Math

=Course Description= Using the Everyday Math program, in sixth grade students will receive ninety minutes of math instruction, covering relative Iowa Core curriculum requirements. Thirty minutes of this time will be dedicated to reteaching, small group instruction, integration of technology and problem solving strategies based on a daily schedule.

=Pacing=

2012-2013 6th Grade Pacing Guide (updated 9/28/12)

Computer Lab Schedule



1st Quarter: U1, U2, Projects 1-5 to be done at the end of the Solar System Unit 2nd Quarter: U3, U4 3rd Quarter: U5, U6, U7 4th Quarter: U8, U9, U10 Project 6 to be done during Human Body Unit

UNIT BY UNIT MATERIALS =Unit 1= =Unit 2= =Unit 3= =Unit 4= =Unit 5= =Unit 6= =Unit 7= =Unit 8= =Unit 9= =Unit 10=

=Vocabulary=

=Common Targets & Assessments= ==



=These take a few moments to load, don't give up...they will appear! These may be used to model games, but may not be printed. :)= =English Game Boards=

=Spanish Game Boards=

=Multiplication and Division=

media type="custom" key="23846636" Lattice Method

media type="custom" key="24043688" Partial Products Method from teachviddotcom

=Converting Metric Measurements= media type="custom" key="24039842" media type="custom" key="24039890"

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=What about sub days?= =In posing that question to Teri, here was her response:= = = =Yes, this is indeed a universal concern. I have had several individual conversations with teachers, and the thing they all seem to agree on is that they would rather not have a sub teach the CORE lesson, especially if it is just a one day absence. Here are the suggestions I offered those teachers I talked to, and would pass along to your sixth grade teachers. Keep in mind these suggestions are for a one time absence, as opposed to teachers who will be gone for longer periods of time. Here are some options:= = = =1. Don't have the sub teach the "Part 1 - New Learning" part of the lesson, but go ahead and have them work through the "Getting Started (Mental Math and Reflexes, Math Message)" and "Part 2 - Review (Playing a game or Completing Math Boxes), and for the remainder of the time consider having the sub facilitate a large group play of an online game by projecting it through the LCD and playing one side of the room against the other, etc.= = = =2. Use a flex day and plan a task OTHER than one of the EM lessons. One suggestion I would have would be a "Readiness" activity that might be suggested in Part 3 of an upcoming lesson that the sub could do with the kids now to get them "ready" for the lesson to follow soon in the future. Another suggestion is for them to choose an "Enrichment" activity from Part 3 of a lesson they have already taught as an extension of that learning. Both of these options would be decent learning opportunities for kids while saving the instruction on the new learning for the classroom teacher.= = = =3. Use a flex day and have the sub work through one of the optional "Projects" which are in the back of the teacher's manual, volume II. If I remember correctly, sixth grade required projects 1-5 (on Solar System) and Project 6 (something to do with body systems) so I wouldn't leave one of those as they had specific times they wanted to do them to tie with science, but there was a project on paper throwing that they could perhaps think about writing up as a sub plan for a day's absence.= =Hope this helps.= = =

=Basic Facts= =2012-2013 Basic Facts ASsessment Schedule below...= == = = = = =This is a sheet for students to track their basic facts progress if you are keeping data folders or want something to share for conferences.= == =[] Multiplication rock.= =Probes to be used to monitor automaticity. Do one probe each week and average students progress.= == == == == = = =Report Card Levels of Proficiency for Basic Facts= == = = =For the kids...= == == = = =Blank Facts Triangles= == == = = =Basic Facts Strategies: This was a handout we used at conferences. Gives a brief description for teacher or parent to work on basic facts with students.= == = = =Fact Dash Recording Sheet= == = = = = =This is Teri's multi-page document that explains the strategies and the color coding we made on our flash card triangles.= == = = =[]= =Link to a foldable for measurement/standard vs metric Stevens= = = = = = =

=Reporting= = = =Grade 6 Report Card Pilot= == = = =Report Card Levels of Proficiency for Basic Facts= == = = =6th Grade Evidence Checkpoints: This is what Teri, Chris, and Alan came up with. It tells when each standard comes up or is reviewed so that we may find/provide evidence for report cards.= == =2012-2013 1st quarter evidence chart= == = = =Revisiting old units to mark progress= == == = = = =

=**Setting Up**= == == ==

=Resources from EverydayMath Rep.= ="Barb Kotzer" = = = == == == == == = = = = = =