 7–12% Total 100% Looking forward to a great week! Last week we finished up LCM and learned about GCF (Greatest Common Factor). Today we reviewed and we have a Unit test tomorrow, 9/18/17. Click **here** to open the review presentation we used in class. Your child should have other examples from today in their math notebook.
The LCM uses multiplication to find multiples. The GCF uses division to find factors. Again, knowing ones multiplication facts is the bedrock of these activities. Without that knowledge students will struggle a bit. They can skipcount, but it is less effective and more time consuing, and leaves more room for error. Factors - the two (or more) numbers we multiply together to get a new number (product). 2 and 3 are factors of 6 because 2 x 3 = 6. 1 and 6 are also factors of 6 because 1 x 6 = 6 as well. Greatest Common Factor (GCF) - This is the largest factor that is common to both of the original numbers given. Ex: Find the GCF of 8 nd 18. Step 1: List factors of both numbers 8 16 1 8 1 16 2 4 2 8 4 4 Step 2: Find the common factors. In this case those are 1, 2, 4, and 8. Step 3: Pick the greatest (largest) common factor from step 2. That would be 8. GCF = 8 Why is this important? Suppose you are throwing that Labor Day party and you want to provide treat bags for the 12 children attending. You bought 132 pieces of assorted candy and 24 candybars. To determine if you can create treat bags that are exactly the same, you can use GCF. 24 132 1 24 1 132 2 12 2 66 3 8 3 44 4 6 4 33 6 22 11 12 Here, the GCF is 12. That means you can create 12 treat bags that are identical from the candy and candy bars you bought. Each bag would get 2 candy bars and 11 pieces of candy. GCF practice: (Pick one or more) 1. IXL 2. Mathscore.com 3. Mathgames.com 4. Sheppardsoftware.com This week we will learn about multiples and least common multiples.
Students can best help themselves this week by studying and memorizing their multiplication facts (well, half of them anyway. They already know about "half"). Multiples - when we pick a number, like 4, and we multiply but another whole number, like 1, we get a multiple of 4. In this case, 4 x 1 = 4. The answer, 4, is the multiple. Ex: 4 x 2 = 8. 8 is a multiple of 4. We will also mention that 2 and 4 are the factors of 8. Least Common Multiple (LCM) - This is the smallest multiple, common to both/all of the orginal numbers we are given that they have in common. Ex: If we want to find the LCM of 4 and 6, we do the following. Step 1: List the first few multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32 Step 2: List the first few multiples of 6: 6, 12, 18, 24, 30, 36, 42 Step 3: Look at each list and find the smallest number they have in common. In this case, it is 12. Even though they also share 24 and several other multiples, 12 is the LEAST COMMON multiple they share, so that is their answer. Why is this important? Suppose you are throwing a Labor Day party and need hot dogs. Hot dogs come in packages of 10, buns come in packages of 8. You can find the total number of packages that you need to buy to have an equal number of hot dogs and buns. Hot dogs (packs of 10): 10, 20, 30, 40, 50, 60, 70, 80 Buns (packs of 8): 8, 16, 24, 32, 40, 48, 56, 64, 72, 80 In order to buy an equal amount of hot dogs and buns, you should buy 4 packages of hot dogs and 5 packages of buns. LCM practice: (Pick one or more) 1) KhanAcademy 2) IXL 3) Mathgames 4) Sheppardsoftware |
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February 2018
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