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Math & Science (Period 5 & 6) Assignments

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Past Assignments

Due:

Assignment

***Monday, May 2nd, 2016***

 
 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
 
   
 
HW: None

Due:

Assignment

***Friday, April 29th, 2016***

 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
 
   
CW: Fault Booklet
 
 
HW: None

Due:

Assignment

***Thursday, April 28th, 2016***

 
Lesson:   CAASP Testing 
               *Discuss/Review/Correct
 
HW: None
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
 
   
* Review/Discuss/Correct
 
HW: None

Due:

Assignment

***Monday 25th to Wednesday 27th, 2016***

 
Lesson: State Testing
               About CAASPP Testing
               Practice CAASPP Test
HW: None
 
 
 

 

 
   
 
HW: This will be graded tomorrow: Forces in Earth's Crust Review (worksheet)

Due:

Assignment

***Friday, April 22nd, 2016***

 
Lesson: Continue Practice State Testing  CAASP Test Preparation
               *Discuss/Review/Correct
 
HW: None
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
 
   
 
HW: None

Due:

Assignment

***Thursday, April 21st, 2016***

 
Lesson: Continue Practice State Testing  CAASP Test Preparation
               *Discuss/Review/Correct
 
HW: None
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
 
   
 
HW: None

Due:

Assignment

***Wednesday, April 20th, 2016***

 
Lesson: Continue Practice State Testing  CAASP Test Preparation
 
HW: None
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
CW: (#3) Forces in Earth’s Crust_Key Terms (B)

 4) shearing-

 5) normal fault-

 6) hanging wall-

 
CW: Class Reading "Forces in Earth's Crust" (Textbook Ch. 5, Section 1)
   
 
HW: None

Due:

Assignment

***Tuesday, April 19th, 2016***

 
Lesson: Discuss/Review/Correct Dividing Fractions Board Practice
 
Objective/Purpose: Through problem solving students will connect division of fractions and multiplication (reciprocal) to illustrations.
Students will extend their understanding of division to include division of fractions by fractions and represent division problems in multiple ways. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
HW:
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
CW: Review/Discuss/Correct: Earthquake Scavenger Hunt 
 
HW: None

Due:

Assignment

***Monday, April 18th, 2016***

 
 
Objective/Purpose: Through problem solving students will connect division of fractions and multiplication (reciprocal) to illustrations.
Students will extend their understanding of division to include division of fractions by fractions and represent division problems in multiple ways. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
HW: Due Tuesday: Earthquake Scavenger Hunt 

Due:

Assignment

***Friday, April 15th, 2016***

 
 
Objective/Purpose: Through problem solving students will connect division of fractions and multiplication (reciprocal) to illustrations.
Students will extend their understanding of division to include division of fractions by fractions and represent division problems in multiple ways. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
HW: 6.1.4_Review & Preview *This was assigned on Thursday and I will review and collect on Monday.
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
HW: Due Monday: Earthquake Scavenger Hunt 

Due:

Assignment

***Thursday, April 14th, 2016***

 
 
Objective/Purpose: Students will extend their understanding of division to include division of fractions by fractions and represent division problems in multiple ways.
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

Lesson: Forces in Earth’s Crust
 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
HW: Due tomorrow: Earthquake Scavenger Hunt 

Due:

Assignment

***Wednesday, April 13th, 2016***

 
 
Objective/Purpose: Students will extend their understanding of division to include division of fractions by fractions and represent division problems in multiple ways. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
HW: None
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

Lesson: Forces in Earth’s Crust
 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
HW: Due Friday: Earthquake Scavenger Hunt 

Due:

Assignment

***Tuesday, April 12th, 2016***

 
Lesson: Leftover Pizza (1)
 
Objective/Purpose: Students will extend their understanding of division to include division of fractions by fractions and represent division problems in multiple ways. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

Lesson: Forces in Earth’s Crust
 
Purpose: After completing the lesson, I will be able to:

• 1) explain how stress in the crust changes Earth’s surface

• 2) describe where faults are usually found and why they form

• 3) identify the land features that result from plate movement

 
HW: Due Friday: Earthquake Scavenger Hunt 

Due:

Assignment

***Monday, April 11th, 2016***

 
Lesson: CPM_6.1.3_How many pieces? What is the whole? (6-26 to 6-29)
 
Objective/Purpose: Students will identify problems that can be solved using division.  Students will use multiplication to check division.
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
HW: None (will be handed out tomorrow)
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

Science

1) stress-
2) tension-
3) compression-

 
CW: Discuss/Review/Correct_Earthquake Alert

Due:

Assignment

***Friday, April 8th, 2016***

 
Lesson: Soccer Tournament
*Continental Drift (video)
  
 
 
HW: 

 

 

 

Due:

Assignment

**Thursday, April 7th, 2016**

 
Lesson: Cassie's Bows
 
Objective/Purpose: Students will determine that a fraction can be seen as one number formed by division and construct various visual models to represent division problems.  Students will make sense of the long division algorithm. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
HW: 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 

 Science

CW: Earthquake Alert (video and notes)

 

Due:

Assignment

**Wednesday, April 6th, 2016**

 
Lesson: Big Cow Ice Cream Parlor (part of a larger group of questions)
 Period 5 also completed "Cassie's Cheer Bows" (also part of the group of questions)
 
Objective/Purpose: Students will determine that a fraction can be seen as one number formed by division and construct various visual models to represent division problems.  Students will make sense of the long division algorithm. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 

 

 

Due:

Assignment

**Tuesday, April 5th, 2016**

 
 
 
Objective/Purpose: Students will determine that a fraction can be seen as one number formed by division and construct various visual models to represent division problems.  Students will make sense of the long division algorithm. 
  
Standard:  6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 6.NS.2  Fluently divide multi-digit numbers using the standard algorithm.
 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 

 

 

Due:

Assignment

**Monday, April 4th, 2016**

 
Lesson: Boys and Brownies (Alternate CPM Lesson 6.1.1) 
 
 
Objective/Purpose: Preparation for: Students will divide quantities and represent the result in multiple ways.  Students will use visual fraction models and equations to represent division.
  
Standard:  Preparation for 6.NS.1  Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
 
HW: none
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 

 

***Science***

 
Science Camp: Handed out paperwork and discussed: Camp Cougar (6th Grade Science Camp) to those that have already signed up.

Due:

Assignment

Thursday, March 24th, 2016

 
Lesson: 1) Review/Discuss/Correct  CPM_Ch. 7, Section 1 Quiz
               2) Finals Week (Act 1 & 2)
 
Objective/Purpose: Students will calculate and compare unit rates.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   

HW: none
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 

 

Science

 
 

Due:

Assignment

Wednesday, March 23rd, 2016

 
Lesson: Review/Discuss/Correct  HW: Using Unit Prices #2
 
Quiz: CPM_Ch. 7, Section 1 Quiz
 
Objective/Purpose: Students will calculate and compare unit rates by reading tables and graphs.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   

HW: none
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 

 

Science

CW: 
 

Due:

Assignment

Tuesday, March 22nd, 2016

 
Lesson: Review/Discuss/Correct 7.1.3   Review & Preview
               * CW: Using Unit Prices (**Pg 1)
 
Objective/Purpose: Students will calculate and compare unit rates by reading tables and graphs.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   
 ***Study for Quiz: Ch. 7, Section 1 Quiz: Using Unit Rates (Prices)
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson HW: Answers

HW: Using Unit Prices #2 

 

Science

 

Due:

Assignment

Monday, March 21st, 2016

 
Lesson: Review/Discuss/Correct Lesson 7.1.3   How can I find the rate?
               * CW: Using Unit Rates (**Pg 1)
 
Objective/Purpose: Students will calculate and compare unit rates by reading tables and graphs.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson HW: Answers

CW: Using Unit Prices (*Pg 1)

Due:

Assignment

Friday, March 18th, 2016

Number Talk: No number talk today
 
 
Objective/Purpose: Students will calculate and compare unit rates by reading tables and graphs.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson HW: Answers

Lesson 7.1.3

  • 7-24. MAXIMUM MILES
    1. See answers in bold in table below.
         
    2. Car A travels the farthest, 150 miles, and car B travels only 90 miles. 
    3.  See sample table below.
         
  • 7-25. See below:
    1.  Car A (30 miles per 1 gallon), Car C (20 miles per 1 gallon), Car B (18 miles per 1 gallon). See Suggested Lesson Activity for possible student responses.
    2. See graph below.
    3. The steeper the line, the more miles traveled per gallon. Therefore, the car with the best gas mileage is the one that is steepest on this graph. Car A, Car C, Car B. Car A goes farthest.
  • 7-26. See below:
    1. Answers are in bold in the table.
      Tamika
      Lois
      Time
      (in hours)
      Length
      (in inches)
      Time
      (in hours)
      Length
      (in inches)
      0 5    0   0
      1 7   1   3
      2 9   2   6
      3 11    3   9
    2. 2 inches per hour. It is the amount the length changes from one row in the table to the next and the hours go up by one each time. 
    3.  3 inches per hour. It is the amount the length changes from the first row with 0 inches to the second row with one hour and 3 inches.  
    4. It will take her 9 hours total (or 6 more hours from now).   
    5. Tamika’s scarf will be 29 inches; one possible method is to multiply 2 inches per hour times 12 hours and add 5 inches the amount that she already had done. Lois’ scarf would be 36 inches; one possible method is to multiply 3 inches per hour by 12 hours.
    6.  Lois’ line would be steeper. She is knitting at a faster rate.
  • 7-27. See below:
    1. She knits 45 inches over the course of 10 hours, so she knits 4.5 inches per hour.
    2. 62 inches. This is much more than Tamika or Lois.
  • 7-28. See below:
    •      It will make 15 revolutions per minute.
    • pic
  • 7-30. See below:
    •      DWest, because it has a unit rate of $0.15/min.
  • 7-31. See below:
    1. C
    2. $4 per pound
    3. Store A. Its line is steepest.
  • 7-32. See below:
    1. P = 41cm, A = 79.1 sq cm
    2. P = 60 in., A = 150 sq. in.
  • 7-33. See below:
    •      
  • 7-34. See below:

 Science

 
 
CW: Bill Nye_Earthquakes video & notes
 
 

Due:

Assignment

Thursday, March 17th, 2016

Number Talk: No number talk today
 
 
Objective/Purpose: Students will use tables and graphs to compare rates when numerical comparisons are cumbersome.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson HW: Answers

Lesson 7.1.2

  • 7-14. See below:
    1. Answers are given in table below; Wendy is running 30 meters every 5 seconds. 30 meters:5 seconds.
    2. No. Yoshie is running faster.  Possible response:  Yoshie can go 210 meters in 33 seconds, Wendy goes 210 in 35 seconds.
  • 7-15. See below:
    1. See possible tabe below.
    2. See answer graph below.
      pic
    3. Yoshie is running faster because her line covers more meters per second or because it is steeper. Yes this matches previous conclusion.
    4. Vanessa would be the slowest of the three girls as she runs 5 meters every second. Yoshie would win.
  • 7-16. See below:
    1. Segment b (the bicycle portion), because it is steepest.
    2. Event a is 0.5 miles, Event b is 12 miles, Event c is 3 miles.
    3. Event a took 18 minutes, Event b spanned 42 minutes, Event c took 33 minutes.
    4. Answers should be equivalent to:  for Event a,  for Event b,  for Event c
  • 7-17. See below:
    1. It makes sense to connect because the data is continuous. At zero minutes, Edgar will have traveled 0 miles. See sample graph below.
    2. She runs faster than Edgar. Possible response: She runs 8.5 miles in one hour and Edgar runs 8 miles.
  • 7-18. See below:
    1. Graph 4; 30 miles:25 minutes
    2. Graph 5; 60 miles : 60 minutes or 1 mile:1 minute
    3. Graph 1; 50 miles:60 minutes
    4. Graph 2; 60 miles:90 minutes
    5. Sample answer: Graph 3 represents Family E. They travel 60 miles in 40 minutes, so 60 miles:40 minutes.
  • pic
  • 7-19. See below:
    1. See sample graph below.
    3. Steeper, because she is traveling faster at .
  • 7-20. See below:
    •      The other side is inches, perimeter is  inches.
  • 7-21. See below:
    1. 0.6, 60%, three fifths or six tenths
    2. , 70%, seven tenths
    3. , sixteen hundredths
    4. 245%, , two and forty-five hundredths
  • 7-22. See below:
    1. 35
    2. 3
    3. 2
    4. 4
  • 7-23. See below:
    2. 3.936
    3. 0.548
No Homework assigned 

Due:

Assignment

Wednesday, March 16th, 2016

Number Talk: 5 2/3  / 1/3  (*How many thirds are in 5 2/3?)
 
Lesson: Planting Corn & Baking Cookies (Note: Only the "Planting Corn" and "Baking Cookies" slides were completed today.)
***Solve problems without using numbers or mathematical symbols***
 
Objective/Purpose: Students will connect proportional reasoning through the use of rates in conjunction with a real life situation.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   

HW: no homework
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson HW: Answers

No Homework assigned 

Due:

Assignment

Tuesday, March 15th, 2016

Number Talk: 4 1/2  / 1/4  (*How many fourths are in 4 1/2?)
 
Lesson: Walk to School (Note: Only the "Walk to School" slide was completed today.)
 
Objective/Purpose: Students will connect proportional reasoning through the use of rates in conjunction with a real life situation. 
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.   

HW: 7.1.1 Problems 7-9 through 7-13
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson 7.1.1 HW: Answers

 
  • 7-9. See below:
    1. $144 ÷ $36 = 4 sets of 4 hours, 16 hours
    2. ≈ 6.167 sets of 4 hours,  hours
    3. $360 for a 40-hour week, $63 for a 7 hour day.
  • 7-10. See below:
    1. 3:2
    2. 3:5
    3. 40%
  • 7-11. Estimations vary.
    1.  is just over 1, so half of that will be just over ; 
    2. and  are both a little less than 1, so the product will be less than 1 but more than ; 
    3.  is close to but less than , so the product will be close to but less than; 
  • 7-12. See below:
    1. 6 inches
    2. 46 inches
    3. Kip
  • 7-13. See below:
    •      Two possible answers: P = 46, labeled 22 units by 1 unit or P = 26, labeled 11 units by 2 units
  •   

 

Due:

Assignment

Monday, March 14th, 2016

Number Talk: 6 / 1/2  (*How many halves in 6?)
 
 
Objective/Purpose: Students will compare rates that are not expressed as unit rates.  They will convert ratios into different units in order to compare rates.
  
Standard: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.  

HW: No homework
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson 7.1.1 CW: Answers

 
  • 7-1. Comparing Rates
    1. $960 because they would work for 3 sets of 2 weeks, and 320 · 3 = 960. $1050 because they can earn $350 in 2 weeks washing cars, so 350 · 3 = 1050 or 700 + 350 = 1050.  
    2. Since , 85 · 5 = 425 dollars.
  • 7-3. See below:
    1. (500)(10) = 5000 , so (3)(10) = 30 weeks
    2. Between 28 and 29 weeks; at 28 weeks, they will have earned $4900; at 29 weeks, they will have earned $5075.
    3. By washing cars, the class will get to $5000 faster.
  • 7-4. See below:
    1. It is a reasonable estimate. $175 · 4 = $700 . Sample reasoning: He could have divided $700 by 2 to find out how much the class would make in two weeks, and then divided that amount by 2 to find out how much they would make in one week.
    2. in one week 
    3. By washing cars, the class makes more money each week.
  • 7-5. See below:
    1. Because both 3 and 4 go evenly into 12.
    2. $2000 from cookie sales;  $2100 from car washes.
    3. for cookie sales,  for car washes
    4. The class makes more in twelve weeks by washing cards, so the class will earn money faster this way.
  • 7-6. See below:
    •      Answers will vary, but should indicate that car washes have the highest profit rate.
  •  

 

Due:

Assignment

Friday, March 11th, 2016

 

SCIENCE

Objective: Sea-Floor Spreading 
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

 
 
         Video Notes 
 

Due: Sea-Floor Drawing 

Due:

Assignment

Thursday, March 10th, 2016

Number Talk: 298 x 15  
 
 
Objective/Purpose: Given a complicated figure, students will divide it into pieces and convert the pieces to a rectangle so that its area can be calculated more easily. Students will develop the idea of a subproblem and see that problems have multiple solution paths.
 
 
Standard:   6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson & HW 5.2.3 Answers

 
  • 5-66. RECTANGLE PUZZLE
    •     See the "Suggested Lesson Activity" for sample arrangements.
  • 5-67. See below:
    •     Figure A = 36 square units, Figure B = 42 square units.  No, it does not matter, but students might note that finding the area of the rectangle is easier. 
  • 5-68. See below:
    •     The sum of the areas of each smaller part is equal to the area of the larger, composite rectangle.  This is true because all of the small parts together form the larger rectangle. 
  • 5-69. See below:
    1. Base and height, length and width 
    2. No answer
    3. Multiple rectangles are possible; rectangles will have bases and heights of different lengths. 
    4. Yes.  The size of the space they are working with has not changed, it has just been rearranged. 

Review & Preview

  • 5-71. See below:
    •     Segments b  or c.  They each form a 90° angle with the base. 
  • 5-72. See below:

    1. See sample diagram below. 

    2. See sample diagram below.

    3. Multiplication. 
  • 5-73. See below:
    1. (1, 1), (1, 2), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (4, 3)
    2. (2, 4) or with (2, 0)
  • 5-74. See below:
    1. 112 whiskers
    2. 4 eye-stalks
    3. 40 legs
  • 5-75. See below:
    1. 2700 + 360 + 30 + 4 = 3094
    2. 12000 + 600 + 2400 + 120 + 30 + 6 = 15,156
 
 
 

 

Due:

Assignment

Wednesday, March 9th, 2016

 
 
Objective/Purpose: Students will understand that multiplication can increase a quantity or decrease it depending on the multiplier. 

Standard:  6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? 


HW: No Homework 
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below. 
 
 
 

SCIENCE

Objective: Sea-Floor Spreading 
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

2) What device is used to map the ocean floor?

 
Reading: Review & Discussion of "Sea-Floor Spreading"
 
 

#6 Sea-Floor Spreading Applying Concepts (A)

Q) What happens to the rock along the ridge when new molten material erupts?

 CW: “Sea Floor Spreading” Drawing.

         ****DUE FRIDAY****

 

 

Due:

Assignment

Tuesday, March 8th, 2016

 
 
Objective/Purpose: Students will understand that multiplication can increase a quantity or decrease it depending on the multiplier. 

Standard:  6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? 


HW: CPM Booklet: Chapter 5.2.2 Preview & Review 5-53 through 5-56
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below. 
 

 Lesson & HW 5.2.2 Answers

  • 5-53. HOW MANY TIMES?
    •     The club has less money to spend than Shane had planned since is less than 1.
  • 5-54. See below:
    1. 2.5
    2. 2
    3. 1
    4. 1
  • 5-55. See below:
    1. 2 will enlarge the most.  will reduce the most.  1 will have the least effect. 
    2. Multiplying by a number closer to one has less of an effect than multiplying by a number farther from one. Multiplying by a number between 0 and 1 reduces the size of the photo.  
  • 5-56. See below:
  • 5-57. See below:
    •    The three methods are equivalent and they will all work.
  • 5-58. See below:
    •     
  • 5-59. See below:
    1. 2.5, 2, , 250%
    2. 2, , 200%
    3. 1.5, 1, , 150%
    4. 1, , 100%
    5. , ,
    6. , 0.5, 50%
    7. , ,
    8. , 0.2, 20% 

Review & Preview

  • 5-61. See below:

    2. 0.085 · 70 = 5.95
  • 5-62. See below:

    1. She should multiply each length measurement by a fraction close to zero.

    2. She should multiply each length measurement by a number slightly larger than 1. 
  • 5-63. See below:
    •     They ran the same distance, as of  is , and of is . 
  • 5-64. See below:

    1. 1

    3. 2
  • 5-65. See below:
    1. 5 cm
    2. 8 cm
    3. 16.4 cm
    4. 5 cm

 

 

Due:

Assignment

Monday, March 7th, 2016

Number Talk: 298 x 15  
 
Lesson:    5.2.1 
 
Objective/Purpose: Students will multiply fractions, decimals, and percents and assess the reasonableness of answers.    

Standard:  6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. 


HW: CPM Booklet: Chapter 5.2.1 Preview & Review (48 to 52)
 
 **Homework Help** (To better help your understanding of this lesson, please refer to the Homework Help option before you go to the "answers" listed below.
 

 Lesson & HW 5.2.1 Answers

    • 5-39. See below.
      •     See Suggested Lesson Activity for possible representations.  Lorna will pay 18% of the original price. 
    • 5-40. See below.
      1. 0.6(0.3) = 0.18
      2. No; students could reason that 0.4 is less than one half, so the product should be less than half of 0.2, or less than 0.1. 
      3.  ;  0.1 · 0.1 = 0.01
      4. ;  0.1 · 0.04 = 0.004
      5. 0.08
      6. Students should notice that for these problems with numbers between 0 and 1, the multiplication always resulted in products smaller than the numbers multiplied.
    • 5-41. See below.
      1. It is the same as 20% 
      2. See diagram below.  0.8624 

      3. Each of the subproducts is a part of the generic rectangle written as a decimal rather than a fraction. 
      4. 0.8624 
      5. Ben’s method ensures you are adding digits with the same place value. 
    • 5-42. See below.
      2.  = 0.8624
    • 5-43. See below.
      1. More than 2.  Possible reason: the sum of 1.8 and 0.2 would be 2, so adding a number greater than 0.2 to 1.8 yields a result greater than 2. 
      2. The product of 6 tenths and 9 tenths is 54 hundredths; the product of 6 tenths and 3 is 18 tenths, or 1 whole and 8 tenths; Yes, he is correct.  
      3. Mohamed could write 13 tenths as 1 whole and 3 tenths, or 1.3.  In other words, he could write a 3 in the tenths place and “carry the one.”
      4. 2.34
    • 5-44. See below.
      1. 0.00003
      2. 0.3715
      3. 2.5256 
    • 5-45. See below.
      •     0.12 or  mile
    • 5-46. See below.
      •     Students might reason that 0.03(0.04) = 0.0012, and 0.0012 is equivalent to 0.12%;  students might also observe that 3% of 4% would be a small portion of 4%, so it does not make sense for the product to increase to 12%. 

    Review & Preview

    • 5-48. See below.
      •     $152.60.  Possible response: 10% is the same as 0.1, and this is the portion of his salary he needs to calculate, so he can multiply, seeing this as a part (0.1) of an amount.
    • 5-49. See below.
      •     890 square feet
    • 5-50. See below.

      1. 0.028 

      2. 0.54 
    • 5-51. See below.
      1. See possible diagram below.
      2. 5 feet
    • 5-52. See below.
      1. 25%, 0.25, one fourth or twenty-five hundredths
      2. 76%, 0.76, nineteen twenty-fifths or seventy-six hundredths
      3. 150%, 1.5, three halves or one and one half
      4. 37.5%, 0.375; three eighths or three hundred seventy-five thousandths

SCIENCE

Objective: Sea-Floor Spreading 
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

2) What device is used to map the ocean floor?

 
Reading: Review & Discussion of "Sea-Floor Spreading"
 
CW/HW: None
 

 

Due:

Assignment

Friday, March 4th, 2016

Number Talk:   
 
Lesson:    Review and Correction of:
 
Objective/Purpose: Students will compare multiplication strategies for mixed numbers, fractions, and decimals and compare the appropriateness of estimations versus exact answers in various contexts. 

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: CPM Booklet: Chapter 5.1.4 Preview & Review (34 to 38)
 

 Lesson & HW 5.1.4 Answers

  • 5-29. See below:
    1. Predictions vary, but should be about 12 miles.
    2. See diagram below.   miles

    3. Answers vary.  
  • 5-30. See below:
    1. No answers. 
    2. See generic rectangle below.
    3. 14 + 3.5 + 1.5 + 0.375 = 19.375 m2
  • 5-31. See below:
    1. See diagram below, 

    2. Possible response: She knows that it is between 6 and 12 because 2 · 3 = 6 and it is more than this but not as much as 3 · 4 = 12, which is what she would get if she rounded both fractions up to the nearest whole number. She could make the mixed numbers into fractions greater than one and multiply.
    3.  cups
    4. Anita would convert the fraction greater than one that she gets as a product to a mixed number. 
  • 5-32. See below:
    1. 6.  No.
    2. Answers vary; students may draw a generic rectangle and explain that Jessica’s method leaves out two portions of the total area. 

 

  • 5-33. See below:
    1.  
    2. 8.04
    3. 1

Review & Preview

  • 5-34. See below:
    •     
  • 5-35. See below:
    •     Answers will vary.
  • 5-36. See below:
    1. See number line below.

    2.  and 

    4.  and 

  • 5-37. See below:
    • Answers will vary, but students should explain that the 8 in each number must be placed according to the number of tenths, hundredths, etc., he needs.8% = 0.08, 80% = 0.8, and 800% = 8.
  • 5-38. See below:
    1. 7.5
    2. 0.75
    3. 0.075
    4. Sample response: The decimal point moves to the left.
 
 

 

SCIENCE

Objective: Sea-Floor Spreading 
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

1) What evidence did scientists find for sea-floor spreading?

 
Reading: Review & Discussion of "Sea-Floor Spreading"
 
CW/HW: None
 

 

Due:

Assignment

Thursday, March 3rd, 2016

Number Talk: 97 -19 
 
Lesson:    "Batches of Cookies"
 
Objective/Purpose: Students will compare multiplication strategies for mixed numbers, fractions, and decimals and compare the appropriateness of estimations versus exact answers in various contexts. 

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: CPM Booklet: Chapter 5.1.4 Preview & Review (34 to 38)
 

 Lesson & HW 5.1.4 Answers

  • 5-29. See below:
    1. Predictions vary, but should be about 12 miles.
    2. See diagram below.   miles

    3. Answers vary.  
  • 5-30. See below:
    1. No answers. 
    2. See generic rectangle below.
    3. 14 + 3.5 + 1.5 + 0.375 = 19.375 m2
  • 5-31. See below:
    1. See diagram below, 

    2. Possible response: She knows that it is between 6 and 12 because 2 · 3 = 6 and it is more than this but not as much as 3 · 4 = 12, which is what she would get if she rounded both fractions up to the nearest whole number. She could make the mixed numbers into fractions greater than one and multiply.
    3.  cups
    4. Anita would convert the fraction greater than one that she gets as a product to a mixed number. 
  • 5-32. See below:
    1. 6.  No.
    2. Answers vary; students may draw a generic rectangle and explain that Jessica’s method leaves out two portions of the total area. 

 

  • 5-33. See below:
    1.  
    2. 8.04
    3. 1

Review & Preview

  • 5-34. See below:
    •     
  • 5-35. See below:
    •     Answers will vary.
  • 5-36. See below:
    1. See number line below.

    2.  and 

    4.  and 

  • 5-37. See below:
    • Answers will vary, but students should explain that the 8 in each number must be placed according to the number of tenths, hundredths, etc., he needs.8% = 0.08, 80% = 0.8, and 800% = 8.
  • 5-38. See below:
    1. 7.5
    2. 0.75
    3. 0.075
    4. Sample response: The decimal point moves to the left.
 
 

 

Due:

Assignment

Wednesday, March 2nd, 2016

CLMS March Madness Basketball Tournament
 
Because of the severely reduced class size due to the basketball tournament we did a review of Multiplying Fractions (for science).
 
Lesson: Review Multiplying Fractions CPM_Ch. 5, Section 1 to 3
   1/2 x 3/4 as 1/2 "of" 3/4
   Unifix Cube activity
   Paper Folding Activity
   Drawing
   Situation
 
Objective/Purpose: Students will understand and apply the standard strategy for fraction multiplication (numerator times numerator over denominator times denominator). ex: a/b x c/d = a x c / b x d

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: No homework
 
 
 
 
 

Due:

Assignment

Tuesday, March 1st, 2016

6th Grade Field Trip to see: "Gods of Egypt" 
 
No homework assigned.

Due:

Assignment

Monday, February 29th, 2016

Number Talk: 43 -17 
 
 
Objective/Purpose: Students will understand and apply the standard strategy for fraction multiplication (numerator times numerator over denominator times denominator). ex: a/b x c/d = a x c / b x d

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: No homework
 
 
 
 
 

SCIENCE

Objective: Sea-Floor Spreading 
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

CW: Discuss, Review, & Correct: Sea-Floor Spreading Review Worksheet 
 
 
HW: No homework
 

Due:

Assignment

Friday, February 26th, 2016

Number Talk: 43 -17 
 
              * Each students/groups will solve a different situation from other groups that involves a part of a part, or the multiplication of fractions.  They will solve the problem and then be asked to create a "math" picture of their situation on a poster.  Lastly they will travel in their groups trying to identify and match the different situations to the correct pictures.  (*See the file below or the link above for the group questions) :-)  
 
Objective/Purpose: Students will understand and apply the standard strategy for fraction multiplication (numerator times numerator over denominator times denominator). ex: a/b x c/d = a x c / b x d

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: Have a great weekend.
 
 
 
 

SCIENCE

Objective: Sea-Floor Spreading 
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

 
 
HW: Make sure this assignment is completed Sea-Floor Spreading Review worksheet
 

Due:

Assignment

Thursday, February 25th, 2016

Number Talk: Math 24: (9, 1, 3, 4)
 
 
Objective/Purpose: Students will understand and apply the standard strategy for fraction multiplication (numerator times numerator over denominator times denominator). ex: a/b x c/d = a x c / b x d

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: CPM booklet Review & Preview 5.1.3 (24 to 28)
 
 
 ANSWERS

Lesson 5.1.3

ANSWERS

  • 5-18. See below:
    1. , 
  • 5-19. See below:
    1. Descriptions vary: students may notice that this is pictured in part (a) of problem 5-18; they could also describe drawing a rectangle partitioned into fifths in one direction, with four of them shaded and partitioned into thirds in the other direction with two of those shaded. 
    2. There would be 15 parts.  Cutting 5 parts into 3 pieces each yields 5 · 3 = 15 pieces.  
    3. 8 parts.  Justifications depend on the model being used; the four shaded fifths are each broken into three pieces, only 2 of which get double shaded, so 2 in each of 4 parts yields 2 · 4 = 8 parts. 
    4. The numerator of the product is the product of the numerators and the denominator of the product is the product of the denominators. 
  • 5-20. See the “Suggested Lesson Activity” for sample explanations.
  • 5-21. See below:
    1. Possible response: there are three eighths shaded; if students consider only one third of this, they can see that that would be one eighth; it is not necessary in this case to partition further.
    2.  of  is ,   of  is  or 
    3. Possible answers include: , , etc.  
  • 5-22. See below:
    1.  or  or  or 46% 
    2. 2 or 

Review & Preview

  • 5-24. See below:

    2. 3

    4. 1

  • 5-25. See below: 
    1.  or 
  • 5-26. See below:
    1. 6800
    2. 68
    3. 6800
    4. The decimal point moves to the right.
  • 5-27.  See diagrams below.

  • 5-28. See below:
    1. Yes. The new rectangle has a base of 12 cm, height of 3 cm, and area of 36 sq cm, greater than the original rectangle.
    2. No, her claim is incorrect. Yes, a rectangle can have its perimeter increase while the area stays the same. For example, if Sophie’s rectangle were changed to a 2 cm by 9 cm, the area is the same, but the perimeter increases to 22 cm.
 

SCIENCE

Objective: Sea-Floor Spreading
 After completing the lesson, you will be able to: 
*explain the process of sea-floor spreading
*list the evidence for sea-floor spreading

*describe the process of subduction at deep- ocean trenches

CW: #2 & #3 Sea-Floor Spreading Key Terms (A) & (B)

(1) mid-ocean ridge-

(2) sonar-

(3) sea-floor spreading-

(4) deep-ocean trench-

(5) subduction-

 
Reading: Read Chapter 4, Section 4; "Sea-Floor Spreading"
 
 

Due:

Assignment

Wednesday, February 24th, 2016

Number Talk: 7 x 3 1/2 
 
 
Objective/Purpose: Students will use models to multiply with fractions, and develop the standard algorithm for multiplication of fractions.

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: CPM booklet Review & Preview 5.1.2 (13 to 17)
 
 
 

Answers to 5.1.2

Lesson 5.1.2

  • 5-9. See below:
    1. Since  is just a bit over , students may reason that ’s of that will be less than one half. 
    2. In each diagram, students could partition each of the sevenths into thirds, then double-shade two thirds of each; they could then count to see that 8 of 21 parts are double-shaded, for a result of .
    3. Answers vary. 
  • 5-10. See below:
    2.  or 
  • 5-11. See below:
    1. This is equivalent to one eighth. 
    2. This is also equivalent to one eighth. 
    3. Justifications will vary, but students may say that it is the same thing as 2 times 3 being equal to 3 times 2, which is the Commutative Property of Multiplication. 
  • 5-12. See below:
    1.  of the whole mural, see diagram below. 

    2. , see diagram below.

Review & Preview

  • 5-13. See below:
    1. 20%, , two tenths
    2. 5%, 1, five hundredths
    3. 175%, 1, one and seventy-five hundredths
    4. 0.2%, , or , two thousandths
  • 5-14.  Diagrams will vary:
  • 5-15. See below:
    1. 6
    2. −8
    3. 28
    4. 24
    5. 0
    6. 4
  • 5-16. See below:
    1. 3n + 10.  n = 5 ft 
    2. 3x + 10.  x = 100 ft
    3. 2j + 10.  j = 1.5ft
  • 5-17. See below:
    2. 12
    4. 6

 

Due:

Assignment

Tuesday, February 23rd, 2016

Number Talk: 8 x 48 
 
 
Objective/Purpose: In Section 3.1 you learned about multiple representations of portions.  Now you will return to the idea of portions as you develop strategies for finding parts of parts. (multiplying fractions)

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: CPM booklet Review & Preview 5.1.1 (4 to 8)
 
 
 

Lesson 5.1.1_Answers

  • 5-1. MURAL MADNESS
    •     Morgan has completed the most, followed by Riley.  Reggie completed the least.  Morgan has completed  or , Riley has completed , and Reggie has completed  or  of the space. 
  • 5-2. See below:
    1. Yes. 
    2. The entire area is 1 square unit.  The lightly shaded part represents Riley's assigned portion.
    3. The darkly shaded part represents how much Riley finished.  One sixth, or one sixth of a unit.
    4. . 
  • 5-3. See below:

 

HW: 5.1.1_AnswersReview & Preview

  • 5-4. See below:
  • 5-5. See below:
    1.  or 
    2. The width would be 2 units and the length would be 1.5 units. 
  • 5-6. See below:
  • 5-7. See below:
    2. 2
    4. 22
  • 5-8. See below:
    3. 9
 

Due:

Assignment

Monday, February 22nd, 2016

Number Talk: 3(x + 5)
 
Lesson: Ch. 5_Pre Lesson_ "Super Bowl"
 
Objective/Purpose: In Section 3.1 you learned about multiple representations of portions.  Now you will return to the idea of portions as you develop strategies for finding parts of parts. (multiplying fractions)

Standard: Prep for: 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (dividing fractions)



HW: Title: "Parts of Parts"
Directions: Create at least three situations (problems) that have parts of parts and solve them.
Example: I took my part of a pizza, 1/4 of a pizza, and then split "my" part in half.  So 1/2 of 1/4 = 1/8 
 

Science 

 
Lesson Objective: Drifting Continents Objectives:
describe the theory of continental drift;
list the evidence used by Alfred Wegener to form his theory and why other scientists rejected it.

CW: #7 Drifting Continents_Inferring (A) 

*Q) What do the matching mountain ranges in Africa and South America show, according to Wegener’s hypothesis?

 

Due:

Assignment

Friday, February 19th, 2016


Number Talk: 16 x 35

HW Check & Review: Rates and Unit Rates  

Objective/Purpose: Students will discover unit rates and their usefulness in solving real world problems in context

Standard: 6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

NOTE: A UNIT Rate is a SPECIAL rate that compares a quantity of one type to a quantity of a different ONE or "per" one.
example: $2.99 per gallon 60mph (miles per hour)

HW: None
 

Science

 
Lesson Objective: Drifting Continents Objectives:
describe the theory of continental drift;
list the evidence used by Alfred Wegener to form his theory and why other scientists rejected it.

CW: #6 Drifting Continents_Observing (A)

Q) Which coastlines of continents seem to match up like jigsaw-puzzle pieces?

Drifting Continents Review and Correction: Drifting Continents Review worksheet
 

Due:

Assignment

Thursday, February 18th, 2016


Number Talk: 16 x 35
Lesson: Unit Rate_Apple Juice

Objective/Purpose: Students will discover unit rates and their usefulness in solving real world problems in context
 
Standard: 6.RP.3b  Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

NOTE: A UNIT Rate is a SPECIAL rate that compares a quantity of one type to a quantity of a different ONE or "per" one.  
example: $2.99 per gallon   60mph (miles per hour)
 

Due:

Assignment

Wednesday, February 17th, 2016

 
Lesson: Mouse McCoy 

Objective/Purpose:  Students will discover Rate in context and use it to solve real world problems.  They will also note how it is similar and different to a ratio.
 
Standard: CCSS.MATH.CONTENT.6.RP.A.3.B
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
 
NOTE: A rate is a SPECIAL ratio that compares two quantities that have DIFFERENT units of measure.
example: dollars and gallons  or miles and hours

HW: Ratio Review

Due:

Assignment

Tuesday, February 16th, 2016

 

Number Talk: Math 24 (+)  (1, 3, 1, 8)
 
 
 Objective/Purpose:  Finding a part of a part (multiplying fractions)
 

HW: Science *Make sure you completed Ch. 4, Section 3: "Drifting Continents" Review worksheet.

Due:

Assignment

Thursday, February 11th, 2016



Number Talk: Math 24 

Lesson: Double Sunglasses

Objective/Purpose: Finding a part of a part (multiplying fractions)


HW: Have a great Presidents' Weekend.
 

Science 

 
Lesson Objective: Drifting Continents Objectives:
describe the theory of continental drift;
list the evidence used by Alfred Wegener to form his theory and why other scientists rejected it.
 

#4 Drifting Continents Journal Question (B)

Write, in your own words, what Alfred Wegener’s hypothesis was.

#5 Drifting Continents Checkpoint (A)

Q) What were the three types of evidence Wegener used to support his theory of continental drift? Explain in your own words what he meant by the different types of evidence.

CW: Read Chapter 4, Section 3_Drifting Continents

Due:

Assignment

Tuesday, February 9th, 2016



Objective: To provide the students with an opportunity to review  the concepts (standards) of CPM Chapter 4 and to provide students and teacher the opportunity to uncover concepts that may still be unclear or troublesome. 



Lesson: Chapter 4 Test REVIEW
 
HW: Make corrections to missed problems on the Ch. 4 Test
        Write reflections on they missed problems and what you did to fix them.
        Review the test with a parent or guardian.
        Have a parent or guardian sign your test.

Due:

Assignment

Monday, February 8th, 2016



Objective: To provide the students with an opportunity to work on the concepts (standards) of CPM Chapter 4 and to provide students and teacher the opportunity to uncover concepts that may still be unclear or troublesome.



Lesson: Chapter 4 Test

Due:

Assignment

Friday, February 5th, 2016

Objective: To provide the students with an opportunity to work together on the concepts (standards) of CPM Chapter 4.  Also, to provide students the opportunity to uncover concepts that may still be unclear or troublesome. 
 
HW Check & Review:   Chapter 4 Vocabulary
 
(*NOTE: This practice test will have similar questions/concepts that will be on the Chapter 4 Individual Assessment)
              


Due:

Assignment

Thursday, February 4th, 2016

Objective: To provide the students with an opportunity to work together on the concepts (standards) of CPM Chapter 4.  Also, to provide students the opportunity to uncover concepts that may still be unclear or troublesome. 
 
HW Check & Review:   Ch 4 Closure_What have I learned?
 
(*NOTE: This practice test will have similar questions/concepts that will be on the Chapter 4 Individual Assessment)
              

HW: Ch 4 Vocabulary        (*Ch. 4 Vocabulary sample answer key)
        
 
 

Due:

Assignment

Wednesday, February 3rd,2016

Objective: Chapter closure provides an opportunity for students to reflect about what they have learned.  It also provides teachers with the opportunity to informally assess where the students are in their understanding of the ideas in the chapter.
 
HW Check & Review: 4.2.4 (Problems: 75-77)
 
               Ch 4 Closure_What have I learned?

Standard:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

HW: Ch. 4 Closure_What have I learned? (pages 39-41)

Due:

Assignment

Tuesday, February 2nd, 2016

**Groundhog Day**

 
Today we had our second installment of Naviance training.   See link below for more details.

Naviance for Middle Schools

Due:

Assignment

Monday, February 1st
 
Lesson Objective: Students will work with ratios in non-geometric contexts and use them to solve problems.

Lesson: 4.2.4_How can I use ratios? _Alternate Lesson
       * Pancakes for More
       * Pancakes for More (2)
       * Wake up da boat

Standard:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

HW: 4.2.4_How can I use ratios?  (*in your CPM, Chapter 4 booklet)
    *Problems 4-75, 4-76, & 4-77
 

Due:

Assignment

Thursday, January 28th, 2016

 
Lesson Objective: Students will work with ratios in non-geometric contexts and use them to solve problems.

Lesson: 4.2.4_How can I use ratios?

Standard:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

HW: 4.2.4_Review & Preview (75-77)
 

Notes: Ratios

A ratio is a comparison of two numbers, often written as a quotient; that is, the first number is divided by the second number (but not zero).  A ratio can be written in words, in fraction form, or with colon notation.  Most often, in this class, you will either write ratios in the form of fractions or state the ratios in words.
For example, if there are 38 students in the school band and 16 of them are boys, we can write the ratio of the number of boys to the number of girls as:

16 boys to 22 girls                          16 boys : 22 girls

Due:

Assignment

Wednesday, January 27th, 2016

 
Lesson Objective: Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values.

Lesson: 4.2.3_How can I compare them?

Standard:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

HW: 4.2.3 Review and Preview (70 to 74)


Homework Help for 4.2.3

Due:

Assignment

Tuesday, January 26, 2016

 

Lesson Objective: Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values.

Lesson: 4.2.3_How can I compare them? 

Standards:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
 
HW: None

Due:

Assignment

Monday, January 25, 2016
 
Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
 
      
 
Standards:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
 

Due:

Assignment

Friday, January 22, 2016
 
Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
 
Lesson 4.2.2 Alternate Lesson
      Enlarging Two-Dimensional Shapes
 
 
Standards:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Due:

Assignment

Thursday, January 21, 2016
 
Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
 
Lesson 4.2.1   How can I enlarge a shape?
      Enlarging Two-Dimensional Shapes
 
Problems: Problems 4-44 and 4-45
 
Standards:
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
 
 
 
HW: *Due Friday 
  • 4-47. Use graph paper to complete the steps below.  Then answer the question that follows.  Homework Help ✎
    • Draw a square that measures 5 units on each side.
    • Draw a design inside your 5 × 5 square. 
    • Then draw a square that measures 15 units on each side.
    • Enlarge your picture as accurately as possible so that it fits inside of the 15 × 15 square. 
  • How much wider and how much longer is your new picture?  
  • 4-48. Tina is going to put 1‑inch square tiles on the picture frame shown below.  Homework Help ✎

    pic

    1. If the frame is one tile wide, how many 1-inch-square tiles will she need?
    2. Would more 1-inch square tiles fit inside the frame or on the frame?  Show how you know.
  • 4-49. Four friends worked together to wash all of the cars that the Kumar family owns.  They received $43.00 for doing the work and agreed to divide the earnings evenly.  How much money will each friend earn?  Show how you know.  Homework Help ✎
  • 4-50. Copy and complete the generic rectangle below.  What multiplication problem does it represent and what is the product? Homework Help ✎

    pic

  • 4-51. Use the portions representation web to rewrite each percent as a fraction, as a decimal and with words or a picture.  Homework Help ✎
    1. 13%
    2. 20%
    3. 130%
    4. 32%

Due:

Assignment

Wednesday, January 20, 2016
 
Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
 
Lesson(s)/Tasks: Lesson 4.1.3   How can I describe any figure? (Day 2)
 * Day 2: Problems 4-26 through 4-30 
 
Standards:
6.EE.2a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
 
6.EE.2c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
 
6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
 
6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
 
 
Resource Page:  Lesson 4.1.3 Resource Page
 
HW: *Due Thursday 
 
 
Math Notes: 

pic

Adding and Subtracting Mixed Numbers

  • To add or subtract mixed numbers, you can either add or subtract their parts, or you can change the mixed numbers into fractions greater than one.
  • To add or subtract mixed numbers by adding or subtracting their parts, add or subtract the whole-number parts and the fraction parts separately.  Adjust if the fraction in the answer would be greater than one or less than zero.  For example, the sum of is calculated below.
  • It is also possible to add or subtract mixed numbers by first changing them into fractions greater than one.  Then add or subtract in the same way you would if they were fractions between 0 and 1.  For example, the sum of   is calculated below.

Notes of interest:

 

VARIABLE

The word “variable” represents two different ideas depending on the context.  If we want to solve the equation 2x + 3 = 9, the letter x stands for an unknown, but specific, number.  It cannot vary; it stands for a particular number.  The problems with Croakie the Frog exemplify this kind of variable.  In Chapter 7, students use variables to represent specific unknown quantities in word problems. 

On the other hand, if we write 2(x + 3) = 2x + 6 (or y = 2x + 3), then x can stand for any number.  For the tiles and frames in this section, x is part of an expression where x can represent any number.  The variable represents a set, or collection, of numbers.  The algebra tiles in Chapter 6 also exemplify this kind of variable. 

In older algebra books (e.g., copyrighted in the 1930’s), a distinction was made between “unknown” and “variable.”  Today, algebra books have conflated the ideas under the one term.  This may be to make the transition to function easier, but it considerably confuses the definition.

For the strict definition of a variable, we do not include the notion of change.  We say that a variable is a letter or other symbol that represents a number.  The fact that the symbol can take on multiple values does not mean that it must change.  The symbol is simply a placeholder for one or more (maybe infinitely many) numbers.

 

EVALUATING

We say someone evaluates an expression when they find the value of an expression for a given value of a variable.  For example, if we evaluate the expression 3 + 2(x + y) − 5x when x = 2 and y = 7, we would get 3 + 2(2 + 7) − 5 · 2 = 11.  On the other hand, we solve an equation when we find all values of a variable so that both sides of the equation are equal.  For example, the equation 3x − 7 = 20 is solved by x = 9 since 3(9) − 7 = 20.  Here, x = 9 is the only value that solves the equation.
 
 

 

Due:

Assignment

Tuesday, January 19, 2016
 
Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
 
Lesson(s)/Tasks: Complete Lesson 4.1.3 How can I describe any figure? (Day 1)
 * Problem 25a (period 3)
 
 
 Homework/Classwork Check & Review: 4.1.3 (Day 1)
    * Subtracting mixed numbers with regrouping (borrowing).  
         - Review base 10 borrowing
         - Non-base 10 borrowing
   * Adding mixed numbers with regrouping
   * Adding and subtracting decimals with regrouping
   * Prime factorization 
   * Greatest Common Factor (GCF)
   * Least Common Factor (LCF) also know as "Lowest common divisor"
 
 
 
Standards:
6.EE.2a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
 
6.EE.2c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
 
6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
 
6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
 
 
Resource Page:  Lesson 4.1.3 Resource Page
 
HW: *None
         
 
 
Math Notes: 

pic

Adding and Subtracting Mixed Numbers

  • To add or subtract mixed numbers, you can either add or subtract their parts, or you can change the mixed numbers into fractions greater than one.
  • To add or subtract mixed numbers by adding or subtracting their parts, add or subtract the whole-number parts and the fraction parts separately.  Adjust if the fraction in the answer would be greater than one or less than zero.  For example, the sum of  is calculated below.
  • It is also possible to add or subtract mixed numbers by first changing them into fractions greater than one.  Then add or subtract in the same way you would if they were fractions between 0 and 1.  For example, the sum of   is calculated below.

  • Notes of interest:

     

    VARIABLE

    The word “variable” represents two different ideas depending on the context.  If we want to solve the equation 2x + 3 = 9, the letter x stands for an unknown, but specific, number.  It cannot vary; it stands for a particular number.  The problems with Croakie the Frog exemplify this kind of variable.  In Chapter 7, students use variables to represent specific unknown quantities in word problems. 

    On the other hand, if we write 2(x + 3) = 2x + 6 (or y = 2x + 3), then x can stand for any number.  For the tiles and frames in this section, x is part of an expression where x can represent any number.  The variable represents a set, or collection, of numbers.  The algebra tiles in Chapter 6 also exemplify this kind of variable. 

    In older algebra books (e.g., copyrighted in the 1930’s), a distinction was made between “unknown” and “variable.”  Today, algebra books have conflated the ideas under the one term.  This may be to make the transition to function easier, but it considerably confuses the definition.

    For the strict definition of a variable, we do not include the notion of change.  We say that a variable is a letter or other symbol that represents a number.  The fact that the symbol can take on multiple values does not mean that it must change.  The symbol is simply a placeholder for one or more (maybe infinitely many) numbers.

     

    EVALUATING

    We say someone evaluates an expression when they find the value of an expression for a given value of a variable.  For example, if we evaluate the expression 3 + 2(x + y) − 5x when x = 2 and y = 7, we would get 3 + 2(2 + 7) − 5 · 2 = 11.  On the other hand, we solve an equation when we find all values of a variable so that both sides of the equation are equal.  For example, the equation 3x − 7 = 20 is solved by x = 9 since 3(9) − 7 = 20.  Here, x = 9 is the only value that solves the equation.
     

    Due:

    Assignment

    Friday, January 15, 2016
     
    Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
     
    Lesson(s)/Tasks: "Snap Chat Expressions"
      **Group activity:
           Write expressions from situations and create situations from expressions.
      
     
     ** Period 3 ONLY: HW for Thursday was assigned to period 3 as CW on Friday.  This will be collected and reviewed on Tuesday, January 19th.
     
    ** Period 5: This assignment, Thursday's HW will be collected and reviewed on Tuesday, January 19th.
     
    Standards:
    6.EE.2a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
     
    6.EE.2c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
     
    6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
     
    6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
     
     
     
     
    HW: *Due Wednesday 
     
     
    Math Notes: 

    pic

    Adding and Subtracting Mixed Numbers

    • To add or subtract mixed numbers, you can either add or subtract their parts, or you can change the mixed numbers into fractions greater than one.
    • To add or subtract mixed numbers by adding or subtracting their parts, add or subtract the whole-number parts and the fraction parts separately.  Adjust if the fraction in the answer would be greater than one or less than zero.  For example, the sum of  is calculated below.
    • It is also possible to add or subtract mixed numbers by first changing them into fractions greater than one.  Then add or subtract in the same way you would if they were fractions between 0 and 1.  For example, the sum of   is calculated below.

  • Notes of interest:

     

    VARIABLE

    The word “variable” represents two different ideas depending on the context.  If we want to solve the equation 2x + 3 = 9, the letter x stands for an unknown, but specific, number.  It cannot vary; it stands for a particular number.  The problems with Croakie the Frog exemplify this kind of variable.  In Chapter 7, students use variables to represent specific unknown quantities in word problems. 

    On the other hand, if we write 2(x + 3) = 2x + 6 (or y = 2x + 3), then x can stand for any number.  For the tiles and frames in this section, x is part of an expression where x can represent any number.  The variable represents a set, or collection, of numbers.  The algebra tiles in Chapter 6 also exemplify this kind of variable. 

    In older algebra books (e.g., copyrighted in the 1930’s), a distinction was made between “unknown” and “variable.”  Today, algebra books have conflated the ideas under the one term.  This may be to make the transition to function easier, but it considerably confuses the definition.

    For the strict definition of a variable, we do not include the notion of change.  We say that a variable is a letter or other symbol that represents a number.  The fact that the symbol can take on multiple values does not mean that it must change.  The symbol is simply a placeholder for one or more (maybe infinitely many) numbers.

     

    EVALUATING

    We say someone evaluates an expression when they find the value of an expression for a given value of a variable.  For example, if we evaluate the expression 3 + 2(x + y) − 5x when x = 2 and y = 7, we would get 3 + 2(2 + 7) − 5 · 2 = 11.  On the other hand, we solve an equation when we find all values of a variable so that both sides of the equation are equal.  For example, the equation 3x − 7 = 20 is solved by x = 9 since 3(9) − 7 = 20.  Here, x = 9 is the only value that solves the equation.
     
     

     

    Due:

    Assignment

    Thursday, January 14, 2016
     
    Lesson Objective:  Students will generalize methods for finding the number of small squares in a square frame pattern using words and algebraic expressions. Students will use a variable to represent a set of solutions. Students will identify that two expressions are equivalent by evaluating them for specific values. 
     
     
    Lesson(s)/Tasks: Lesson 4.1.3   How can I describe any figure? (Day 1)
     * Day 1: Problems 4-21 through 4-25 
     
    Standards:
    6.EE.2a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
     
    6.EE.2c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
     
    6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
     
    6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
     
     
    Resource Page:  Lesson 4.1.3 Resource Page
     
     ** HW was not assigned to period 3
     ** HW WAS Assigned to period 5
     
                                            Adding and Subtracting Mixed Numbers #2
     
    Math Notes: 

    pic

    Adding and Subtracting Mixed Numbers 

    • To add or subtract mixed numbers, you can either add or subtract their parts, or you can change the mixed numbers into fractions greater than one.
    • To add or subtract mixed numbers by adding or subtracting their parts, add or subtract the whole-number parts and the fraction parts separately.  Adjust if the fraction in the answer would be greater than one or less than zero.  For example, the sum of is calculated below.
    • It is also possible to add or subtract mixed numbers by first changing them into fractions greater than one.  Then add or subtract in the same way you would if they were fractions between 0 and 1.  For example, the sum of   is calculated below.
     

     

    Due:

    Assignment

    Wednesday, January 13, 2016
     
    Lesson Objective:  Students will generate and compare multiple counting strategies.  They will make general statements about how to count the number of squares in any figure of a pattern. 
     
    * Book lesson(s)   (Problems 4-12 to 4-14)
    * Lesson Worksheet (Lesson 4.1.2B Resource Page)
     
     
    Math Notes: 
    • pic
    • Mixed Numbers and Fractions Greater than One
    • The number is called a mixed number because it is composed of a whole number, 3, and a fraction, .
    • The number is called a fraction greater than one because the numerator, which represents the number of equal pieces, is larger than the denominator, which represents the number of pieces in one whole, so its value is greater than one.  (Sometimes such fractions are called “improper fractions,” but this is just a historical term.  There is nothing actually wrong with the fractions.)  
    • As you can see in the diagram at right, the fraction can be rewritten as , which shows that it is equal in value to .
    • Your choice: Depending on which arithmetic operations you need to perform, you will choose whether to write your number as a mixed number or as a fraction greater than one.
     

    Notes of interest:

     

    VARIABLE

    The word “variable” represents two different ideas depending on the context.  If we want to solve the equation 2x + 3 = 9, the letter x stands for an unknown, but specific, number.  It cannot vary; it stands for a particular number.  The problems with Croakie the Frog exemplify this kind of variable.  In Chapter 7, students use variables to represent specific unknown quantities in word problems. 

    On the other hand, if we write 2(x + 3) = 2x + 6 (or y = 2x + 3), then x can stand for any number.  For the tiles and frames in this section, x is part of an expression where x can represent any number.  The variable represents a set, or collection, of numbers.  The algebra tiles in Chapter 6 also exemplify this kind of variable. 

    In older algebra books (e.g., copyrighted in the 1930’s), a distinction was made between “unknown” and “variable.”  Today, algebra books have conflated the ideas under the one term.  This may be to make the transition to function easier, but it considerably confuses the definition.

    For the strict definition of a variable, we do not include the notion of change.  We say that a variable is a letter or other symbol that represents a number.  The fact that the symbol can take on multiple values does not mean that it must change.  The symbol is simply a placeholder for one or more (maybe infinitely many) numbers.

     

    EVALUATING

    We say someone evaluates an expression when they find the value of an expression for a given value of a variable.  For example, if we evaluate the expression 3 + 2(x + y) − 5x when x = 2 and y = 7, we would get 3 + 2(2 + 7) − 5 · 2 = 11.  On the other hand, we solve an equation when we find all values of a variable so that both sides of the equation are equal.  For example, the equation 3x − 7 = 20 is solved by x = 9 since 3(9) − 7 = 20.  Here, x = 9 is the only value that solves the equation.
     

    Due:

    Assignment

    Tuesday, January 12, 2016
     
    Lesson Objective:  Students will represent unknown quantities with a variable. They will (informally) evaluate expressions and solve for unknowns.
     
       - Missing Values
       - de Blob
       - Monkeys in the Trees
       - Stawberries
    **NOTE: This assignment was taken home as a reference and will be due tomorrow.  IF you get a signed NOTE from a parent, older sibling, aunt, uncle etc. stating that you discussed and reviewed today's lesson/tasks with them I will give you an additional 5 points.
     

    Due:

    Assignment

    Wednesday, December 16th, 2015

     
     

    Due:

    Assignment

    Tuesday, December 15th, 2015

     
    Team Test Review: CPM Chapter 3 Team Test
     
    HW: Using Ch. 3 Team Test and Yellow CPM booklet:
    Study for Chapter 3 Test and Read and study notes from Ch. 3
     
    **NOTE: The Chapter 3 TEST/Assessment will be Wednesday, December 16th, 2015

    Due:

    Assignment

    Monday, December 14th, 2015

     
    Number Talk
     
    CW: Alaska
           **(with follow up questions and conversation)
     
     
    HW: Read and study notes from Ch. 3
     
    **NOTE: The Chapter 3 TEST/Assessment will be Wednesday, December 16th, 2015

    Due:

    Assignment

    Friday, December 11th, 2015

     
     
     
    Lesson: How Far?
     
    CW: Module 6, Lesson 3/4
     
    Lesson Purpose: 
    • To formalize the concept of absolute value
      • (How Far)

    • To develop the relationship of a number and its opposite. 0 = (+n) + (-n) 

           * Monthly Electricity Use

       

    CW:  * How Far?    &   Monthly Electricity Use

    Using a thermometer (*Thermometer handout)

    • Pre-discussion on Celcius and Fahrenheit 
      • Water freezes at 0 degrees C and 32 degrees F
      • Water boils at 100 degrees C and 212 degrees F
    • Two scales?
    • Role of Zero?
    • If the temperature was 20 degrees below zero and got warmer by 2 degrees, what would be the new temperature? 
    • Where is -18 in relationship to -20 on the thermometer?
    • Where is -18/-20 in relationship to zero on a thermometer?
    • If I were on an expedition to the North Pole and I needed to boil some snow/water (-18 degrees C), how many degrees would I need to heat the snow.
      • before it melted (absolute value)
      • to boil
    Standard(s): 
    • 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 
    • 6.NS.7.b Understand ordering and absolute value of rational numbers; b, Write, interpret and explain statements of order for rational numbers in real-world contexts. 

    • 6.NS. 7. Understand ordering and absolute value of rational numbers. 

      a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. 

      b. Write, interpret, and explain statements of order for rational numbers in real- world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
      c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

       

       

       

    • Student Notes:

      Absolute Value  

    • Absolute value represents the numerical value of a number without regard to its sign.  Absolute value can represent the distance on a number line between a number and zero.  Since a distance is always positive, the absolute value is always either a positive value or zero.  The absolute value of a number is never negative.  The symbol for absolute value is two vertical bars, .  

       

       

    Due:

    Screen Shot 2015-12-11 at 3.36.52 PM.png

    Assignment

    Thursday, December 10th, 2015

     
     
     
    Lesson: How much did the temperature drop?
     
    CW: Module 6, Lesson 3/4
     
    Lesson Purpose:  
    • To use scale measures to make conjecture and see positive and negative numbers in real world contexts to support the concept of “opposite directions or values” , 0= (+n) + (-n)
    • Interpret differing values as negative and their relationship to zero.
    • Understand the role of zero in context 

    CW: How much did the temperature drop?

    Using a thermometer (*Thermometer handout)

    • Pre-discussion on Celcius and Fahrenheit 
      • Water freezes at 0 degrees C and 32 degrees F
      • Water boils at 100 degrees C and 212 degrees F
    • Two scales?
    • Role of Zero?
    • If the temperature was 20 degrees below zero and got warmer by 2 degrees, what would be the new temperature? 
    • Where is -18 in relationship to -20 on the thermometer?
    • Where is -18/-20 in relationship to zero on a thermometer?
    • If I were on an expedition to the North Pole and I needed to boil some snow/water (-18 degrees C), how many degrees would I need to heat the snow.
      • before it melted (absolute value)
      • to boil
    Standard(s): 
    • 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
    • 6.NS.7.b Understand ordering and absolute value of rational numbers; b, Write, interpret and explain statements of order for rational numbers in real-world contexts.

    • 6.NS. 7. Understand ordering and absolute value of rational numbers.

      a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

      b. Write, interpret, and explain statements of order for rational numbers in real- world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
      c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

       

       

       

    • Student Notes:

      Absolute Value  

    • Absolute value represents the numerical value of a number without regard to its sign.  Absolute value can represent the distance on a number line between a number and zero.  Since a distance is always positive, the absolute value is always either a positive value or zero.  The absolute value of a number is never negative.  The symbol for absolute value is two vertical bars, .  

       

       

    Due:

    Assignment

    Wednesday, December 9th, 2015

    • HW Review: Please review/discuss any questions the students may have from yesterday’s assignment.
    • CW: 3.2.3  How do the distances compare?
      • Problems 3-111 through 3-115 in their “yellow” CPM booklets. 
    • Lesson Objective: Students will consider absolute value as distance from zero and understand the meaning of zero within a context.  They will compare rational numbers using inequalities in contextual situations.
     
    • Lesson Standards: 
      • 6.NS.7b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write  –3º C > –7º C to express the fact that –3º C is warmer than –7º C.
      • 6.NS.7c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
      • 6.NS.7d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
    • HW: 3.2.3 Review and Preview
      • Problems (118 to 122)
     
    pic
    • 3-118. Simplify the following expressions.  Show your work.  Homework Help ✎
      1. 8.23 + 10.9
      2. −6−9
      3. 8 − 3 − 4
      4. 0−3
      5. 15−20
      6. −9 + 14
      7. pic
      8. 5−9
    • 3-119. Solve the number puzzles below. 3-119 HW eTool Homework Help ✎
      1. If I add 9 to my number, I get 6.  What is my number? 
      2. If I start at –5 on a number line and end up at –8, what direction did I move?  How many units did I move? 
      3. If I moved up 8 and then moved down 8, what can you tell me about my ending position? 
    • 3-120. You can see in the examples below that not all number lines increase by one unit from mark to mark.  Sketch the number lines on your paper and fill in the missing numbers.  Homework Help ✎
    • 3-121. A triangular flower bed (space for planting flowers) needs a thin metal border all the way around it.  The sides are 7 feet, 6 feet, and 9 feet long.  Homework Help ✎
      1. How many feet of border should be purchased?  Make a sketch and show your work. 
      2. If borders cost $8.75 per yard (and only whole numbers of yards can be purchased), how much would the border cost? 
    • 3-122. One of the topics you will review in this course is reading graphs. Look at the graph below. This graph shows positive and negative values on both axes. It divides the plane into four parts, or quadrants. It is called a four-quadrant graph. The quadrants are numbered I, II, III, and IV in a counter-clockwise manner as shown.  Homework Help ✎
      1. The coordinates (the x- and y- values) for point A are (–4, 3). Explain how these numbers tell you the position of point A using the graph.
      2. Name the coordinates (x, y) for points B and C.
      3. If Deepak moved from point A 8 units to the right and 10 units down, at what point on the graph would he end up?  Which quadrant is the new point in?|
     
     

    Due:

    Assignment

    Tuesday, December 8th, 2015

    Lesson 3.2.2   Where does it land?

    Locating Negative Numbers

    Lesson Objective:

    Students will position rational numbers on a number line and will make statements about their relative size using inequalities. 
    • Objective(s): 
      6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a
      sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
    • 6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
    • 6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
    • 6.NS.6c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
    • 6.NS.7a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

    • CW: 3.2.2 Where does it land?  Problems 99 to 104

      HW: Finish the CW 99 to 104

    • In the last lesson, you looked at how a frog could hop in different directions along a number line.  Sometimes it could end up on the other (opposite) side of zero and other times end up in the same place after a series of hops.  In this lesson, you will also develop an understanding of “greater than” or “less than” when working with negative numbers.  You will also work at getting the frog to land between integers on a number line.  

    • 3-99.  Elliot is working on his frog video game again.  He has designed a new game with two frogs, each on their own number line.  Each frog starts at 0, each hop is the same distance, and each hop is always to the right.  The person playing the game gets to choose numbers on the number line.  Points are scored for choosing a number that both frogs will land on.  Frog Race 

    • pic

      1. Your Task: Determine if the frogs in the games below will ever land on the same number(s).  If not, why not?  If so, which number(s) will they both land on?  Draw diagrams to justify your answers.
        1. What if Frog A hops to the right 4 units at a time and Frog B hops to the right 6 units at a time?   
        2. What if Frog A hops 15 units
          at a time and Frog B hops 9 units at a time?      
      2. How did you use the length of the frogs’ jumps to determine your answers in part (a)?  With your team, find a method for determining all of the numbers that both frogs will land on.    
      3. The numbers in your lists from part (a) are referred to as common multiples.  For example, 24 is a common multiple of 4 and 6 because 24 is a multiple of 4 and also a multiple of 6.  The smallest number on your list is called the least common multiple.  Find the least common multiple of 8 and 12.  
      • 3-100.  Each expression below could represent the hops of a frog on a number line.  Draw a number line on your paper and use it to find the answer.  Be ready to share your strategy. You may want to explore your ideas using 3-100 Student eTool (CPM). Move the colored dots to help you keep track of your ideas.
        1. −2 − 9
        2. 5 − 5
        3. −(−4) + 7
        4. −6 + 2
        5. −(−1) − 8
      • 3-101. Baker is a balloonist who has a balloon-tour company on the North Rim of the Grand Canyon.  One day he took  his balloon up to 1500 ft to give his guests a bird’s-eye view of the entire Canyon.  Then he lowered the balloon to the bottom of the Canyon so his guests could swim in the Colorado River.  The river is over a mile (5700 ft) below the North Rim.  After lunch, the tourists all got back aboard the balloon.  The balloon carried them up to the South Rim, 4500 ft above the river.
        1. Draw a diagram that shows the balloon’s elevation throughout the day.    
        2. Label the North Rim as zero, since it is the starting place.  Then find out the elevation of the balloon tourists’ stopping place (the South Rim) relative to their starting place (the North Rim).   
      • 3-102. In one frog-jumping contest, a frog named ME-HOP started at zero, hopped 7 feet to the right, and then hopped 4 feet to the left.  Meanwhile, Mr. Toad also started at zero, hopped 8 feet to the left, and then hopped 1 foot to the right.
        1. Write expressions to represent these hops for each frog.
        2. Which frog is farther ahead (that is, more to the right on the number line)?  Explain.  Use an inequality to record your answer. 
      • 3-103. In each of the four contests below, two frogs are hopping.  The two numbers given in each part show the frogs’ final landing points.  In each contest, which frog is farther ahead?  (This question is another way of asking which frog is at the larger number.)  Write an inequality statement (using  <  or  >) to record your answer.
        1. −2 or 1 
        2.  3 or −17
        3. −(3) or −(−3)
        4. 2 or 0 
      • 3-104. Who was ahead in each of the following contests?  Plot the landing point given for each frog on a number line, and represent your answer with an inequality.
        1. Froglic: pic feet
          Green Eyes: −2 feet
           
        2. Warty Niner: −3.85 feet
          Slippery: −3.8 feet
        3. Rosie the Ribbiter:  − 4pic
          Pretty Lady: 

    Due:

    Assignment

    Monday, December 7th, 2015 

    Peal Harbor Day
             * Sea-level = 0
             * Elevation above and below sea-level 
             * Postive numbers above sea-level
             * Negative numbers below sea-level
     
    HW: "8.3 & 12"
            * Write a story problem than includes the numbers -8.3 and 12.

    Due:

    Assignment

    Thursday, December 3rd, 2015

     

    Due:

    Assignment

    Wednesday, December 2nd, 2015


    Lesson Correction and Review
    Lesson: 3.2.1   How does it move?
     
    Purpose: Students will informally connect movement along a number line with the addition and subtraction of positive numbers.  They will recognize opposites.  
     
    Standard(s): 6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
     
    6.NS.6a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
     
    CW Problems: 89 to 91
     
    HW: 3.2.1_Review & Preview (94 to 98) *Correct and Collect (Nearpod)

    Due:

    Assignment

    Tuesday, December 1st, 2015

     
     
    Lesson: 3.2.1   How does it move?
     
    Purpose: Students will informally connect movement along a number line with the addition and subtraction of positive numbers.  They will recognize opposites.  
     
    Standard(s): 6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
     
    6.NS.6a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
     
    CW Problems: 89 to 91
     
    HW: 3.2.1_Review & Preview (94 to 98)
     
    pic
    • 3-94. Lucas’ frog is sitting at −2 on the number line. 3-94 HW eTool (CPM). Homework Help ✎
      1. His frog hops 4 units to the right, 6 units to the left, and then 8 more units to the right.  Write an expression (sum) to represent his frog’s movement. 
      2. Where does the frog land?
      3. What number is the opposite of where Lucas’ frog landed? 
    • 3-95. Draw and label a set of axes on your graph paper. Plot and label the following points: (1,3), (4,2), (0,5), and (5,1).  Homework Help ✎
    • 3-96. Rewrite each product below using the Distributive Property.  Homework Help ✎
      Then simplify to find the answer.
      1. 18(26)
      2. 6(3405)
      3. 21(35)
    • 3-97. Compute each sum or difference.  Homework Help ✎
      1. pic
      2. pic
      3. pic
    • 3-98. A seed mixture contains ryegrass and bluegrass.  If 40% of the mixture is ryegrass, what is the ratio of ryegrass to bluegrass?  Homework Help ✎

    Due:

    Assignment

    Monday, November 30th, 2015

     
    Lesson: 3.2.1_Pre-Lesson
     
    Purpose: Students will informally connect movement along a number line with the addition and subtraction of positive numbers.  They will recognize opposites.
     
    Standard(s): 
    6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
     
    6.NS.6a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
     
     
     

    Due:

    Assignment

    November 18th, 2015

     

    Due:

    Assignment

    Tuesday, November 17th, 2015

     
    Lesson: 3.1.6_ How else can I relate the quantities?

    Purpose: Students will be introduced to the concept of a ratio and use ratio language to describe a relationship between two quantities. They will use diagrams and ratio tables to represent ratios.

    Standard: 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

    CW: #81

    CW: Grandpa and a Tree House


    HW: 3.1.6_Review and Preview (84-88)

    Due:

    Assignment

    Monday, November 16th, 2015

    Lesson: 3.1.6_ How else can I relate the quantities?
     
    Purpose: Students will be introduced to the concept of a ratio and use ratio language to describe a relationship between two quantities.  They will use diagrams and ratio tables to represent ratios.
     
    Standard: 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
     
            Dude Where's My Car
     *****NOTE*****
    If you were absent and are making up this CW assignment please complete CPM 3.1.6 problems (3-78 to 3-81)
     
     
    HW:  "Ratios At Home"
             * Create/write @ least 3 ratios using all three methods to write each ratio
               ie: to, : , and /
            * Label each of your ratios as 
                - Part to Part 
                          or
               - Part to Whole

    Due:

    Assignment

    *** Thursday, November 12th, 2015 ***

    • Warm-up: 3-72 Learning Log
      • students complete the learning log on page 48 in their “yellow” CPM booklets

     

    • CW: 3.1.5
      • #'s 3-70 – 3-71 students complete questions 70 & 71 in their “yellow” CPM booklets.   

     

    • HW:3.1.5 Review and Preview   Problems (3-73 to 3-77)

               

    • Additional Homework
      • Study for math quiz on:
        • Percents-Decimals-Fractions

    Due:

    Assignment

    November 11th, 2015

    Veterans Day

    (No school)

    Due:

    cc1_ch3__less_3.1.5_MN1.png

    Assignment

    November 10th, 2015

     
    Lesson:  3.1.5 Is there a more efficient way? (day 2)
     
    CW: 3-68 and 69. CONVERTING Fractions to Decimals and Percents
                                  CONVERTING Percents to Fractions and Decimals
     
    Purpose: Students will develop efficient methods to move between equivalent forms of portions of wholes based on their earlier work with the 100%-block model, specifically from fractions to decimals and from percents to decimals. 
     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.      
     
     

    Due:

    Assignment

    November 9, 2015

    Lesson:  3.1.5 Is there a more efficient way?
     
    CW: 3-67. CONVERTING BETWEEN PERCENTS AND DECIMALS 
     
    Purpose: Students will develop efficient methods to move between equivalent forms of portions of wholes based on their earlier work with the 100%-block model, specifically from fractions to decimals and from percents to decimals. 
     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.      
     
    HW:  No homework assigned tonight.

    Due:

    Assignment

    November 5, 2015
     
     
     
    Notes: Common Percents (pg 41)

    HW: 3.1.4 Review and Preview
            Problems: (62 to 66)

    Due:

    Assignment

    November 4, 2015
    Number Talk: Estimation  - "Cheeseballs"
     
     
     
    HW: No homework assigned tonight
     

    Due:

    Assignment

    November 3, 2015
     
    Lesson: Karla's Trip

    Purpose: Students will develop an understanding of percents as a way to express and compare portions of a whole. 

    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     
     

    Due:

    Assignment

    November 2, 2015

     
    CW: 3.1.3_(3-43 and 3-44)
     
                **Note side 1 only "Decimal Shadings(1)"
     
    HW: 3.1.3 Preview and Review (45 to 54)
     
     

    Due:

    Assignment

    Friday, October 30, 2015

    Lesson: CPM 3.1.3_How are the representations related? (A)
    CW: Dueling Discounts

    Purpose: Students will develop an understanding of percents as a way to express and compare portions of a whole. 

    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

    HW: Have a great and safe Halloween 
     

    Due:

    Assignment

    Thursday, October 29, 2015

    Lesson: CPM 3.1.3_How are the representations related? (A)
    CW: Problems: 36 to 39

    Purpose: Students will develop an understanding of percents as a way to express and compare portions of a whole.

    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

    HW: 3.1.3_Review & Preview (45 to 49)

    Due:

    Assignment

    Wednesday, October 28, 2015

    Lesson: "Bags of Candy"

    Purpose: Students will develop an understanding of percents as a way to express and compare portions of a whole.

    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     

    Due:

    Assignment

    Tuesday, October 27, 2015

    Lesson: "Walter Takes a Test" and "Coat on Sale"

    *Help/Guidance/Answers: for "Coat on Sale"

    Purpose:  Students will develop an understanding of percents as a way to express and compare portions of a whole. 

     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     

    Due:

    Assignment

    Monday, October 26, 2015

    Lesson 3.1.2   How can I describe a portion?

     
    Purpose:  Students will develop an understanding of percents as a way to express and compare portions of a whole. 
     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     
    CW: 3.1.2_Problems 3-22 through 3-28
     
    HW: 3.1.2_Review & Preview 3-31 to 3-35
            *Homework Help 
     
    **Note: Students received a new math "booklet" for Chapter 3 and the homework and class work should be completed in the booklet.
     

     

     

    Due:

    Assignment

    Wednesday, October 21, 2015

    Lesson: 3.1.1_"Are they the same?" (B) 

     
    Purpose: Students will create equivalent fractions by using the multiplicative identity property.
     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     
    CW: 3.1.1_problems 2 to 8  
    (*Note: This problems are part of a two day assignment and will be expected to be completed by the end of class on Tuesday, October 20th, 2015.)
    Students should be completed with at least problems 3-1 & 3-2
     
    HW: 3.1.1_Review & Preview 3-17 to 3-21
            *Homework Help 
     
    **Note: Students received a new math "booklet" for Chapter 3 and the homework and class work should be completed in the booklet.
     

     

     

    Due:

    Assignment

    Tuesday, October 20, 2015

     **Please note: We introduced the use of iPads and the Nearpod app during today's lesson, so the lesson will be extended through Wednesday.

    Lesson: 3.1.1_"Are they the same?" (A) *Continued

     
    Purpose: Students will create equivalent fractions by using the multiplicative identity property.
     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     
    CW: 3.1.1_problems 2 to 8  
    (*Note: This problems are part of a two day assignment and will be expected to be completed by the end of class on Tuesday, October 20th, 2015.)
    Students should be completed with at least problems 3-1 & 3-2
     
    HW: No homework  
     
    **Note: Students received a new math "booklet" for Chapter 3 and the homework and class work should be completed in the booklet.
     

     

     

    Due:

    Assignment

    Monday, October 19th, 2015

    Lesson: 3.1.1_"Are they the same?" (A)

     
    Purpose: Students will create equivalent fractions by using the multiplicative identity property.
     
    Standard: 6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
     
    CW: 3.1.1_problems 2 to 8  
    (*Note: This problems are part of a two day assignment and will be expected to be completed by the end of class on Tuesday, October 20th, 2015.)
    Students should be completed with at least problems 3-1 & 3-2
     
    HW: 3.1.1 (A)_Problems: (12 to 16)  Homework Help
     
    **Note: Students received a new math "booklet" for Chapter 3 and the homework and class work should be completed in the booklet.
     

    Due:

    Assignment

    Due:

    Assignment

    October 15th, 2015
     
    Lesson: Chapter 2 Team Test

    Purpose: Chapter closure provides an opportunity for students to reflect about what they have learned. See the Closure section of the eBook for more information about chapter closure.

    CW: Chapter 2 Team Test (1 to 22)

    HW: Study for Ch. 2 Individual Assessment.  *See Ch. 2 Team Test as guide.

    Due:

    Assignment

    October 14th, 2015


    Lesson: Chapter 2 Closure

    Purpose: Chapter closure provides an opportunity for students to reflect about what they have learned. See the Closure section of the eBook for more information about chapter closure.

    CW: Ch. 2 Closure Problems (91 to 100)

    HW: Ch. 2 SUMMARIZING MY UNDERSTANDING
    Using the Chapter 2 Closure Resource Page.  Cut the page as indicated so that your paper is now a square.  This square is divided into four regions, each containing a question or problem related to area.  Write clear and complete answers in each region.  Fold each of the four corners in toward the center so that each problem is covered and your paper is in the shape of another square.  Then label each flap with a title that describes the main idea of the covered problem.  

    Due:

    Assignment

    October 13th, 2015
     
    Lesson: Chapter 2 Closure 
     
    Purpose: Chapter closure provides an opportunity for students to reflect about what they have learned.  See the Closure section of the eBook  for more information about chapter closure.
     
     

    Due:

    Assignment

    October 12th, 2015
     
    Lesson: Chapter 2 Closure (day 1)
     
    Purpose: After learning to use generic rectangles and factoring the students should be able to define and apply the Distributive Property to multi-digit products.
     
    Standard: 6.EE.3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
     
    CW: "Distributive Property"
             1) Write your own definition of the Distributive Property
             2) Create an example that demonstrates your definition.  
             3) Share your definition with your group and come up with on "unified" "group" definition.
             4) Create a "group" example for your "group" definition.
     
             5) Turn to page 88 and copy the definition of Distributive Property on your paper and compare the "book" definition with your "team" definition.
     
    Distributive Property
    • The Distributive Property states that the multiplier of a sum or difference can be “distributed” to multiply each term.  For example, to multiply  8(24), written as 8(20 + 4), you can usethe generic-rectangle model at right.
    •  
    • The product is found by 8(20) + 8(4).  So 8(20 + 4) = 8(20) + 8(4)
    • You will work more with and formalize the Distributive Property in Chapter 7.
     
    HW: Make sure that you have copied the "book version" (see above) of the Distributive Property.
     
     
     
     
     
     
     
     
     

    Due:

    Assignment

    October 8th, 2015
     
     
    CW: Problems (2-70 to 2-72)
     
    HW: 2.3.3 Review and Preview (2-75 to 2-79) *Due Friday, October 9th
     

    Due:

    Assignment

    Sorry for any inconveniences, but the district assigned me two web sites. My other site (this site) was "turned on" today and they deleted my other site (the site you have been visiting) before I could copy or save any information.  I will be updating this site soon.  They are working on getting my "old" site back up at least for awhile.  I will keep you informed.
     
    Thanks,
     
    Mr. Quinn