Our last two units are the smallest part if the Georgia Milestones according to content weights. Therefore I am touching on statistics this week.
I CAN STATEMENTS....LEARNING TARGETS...
6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
1. I can identify statistical questions.
2. I can explain how data answers statistical questions.
6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
3. I can describe a statistical data set using center, spread, and shape.
6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
4. I can compare a measure of center with a measure of variation.
6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
5. I can communicate numerical data on a number line (dot plots, histograms, and box plots).
6.SP.5. Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
6. I can summarize numerical data sets.
7. I can analyze the relationship between measures of center and the data distribution.
MONDAY - Activating: GO over AREA IN THE REAL WORLD from last week.
Lesson: Students work through PPT - Statistical Questions - with teacher, practicing identifying what makes a good statistical question and what doesn't.
Exit Ticket: page to answer questions
Homework: Statistical questions WS
TUESDAY - Activating: Check homework with a MEET ME AT partner.
Lesson: Discuss and practice the ways to describe a data set using the following terms:
Symmetry: When it is graphed, a symmetric distribution can be divided at the center so that each half is a mirror image of the other
Peak: A point on the graph that is higher than the points directly to the left and right.
Skewed left/right: A graph is skewed left if it is highest to the right, then becomes lower as it goes left. A graph is skewed right if it is highest at the left and lowers as it goes right.
Uniform: A graph that is evenly spread out, with no peaks.
Outlier: An element of the data set that is much higher or much lower than all the other elements.
Gap: An area of the distribution where there are no entries in the data set.
Practice with PPT - Shapes of Distribution using note catcher.
Exit Ticket: Explain to a partner what each of the following graphs would look like:
skewed, uniform, and peak
Homework: Shapes of Distribution - describing graphs - 2 sided
WEDNESDAY - Activating - Check homework with teacher and shoulder partner clearing up any misconceptions.
Lesson: Students complete a flip booklet with teacher while learning the definitions of, and how to calculate, the mean, median, mode, and range.
Begin on foldable with mean, median, range, and mode problems.
Vocabulary: mean mode median range
Exit Ticket: Explain the 4 ways to find measures of central tendencies.
Homework: Finish what ever is left of the foldable.
THURSDAY - Activating: Check homework with teacher and shoulder partner clearing up any
Lesson: Students work through PPT- Interquartile Range as a Measure of Variation – 27 slides. Use handout of steps and work through examples with teacher.
Vocabulary: interquartile range
Exit TIcket: How does the interquartile range help us analyze data?
Homework: IQR problems
FRIDAY - Activating: Check homework with teacher and shoulder partner clearing up any
Lesson: . Students work through PPT- Displaying Numerical Data Using Box Plots – 22 slides.
Make foldable and put step-by-step instructions in their binder.
Exit Ticket: How do you find the 5 points to make your box-and-whisker plot?
This week students will learn about Australia's government and economic systems. Students will review the concepts of Australia and then test on FRIDAY!
MONDAY - Activating Strategy: Complete QUIZ-QUIZ-TRADE with vocabulary cards. economics- consumers-human capital-capital goods-resources-natural resources- market economy-command economy-traditional economy-mixed economy- specialization-GDP-entrepreneurs-imports-exports-tariff-embargos.
Lesson: Share homework – COOKIN’ UP A CIVILIZATION IN GROUPS of 6. Each group picks a winner and shares that one with the class.
Watch PPT - Australia’s Economy - Economic System & Factors of Economic Growth (21 slides) with Graphic Organizer.
Discuss homework project (Australian ECONOMY Hat) – due THURSDAY!
Students cut out vocabulary cards and tape together. Quiz each other.
Exit Ticket: Australia’s economy is...
Homework: Aussie Economics reading/questions.
TUESDAY - Activating: Check homework as a class and with shoulder partner. Clear up any misconceptions.
Lesson: Watch PPT - Australia’s Government – A Federal Parliamentary Democracy (25 slides) with Graphic Organizer.
Vocabulary: federal system leaders parliamentary democracy constitutional monarchy parliament role of the citizen
Exit Ticket: My Australian hat is.... (students share their progress with a partner)
Homework: Australian government reading/questions
WEDNESDAY - Activating: Check homework as a class and with shoulder partner. Clear up any misconceptions.
Lesson: Computer CART – in pairs play Australian Geography Government History and Culture Jeopardy Review Game. Reward winners.
Exit Ticket: About Australia: 3 – physical features
2- history facts
1- area where most people settle
Homework: Review – reading/questions (HAT DUE TOMORROW TOO)
THURSDAY - Activating: Fashion show with Australian hats! Then GALLERY WALK of hat/explanation to offer kind, specific feedback.
Lesson: Explain next project PICTO-MAP. Students brainstorm in groups ideas for the picto-map. GO through binders to pick out important symbols to put on map.
Students complete an Australia crossword & review questions.
Exit Ticket: Explain the government systems of Australia to a partner.
Homework: Review for test tomorrow
PICTO-MAP - DUE TUESDAY, APRIL 14th
FRIDAY - Activating: Give students 10 minutes to review with a partner.
Lesson: Administer End-of-Unit test on Australia.
Exit Ticket: The test was...
This week we begin our quick exploration of Australia. Most of the MEAT of the standards have been taught (economic types, governmental structures, and the impact of location, climate, and natural resources). Students just need to apply this knowledge to the culture of Australia.
Below are the standards and learning targets for this unit.
SS6G12 The student will be able to locate selected features of Australia. The intent of this standard is for students to be able to locate major physical features in or near Australia using a world and regional political- physical map.
a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.
1. I can locate the Great Barrier Reef, Coral Sea, Ayers Rock, and the Great Victoria Desert on a world map.
2. I can locate the Great Barrier Reef, Coral Sea, Ayers Rock, and the Great Victoria Desert on a regional political-physical map.
SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.
a. Describe how Australia’s location, climate, and natural resources have affected where people live.
3. I can compare and contrast how the location, climate, and natural resources of Australia affect where people live.
b. Describe how Australia’s location, climate, and natural resources impact trade.
4. I can compare and contrast how the location, climate, and natural resources of Australia impact trade.
SS6G14 The student will describe the cultural characteristics of people who live in Australia.
a. Explain the impact of English colonization on the language and religion of Australia.
5. I can explain the impact of English colonization on the language and religion of Australia.
SS6CG7 The student will explain the structure of the national government of Australia.
a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, and the role of the citizen in terms of voting and personal freedoms.
6. I can explain the governmental structure of Australia including the type of leadership and how this person became the leader as well as the roles of the citizens.
SS6E8c. Describe the economic system used in Australia.
7. I can explain the economic system in Australia.
SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia.
8. I can explain how voluntary trade benefits buyers and sellers in Australia.
SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia.
a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
9. I can explain the relationship between investment in human capital and Australia's GDP.
b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
10. I can explain the relationship between investment in capital and Australia's GDP.
c. Describe the role of natural resources in a country’s economy.
11. I can describe the role of natural resources in Australia's economy.
SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans.
a. Describe the origins and culture of the Aborigines.
12. I can describe the origins and culture of the Aborigines.
SS6H9 The student will explain the impact European exploration and colonization had on Australia.
a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.
13. I can explain the reasons for British colonization of Australia and the role of prisoners as colonists.
b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.
14. I can explain how the Aborigines were impacted by the diseases and weapons brought to Australia by the Europeans.
MONDAY - Review SS unit test on Europe given last week. We will also set up our Australia Binder. Students should have a binder with tabs.
EXIT TICKET: Reflect on how you performed on the SS Test. What changes, if any, in your study habits, will you make?
HOMEWORK: Correct SS Test (due by Thursday)
TUESDAY - We explore Australia's geography with PPT and foldable describing Australia's features and locating features on a world and regional map.
EXIT TICKET: From looking at the geography, what can you predict about how the location affects their trade and where people live?
HOMEWORK: Reading/questions about Australia's features & Map labeling
WEDNESDAY - Students share their homework with the MINGLE protocol. The students compare and contrast how the location, climate, and natural resources of Australia affect where people live with PPT - and complete graphic organizer.
EXIT TICKET: How does Australia use its natural resources?
HOMEWORK: Gallopade reading/questions
THURSDAY - Students pair up and check their homework. Discuss any questions. Students explore the Aborigines and the impact of English colonization on the language and religion of Australia with PPT and concept map.
EXIT TICKET: The Aborigines are:
HOMEWORK: Cooking Up A Civilization (due Tuesday)
FRIDAY - Check homework together. Explore the history of Australia with PPT and timeline.
EXIT TICKET: What two events stand out to you about Australia's history?
HOMEWORK: History of Australia reading/questions
This week we embark on our Geometry unit. There are a lot of "pieces" with this unit! Here are our standards and learning targets for this unit:
MCC6.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.
1. I can calculate the area of polygons by composing or decomposing them into basic shapes.
2. I can apply my understanding of shapes to solve real-world problems.
MCC6.G.2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
3. I can calculate the volume of a rectangular prism using unit cubes.
4. I can calculate the volume of a rectangular prism using formulas.
5. I can solve real-world problems involving volume.
MCC6.G.4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
6. I can represent three-dimensional shapes using nets.
Our unit won't be too long, but intense. PLEASE WORK WITH YOUR CHILD EACH NIGHT.
I have attached below a formulas page that students will use in class. This is the formula page that will be available to students during the Georgia Milestones. Please help you child refer to it as needed in their homework.
MONDAY - The test on equations will be given back to students. We will work on going over all of the problems in class, but students will do the actual corrections at home. If a student receives a "1" or "1.5" on their test, he/she may correct and increase their score to a "2". For the others, it is ABSOLUTELY beneficial to correct their test. This subject will account for almost 1/4 of the Georgia Milestones test.
HOMEWORK: Correct test AND get it signed - due back by THURSDAY
TUESDAY - As we begin our geometry unit, we will unpack our learning target and discuss the meanings of calculate, decompose, and compose as they relate to area and shapes. We will cut out some tangrams in class and practice composing shapes with them. Students will be figuring the area of each of the tangram pieces by comparing them to the small square. The small square will be “one square unit”. Therefore, the length and width are both one unit because 1 x 1 = 1.
To review at home, follow this method:
Ask students to find the two small congruent triangles and review the definition of congruent: same size, same shape. Put them together to make a square. Ask students what the area of this shape would be and ask them to explain how they know. (Because the square formed with the two small triangles is the congruent to the tangram square, its area must be the same 1 u^2.) Next ask students to take just one of the small triangles. Ask students what its area would be and ask them to explain how they know. Remember to relate it to the square. (The area of each small triangle is half of the area of the square, so its area is 1/2 u^2.) Give students the time to try to determine how to make the shapes before students share their work. This process time for thinking and experimenting will help students develop their spatial reasoning.
• What is the area of this shape? How do you know?
• What shapes have the same area as the area of this shape?
• What shapes did you use to create a figure congruent to this figure? What are the areas of those shapes used?
• What could you add to find the area of this shape?
· http://illuminations.nctm.org/ActivityDetail.aspx?ID=108 Interactive triangle and parallelogram applets. Allows students to explore the relationship between the base and height in any type of triangle or parallelogram. (Do not use the trapezoid feature.) This is a great resource help clarify the misconception about height of a triangle.
· http://www.geogebra.org/en/upload/files/english/Victoria/TriangleArea.html Interactive triangle, students can find the area given the base and height.
· http://www.geogebra.org/en/upload/files/english/Knote/Area/Parallelogram2.html Interactive parallelogram, students can find the area given the base and height, as well as move a triangular piece to create a rectangle.
· http://www.geogebra.org/en/upload/files/english/Knote/Area/parallelograms.html Interactive parallelogram, students can find the area given the base and height.
· http://quizlet.com/35646048/unit-5-area-and-volume-flash-cards/ 21 terms from our unit to practice
HOMEWORK: Decomposing shapes practice
WEDNESDAY - Correct/share homework using concentric circles. Students fill in formula sheet for their binder. Then students work through a foldable with teacher, decomposing squares, rectangles and parallelograms.
HOMEWORK: Practice with geoboard squares at home.
THURSDAY - Share/correct homework. Using rulers, students work in groups to find the area of a large shape by decomposing parts into rectangles, squares and triangles. Then the class puts all of their measurements together to calculate the area of the whole shape!
HOMEWORK: Area Puzzler
FRIDAY - SPRING PICTURES TODAY!
Students work with teacher on activity AREA IN THE REAL WORLD.
March 21st Work Day—Brookmont Campus--DOUBLE CREDIT!!!
Thank you so much to our dedicated parents who have helped us move our school this year. We are almost finished with our Brookmont campus, but we have some items that we want to keep from over there. This Saturday’s work day will complete the move of the last of the furniture we will keep from Brookmont.
Please come out and help us with this final step! Double credit will be offered, so bring a friend, send a neighbor, or come yourself to help us with these last few tasks—adults over 18 years old only, please.
Double credit for this Saturday—we need your help at our Brookmont campus on Saturday, March 21st from 9:00 a.m. until 12:00 p.m.
Some of the tasks we will complete:
This week students will refine their skills with equations. The final test on Equations will be on Friday.
MONDAY - We will correct the review sheet from last Thursday's homework. Students will continue on a review packet and complete GRAPHS and TABLES.
HOMEWORK: Review packet - Algebraic Equations and Inequalities/Independent vs Dependent Variables
TUESDAY - The class will work in the computer lab on TenMarks.
HOMEWORK: EOG questions 13-26
WEDNESDAY - Correct problems from last night. The class will work in the computer lab on SNAPSHOT.
HOMEWORK: Review questions...only complete #s 3, 4, 7, 10, 12, 17, 18, 19, 20, 21, 22, 23, and 25
THURSDAY - Correct problems from last night. Work in the computer lab on TenMarks, SNAPSHOT, and/or StraightAce.
HOMEWORK: Study for test using binder
FRIDAY - Math test on Equations.
This week we review our European Unit with our final test on Thursday. Next week, we begin studying Australia!
MONDAY - Warm Up Review – Government Understandings – questions on PPT – students write answers on answer sheet...then check together. Students finish cutting apart and tape flashcards to study for Europe test. Then pair up and test each other!
HOMEWORK: SS Gallopade Multiple Choice Review
TUESDAY - Warm Up Review – Economic Understandings – questions on PPT – students write answers on answer sheet...then check together. Correct homework.
WEDNESDAY - Students work in pairs getting their SS binder in order and then use it to study
THURSDAY - FINAL TEST EUROPE
FRIDAY - Correct test in class - use binders. Then turn in EUROPE BINDER to be graded.
***Bring new 1/4" or larger binder to class on Monday as we will begin with our unit on Australia.
In order to personalize our doors for Teacher Appreciation Week, we are asking all 6th grade students to bring in a photograph of themselves on Monday.
We're going to be cutting out the faces and pasting them on the bodies of baseball players,
so ideally the faces should be around 3" or so.
The kids will be able to decorate their players and
arrange the on the doors during homeroom on Monday morning.
Thanks again for your help!
Baseball Hat Day: Kids and staff - wear your favorite team's baseball hat
Thank You to Teachers: Parents and students, please write and send thank you notes or cards to your teachers. Don't forget our fantastic team of Specials teachers!
PTO Gifts Presented
School Supply Extravaganza: Please bring in items to help your teachers with classroom supplies. We'll send a list out later this week. 6th grade will be contributing to supplies for the Media Center, so that will be included along with the lists from our awesome 6th grade teachers.
Baseball Jersey Day: Kids and staff - wear your favorite team's jersey
Mrs. Beck's Math and Social Studies Classes