Math Charts - 6th Anstey

Math Charts Grade 6 Stephanie Anstey and Carlishia Elligan

Week 1 Day 1 SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will give a definition of the word decimal and percent.

St: The students will write down the definition of decimal and percent in their vocabulary notebook. The students will create decimal and percent “cards”. In two teams, students will playa game using the “cards” they created. One team chooses a decimal number and the other team has to come up with the equivalent to the decimal using the corresponding percent “card”. M, A, Col

Week 2

Day 2

Day 3

Day 4

Day 5

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will instruct students on how to represent, caompare, and order decimals. The teacher will give the students laminated place value charts and write various numbers on the board.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will discuss the importance of estimating decimals. The teacher will model estimating decimals. The teacher will write a problem containing decimals on the board.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will model how to turn a decimal into a percent. The teacher will guide the students though completion of a worksheet. The teacher will instruct the students that percents will always be based out of a hundred.

SACE MA 6.1 Fractions, Percents, and Decimals

St: Using the place value chart, students will write the various numbers that are on the board in the corresponding spot on their place value chart. *Students will complete a worksheet on decimals. M DA-Students having trouble grasping the concept will use a table to order a given list of items that have decimals.

St: Students will write down and describe how they solved the problem written on the board. Students will play the “Spinner Game”. Each pair of students will use the spinner to get digits to make up two decimal numbers. Each student in the pair will take turns estimating sums of the decimals.

St: Students will complete a worksheet as guided by the teacher. Students will make a list of practical everyday things that use percents. Students will use their base ten blocks to solve decimal and percent problems.

T: The teacher will review terms concerning decimals. The teacher will also review how to convert decimals to percents.

St: Students will complete a review worksheet. Given data concerning a survey, Students will convert the number to a decimal and percent when prompted.

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Day 6

Day 7

Day 8

Day 9

Day 10

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will give the students a list of terms on the overhead. The teacher will discuss what a fraction is.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review fractions. The teacher will instruct students on reducing fractions.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review reducing fractions. The teacher will instruct the students on how to compare and order fractions.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will model the conversion of fractions to decimals. The teacher will discuss with the class the process of converting fractions to decimals.

SACE MA 6.1 Fractions, Percents, and Decimals T: The teacher will review fractions, decimals, and percents. The teacher will instruct students on converting fractions to decimals, decimals to fractions, and fractions to percents.

St: The student will copy the key terms into his vocabulary notebook. The student will create and decorate a pizza pie out of paper plates that shows fractions and their equivalency. Given a worksheet, the student will shade in the equivalent part to the fraction.

St: Using fraction bars, students will find the equivalent to fractions to other given fractions. Students will go online to the Harcourt Mega Math page and complete the “Fraction FlareUp” activity.

St: Students will choose a decimal number that is different from anyone else’s and create a sign using that decimal number. Student will line themselves up when prompted in the correct numerical order.

St: Students will cut ten by ten grids from graph paper and use it to visually see how fractions have equivalent decimals. Students will play the “Number Line Game” on the computer.

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St: The student will write a paragraph on a situation in which you might have to change a percent to a fraction or a fraction to a percent. Students will particiapte in a version of “Four Corners” using decimals, fractions and percents as the corners. Students will participate in a race where they must convert the number given by a teacher as fast as the they can and write it on the board.

DA- Gifted learners will b given worksheets with more difficult problems

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Week 3

Day 11

Day 12

Day 13

Day 14

Day 15

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

T: The teacher will give an introduction to ratios. The teacher will define math terms that will be used throughout the chapters.

T: The teacher will give instruction on ratios. The teacher will model examples of using ratios.

T: The teacher will review ratios.

T: The teacher will discuss proportions with that class.

T: The teacher will show the class two different sized rectangular objects, discussing how it pertains to proportions and ratios. The teacher will guide students through story problems using proportions.

St: In small groups, students will couple a problem solving project having to do with comparison of data for different cities and determining answers using scales.

St: Using a given ratio, students will draw a picture. Students will complete a ratio worksheet.

St: Using poker chips, students will find the ratio between the amount of different colored chips when prompted.

St: Using counters, students will deternine answers to whether or not various ratios form a proprotion.

St: Using the skills learned about ratios and proportions, students will create 3D objects that use the correct proportions. Students will complete a worksheet on proportions.

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Week 4

St: Students will write their own word problem and solve it. The word problem must have an answer involving ratios.

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Day 17

Day 18

Day 19

Day 20

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

SACE MA 6.2 Ratios

T: The teacher will instruct students on the different ways to write ratios and proportions.

T: Teacher will review ratios. Teacher will show a video on chimpanzees getting food from their trainers.

T: The teacher will go over differences between ratios and proportions.

T: The teacher will take a survey of the class and write the resulting datad on the board. The teacher will list a set of questions on the overhead for the students to answer concerning the survey.

T: The teacher will review everything from the chapter.

St: Given ratios on the overhead, students will write two different ways to represent the ratio Students will complete the ratio worksheet p. 118C

St: Students will take notes on the number of chimps and the number of bananas given to the chimp. Students will write a proportion (in a to b form) for the number of bananas given to the number of chimps.

St: Students will participate in the vision acuity test. Students will write a paragraph on what the results of the test represent (the results will be in ratio form).

St: Students will write out the answers to the question in ratio forms in two different forms.

St: Students will take a chapter test

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DA- Students will difficulties taking tests will be given extra time to complete the test

Week 5

Day 21

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Day 23

Day 24

Day 25

SACE MA 6.3 Factors and Multiples

SACE MA 6.3 Factors and Multiples

SACE MA 6.3 Factors and Multiples

SACE MA 6.3 Factors and Multiples

SACE MA 6.3 Factors and Multiples

T: The teacher will instruct and demonstrate the least common multiple.

T: The teacher will instruct and model different ways to find the LCM. The teacher will guide the students through completion of a LCM worksheet.

T: The teacher will define the greatest common factor. The teacher will discuss Euclid’s ideas about geometry and his part in Greatest Common Factor.

T: The teacher will instruct and model how to find the Greatest Common Factor. The Teacher ill write numbers and scenarios on the board.

St: Students will complete a LCM worksheet with the guidance of the teacher. In pairs, each student will role number cubes and record the LCM of number rolled, after being rolled five times the student will the most LCM’s wins.

St: Students will copy definition of GCM. Students will research about Euclid and share the findings with the class.

St: Students will find the LCM and GCF of various numbers and for various scenarios.

T: The teacher will review how to find the LCM and GCF. The teacher will hand out a worksheet with various word problems on it, that requires finding wither the LCM or GCF.

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St: Students will define the termLeast Common Multiple. Student will play around the world with multiplication factors.

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Week 6

St: Students will complete a worksheet on LCM and GCF.

Students will write a paragraph explaining the difference between the LCM and the GCF.

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Day 26 SACE MA 6.4 Prime and Composite

Day 27 SACE MA 6.4 Prime and Composite

Day 28 SACE MA 6.4 Prime and Composite

Day 29 SACE MA 6.4 Prime and Composite

Day 30 SACE MA 6.4 Prime and Composite

T: The teacher will review factors.

T: The teacher will teach divisibility to the class. Having one side of the classroom representing no, and the other side representing yes, the teacher will call out numbers.

T: The teacher will intruct students on even and odd numbers. The teacher will assign students a number.

T: The teacher will instruct students and discuss prime numbers with the class. The teacher will define a prime number.

T: The teacher will define and discuss composite numbers.

St: Using rectangular arrays, students will show the factors of various numbers. Students will make a table of all the mulitplaication factors for mulitplication families 1-12.

St: Students will decide if the prompted number is divisible or not by going to the designated side of the classroom in order to anser.

St: Students will create a sign for their number. Students will line up numerically. Every other student starting with two will go to one side of the classroom. Students left will be recognized as odds and the students on the side of the classroom will be recognized as evens.

St: With partners. Students will identify all the prime numbers from 1 though 100. Students will write down the definition of a prime number.

St: students will compare and contrast prime and composite numbers. Students will play a race game where they must put various numbers in either the prime or compostie category as fast as they can.

Week 7

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Day 31 SACE MA 6.5 Comparing

Day 32 SACE MA 6.5 Comparing

Day 33 SACE MA 6.5 Comparing

Day 34 SACE MA 6.5 Comparing

Day 35 SACE MA 6.5 Comparing

T: The teacher will review whole numbers, fractions, decimals, and percents.

T: The teacher will demonstrate ordering non negative rational numbers. The teacher will set out various sized objects.

T: The teacher will instruct on comparing and ordering fractions, decimals, and percents.

T: The teacher will review ordering fractions decimals and percents. The teacher will instruct students on how to order fractions decimal and percents on a number line.

T: The teacher will model different mediums to use when comparing whole numbers, fractions, decimals, and percents.

St: The student will take a quiz.

St: Each student will order the items from smallest to largest.

St: Students will create a pie out of clay. Students will cut the pie into pieces. Students will find the fractional, decimal and percentage of various scenarios with the pie.

St: Students will create a number line on poster board showing fractions on the top of the number line and its equivalent decimal part and percentage on the bottom.

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St: Students will list some ways they can visually represent comparisons of whole numbers, fractions, decimals, and percents. Students will pick one thing off of their list and recreate it. M,VA

DA- For students having difficulty creating a pie out of clay, they can use a computer program to show the “pie”.

Week 8

Day 36

Day 37

Day 38

Day 39

Day 40

SACE MA 6.6 Compare, Orders, Identify

SACE MA 6.6 Compare, Orders, Identify

SACE MA 6.6 Compare, Orders, Identify

SACE MA 6.6 Compare, Orders, Identify

SACE MA 6.6 Compare, Orders, Identify

T: The teacher will instruct on and define an integer. The teacher will discuss the relationship among rational numbers, intergers, and whole numbers.

T: The teacher will discuss positive integers.

T: The teacher will discuss negative integers.

T: The teacher will comapre and contrast postive and negative intergers.

T: The teacher will review intergers. The teacher will make a bulletin board with key vocabulary terms from the chapter labeled on the baord. The teacher will group students and assign each group an area.

St: Students will create a Venn diagram showing the realationship between rational numbers intergers and whole numbers. Using an almanac, students will fiond the five tallest mountains in North America and record the altitudes of the mountains on a graph and order the altitudes from greatest to least.

St: Students will make a list of real life uses for positive integers. Using postitive integers, students will write a story.

St: Students will show negative numbers on a number line. Student will complete the integer worksheet.

St: Students will make tables, comparing and contrasting positive and negative integers. Given a situation, students will name an integer that fit’s the situation.

St: In groups, Students will make a display using examples to illustrate their concept. Each group will present their examples to the class.

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Week 9

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Day 42

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Day 45

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

T: The teacher will instruct and model how to add decimals.

T: The teacher will instruct and model how to subtract decimals.

T: The teacher will instruct students on multiplying decimals.

T: The teacher will instruct and model division of decimals.

T: The teacher will review LCD. The teacher will model addition and subtraction of fractions.

St: Students will earn play money for doing various things around the classroom. Students will count up their money each time they receive it and write it down in decimal form. One by one students will solve addition decimal problems on the board.

St: Using decimals squares, students will find the answer to decimal subtraction problems. Students will make a list of things to be careful to do when adding and subtracting decimals.

St: Using base 10 blocks, students will solve various decimal multiplication problems. In pairs, students will make a set of 8 cards with certain decimal numbers on them. With the cards, students will play a multiplication game.

St: Using decimals square, students will model dividing decimals. Using play money, students can represent and solve decimal division problems.

St: Using fraction bars, students will solve addition and subtraction decimal problems. Students will write a word problem that can be solved with fraction bars. Students will participate in the “Dominoe’s Fraction Game”.

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DA- For students with difficulty lining up decimals, they can turn their paper sideways to keep each number in line.

Week 10

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Day 50

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

SACE MA 6.7 Fractions, Mixed Numbers, and Decimals

T: The teacher will demonstrate and instruct on adding mixed numbers and fractions.

T: The teacher will instruct and model subtraction of mixed numbers and fractions.

T: The teacher will instruct the students on multiplying mixed numbers and fractions.

T: The teacher will model and discuss division of mixed numbers and fractions.

T: The teacher will review addition, subtraction, multiplication and division of fractions. The teacher will also discuss the relationship between ratios and fractions. The teacher will also discuss the relationship between ratios and fractions.

St: Students will complete the magic squares puzzle. In pairs, students will write and model two different number sentences that have the same number as the sum.

St: Students will play “Tiny’s Think Tank” game online. Students will complete a worksheet on subtracting decimals. Students will research and write a receipe for a dish that conatins fractions and mixed numbers and double the receipe.

St: Using fractions strips, students will model multiplication or mixed numbers or fractions.

St: Students will listen to a song about division of mixed numbers. Students will define the term reciprocal. Using fraction circles, students will solve decimal division problems.

St: Students will complete a worksheet on ratios. Students will write about how solving ratio problems are similar to fractions

Week 11

DA- For those having trouble using the computer. Pre printed recipes will be given to those students in need.

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Day 51 SACE MA 6.8 Division with Decimals

Day 52 SACE MA 6.8 Division with Decimals

Day 53 SACE MA 6.8 Division with Decimals

Day 54 SACE MA 6.8 Division with Decimals

Day 55 SACE MA 6.8 Division with Decimals

T: The teacher will review division of decimals. The teacher will demonstrate division of decimals by whole numbers.

T: The teacher will review division of decimals by whole numbers.

T: The teacher will discuss and instuct on dividing decimals by decimals.

T: The teacher will review dividing decimals by decimals.

T: The teacher will discuss and model interpreter the remainder. The teacher will review division of documents.

St: Students will play a game of “popcorn” using flash cards with division problems on it. Students will have to read the problem on the card and identify the divisor and the dividend in the problem. In small groups, students plan a party for 8 people menu and all. Students will add up the costs and come up with how much each person will have to pay

St: Students will play the “Buggy Bargains Game” on the internet. Students will complete a worksheet on division of decimals

St: Using a number line, students will model diving a decimal by a decimal. Given play money, students will model dividing a decimal by a decimal.

St: Given a real life situation, students will find the answer to the situation by using division of decimals by decimals. Students will explain how the use of money to estimate an answer might help in solving these kinds of problems.

St: When shown index cards, students will solve and tell with word problems on them What the remainder represents. On paper, students will describe three ways to use a remainder.

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Week 12

DA: Gifted students will participate in a speed drill.

Day 56 SACE MA 6.9 Estimation

Day 57 SACE MA 6.9 Estimation

Day 58 SACE MA 6.9 Estimation

Day 59 SACE MA 6.9 Estimation

Day 60 SACE MA 6.9 Estimation

T: The teacher will review estimation of whole numbers.

T: The teacher will discuss and explain estimation with decimals the teacher will demonstrate various ways to estimate in groups, students will be given play money and they will model each decimal.

T: The teacher will review estimation of decimals.

T: The teacher will model instruct and estimate of fractions

T: The teacher will review estimation of fractions.

St: Given an electric bill with a summary of appliance usage, students will estimate the annual energy cost. Students will search through newspaper for estimations highlighting them and presenting their findings to the class. In pairs, students can research the population to five Virginia cities and estimate them.

St: Students will define three ways to estimate.

St: The students will complete a quiz on estimation of decimals.

St: Students will create index cards with exact numbers on one side and estimate equivalent on the other, Students will quiz a partner with their index cards.

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St: Students will solve given math step problems on the board. Given statements, students will complete each statement with exact number and an estimate. Students will write a multiple step problem and have another student solve it.

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Week 13

M DA- Students with difficulties taking quizzes a different quiz with less problems will be given.

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Day 62

Day 63

Day 64

Day 65

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

T: The teacher will discuss and define a budget the teacher will split the class into groups the teacher will explain the project that they will be doingopening bakery.

T: The teacher will continue to explain the project and the components necessary to complete it. The teacher will explain and discuss a proposal.

T: The teacher will discuss the monetary budget for the project.

T: The teacher will review key points on fractions and decimals

T: The teacher will discuss the importance of marketing and what type of marketing they will be doing

St: In their groups students will takes over possible ideas for their projects.

St: In their groups, students will write a proposal for their project be turned into the teacher.

St: Keeping in mind their momentary budget, groups will research the costs of opening a bakery.

St: In groups, students will come up with a receive that their bakery will feature. The recipe must include fractions. In groups, students will create a list of things they could do to market their bakery. In groups, students will pick two marketing ideas off the list and create them.

St: In groups, students will create a list of things they cold do to market their bakery. In groups, students will pick two marketing ideas off of the list and create them.

DA: Gifter leaners can research bakeries that have had successful start ups and write up a paragraph on it.

Week 14

Day 66

Day 67

Day 68

Day 69

Day 70

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

T: The teacher will discuss the importance of visual aides in a presentation.

T: The teacher will review how to write paragraphs the teacher will discuss and show examples a write up for the project in written form

T: The teacher will review how to draw groups and when to use them in their projects.

T: The teacher will review how to use tables. The teacher will show examples of using a table in their project.

T: The teacher will be of assistance on any last minute finishing touches on the final project.

St: In groups students will create and decorate visual aides for their presentation (i.e. sign for the bakery)

St: The teacher will assign students to write above certain aspects of the project. In groups, students will begin to write their part of the write up for the project.

St: In their groups students will create graphs for applicable data in their project.

St: In groups students will create and fill in tables for their project.

St: In groups, students will finish up and prepare for the presentation of their project.

DA: Students having trouble with their write ups will be given assistance by the teacher.

Week 15

Day 71

Day 72

Day 73

Day 74

Day 75

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.10 Planning a Budget

SACE MA 6.29 Word Problems with Negative Numbers

SACE MA 6.29 Word Problems with Negative Numbers

T: The teacher will grade the oral presentation of the projects.

T: The teacher will grade the oral presentation of the projects.

T: The teacher will grade the oral presentation of the projects.

T: The teacher will receive negative numbers. The teacher will review word problems.

T: The teacher will model solving word problems with negative numbers.

St: Groups 1 and 2 will present their project to the class. Students not presenting will fill out feedback cards.

St: Groups 3 and 4 will present their project their proper to the class Students not presenting will fill out feedback cards.

St: Groups 5 and 6 will present their project their proper to the class. Students not presenting will fill out feedback cards.

St: Student will create a number line with positive and negative numbers. Students will solve word problems with negative numbers.

St: Given a word students will act the word problem with items order to solve it. Students will complete a worksheet on word problems with negative numbers

DA: Students with difficulty acting out the word problem can write the problem down and solve instead.

Week 16

Day 76

Day 77

Day 78

Day 79

Day 80

SACE MA 6.11 Measurements

SACE MA 6.11 Measurements

SACE MA 6.11 Measurements

SACE MA 6.11 Measurements

SACE MA 6.11 Measurements

T: The teacher will give an introduction to measurement. The teacher will discuss the importance of measurement.

T: The teacher will discuss customary measurements the teacher will give examples of customary measurements.

T: The teacher will model and discuss converting customary measurements.

T: The teacher will introduce metric measurements. The teacher will give examples of items using metric measurement.

T: The teacher will review metric measurements. The teacher will show examples of things measured in the metric system.

St: Students will name some everyday things that use measurements. Students will define the term measurement.

St: Students will find items around the room that use customary measurements students will awake a list of these items.

St: Given a pitcher, a measuring cup and water students will use the items to see how many cups and fluids ounces there are in the quart. Students will use arm movement to signify whether to divide of multiply the conversion (i.e. larger to smaller means to multiply)

St: Students will listen to a measurement song. Students will copy down prefixes in their math notebook. Students will contrast customary and metric measurement in paragraph form.

St: Using patterns, students will convert metric measures. (I.e. l m=100cm, 2 m=200cm etc.) In pairs, one student will measure something in centimeters and the other in millimeters. Pairs will compare and record their measurements. Students will create prefix chart.

Week 17

Day 81

Day 82

Day 83

Day 84

Day 85

SACE MA 6.12 Estimation with Measurements T: The teacher will review estimation the teacher will review measurements.

SACE MA 6.12 Estimation with Measurements T: The teacher will discuss and model estimation of measurements.

SACE MA 6.12 Estimation with Measurements T: The teacher will continue to discuss estimation of measurements.

SACE MA 6.12 Estimation with Measurements T: The teacher will give an overview of area. The teacher will discuss for estimating area.

SACE MA 6.12 Estimation with Measurements T: The teacher will model examples of estimating the area of items.

Students will write down why they think estimating measurements be useful. Students will write down way to estimate (i.e visualizing students units or physical methods)

Students will copy the table from the overhead, estimating and writing the actual measurements when prompted to the nearest ½ inch. Students will estimate and measure the weights of 2 objects in the classroom using customary units. Students will write down how the estimates compared to the measurement.

Students will copy down the chart form the overhead this time estimating and writing to actual measurement to the nearest centimeter, gram and millimeter. Given data students will write whether customary of metric measurement should be used and what would be the estimation for it.

The students will find and copy of the term area in their math notebook. Students will answer questions about the graphical representation of a garden.

Given graph paper, students will practice estimating areas by tracing their hands on a graph paper. Students will solve the problem, decorate and display their findings.

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Week 18

Day 86

Day 87

Day 88

Day 89

Day 90

SACE MA 6.13 Perimeter and Area of Polyhedra T: The teacher will instruct the students on what perimeter is and finding the perimeter of simple polygons and complex polygons. Explain the different ways to find perimeter, and give the students the formula and make sure they understand it. Draw shapes on the board for the students to copy

SACE MA 6.13 Perimeter and Area of Polyhedra T: The teacher will instruct the students on what area is and finding the area of simple and complex polygons. Using graph paper like the day before, the teacher will show what area is, and then will give the students the formula for area. Make sure the students can find the area using the formula.

SACE MA 6.14 Characteristics of a Circle

SACE MA 6.14 Characteristics of a Circle

SACE MA 6.14 Characteristics of a Circle

T: The teacher will instruct the students on what the definition of a circle is, and different terms associated with a circle. Also, instruct the students how to find the radius, diameter, and circumference.

T: The teacher will ask the students how the characteristics of a circle relate to each other. Review the formulas for finding circumference, diameter, and radius.

T: The teacher will give the students a circular board with nails along the circumference and one nail in the center, and a number of rubber bands. Work with the students on exploring aspects of a circle.

St: The students will take out graph paper and copy the shapes drawn by the teacher on the board. They will find the perimeter with these shapes, with each of the boxes equaling one.

St: The students will be divided into two teams. The first team issues the challenge by naming a rectangular shaped object in the room. Team 2 must measure the item and give the area, and if they are correct than they become the challenger.

St: The students will find circular shapes around the room, and in pairs will trace the circles onto poster board. They will then label what the item was and they will label characteristics of the circles (chord, radius, etc.) They will find the circumference of at least 4 circles they find.

St: The students will do 2 worksheets on circles, Reteaching R69 and Practice P69

St: Students will work with the rubber band board circle, and will use it to help them complete a worksheet, Extension E69.

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DA: For gifted students, the teacher can give challenges that involve complex polygons.

Week 19

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Day 92

Day 93

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Day 95

SACE MA 6.15 Pi

SACE MA 6.15 Pi

SACE MA 6.15 Pi

SACE MA 6.15 Pi

SACE MA 6.15 Pi

T: The teacher should introduce the idea of rational number versus irrational numbers and work with those for the first day.

T: The teacher will introduce the idea of pi, explaining that it is an irrational number, and probably the most popular irrational number. Explain where it is used, and then take the students to the computer lab.

T: The teacher will reinforce the idea of irrational numbers by having them divide two numbers to find pi themselves. This will also allow the students to practice their long division.

T: “Pi” Party – The teacher will bring in many different flavors of pie (if possible, get parents involved), and the students will review the concepts from the last two weeks while eating

T: TESTING on polyhedra, circles, and pi

St: The students will define irrational and rational numbers in their Math journals and will do a worksheet on irrational and rational numbers.

St: The students will look up the history of pi, who discovered or created it, what it is involved with, etc.

St: The students will divide pi at least up to 16 place values.

St: The students will be able to eat pie and review for the test for the next day.

St: TESTING on polyhedra, circles, and pi

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DA: Gifted students can research pi and be ready to explain its definition for class the next day.

Week 20

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Day 100

SACE MA 6.17 Types of Angles

SACE MA 6.17 Types of Angles

SACE MA 6.16 Estimation with Angles

T: The teacher will instruct the student in the area of types of angles: acute, obtuse, right, and straight. The teacher will then separate the students into groups of three.

T: The teacher will teach the students about complimentary angles and supplementary angles.

T: The teacher will discuss estimation with the students, and have them practice estimation using major angle measures (45, 90, and 180 degrees) to determine the measure of an angle. Students will then learn how to measure angles using a protractor. Draw angles on the board to have the students “guesstimate.”

SACE MA 6.16 Estimation and Measuring with Angles T: The teacher will instruct the students on the proper way to draw angles, and will then give them opportunity to practice.

SACE MA 6.16 Estimation and Measuring with Angles T: The teacher will take the student around the school and outside and look for angles to measure.

St: The students will be in groups of three and given a length of rope. Two students will grab the ends, and one will grab the middle. The groups will make the types of angles that the teacher calls out.

St: After practicing on paper, the students will separate into the same groups they were in the day before, and once again will get a rope. Each group will be given a different angle to make, and will instructed to find their compliment and then their supplement.

St: The students will guess at the measure of the angles on the board, and label what type of angle it is. Students will then complete a worksheet with 5 angles, on which they must label 4 things: their estimation, the actual angle measure, the type of angle, the compliment or supplement of said angle, and whether it is a supplement or compliment.

St: The students will write a paragraph on the proper steps to drawing an angle.

St: The students will bring materials to copy the angles that they find around the school (such as a corner of a building) and they will copy the angle and then measure it in groups when they get back into the classroom.

M

DA: Artistic students can draw pictorial representations of the steps used in drawing an angle.

M, Mvmt

Week 21

M, Mvmt

M, E M. Mvmt

Day 101

Day 102

Day 103

Day 104

Day 105

SACE MA 6.18 Plane Figures

SACE MA 6.18 Plane Figures

SACE MA 6.18 Plane Figures

SACE MA 6.29 Word Problems with Negatives

SACE MA 6.29 Word Problems with Negatives

T: The teacher will discuss different geometric terms, such as point, line, plane, etc. The teacher will also begin to give the names of plane figures, such as parallelogram, rectangle, square, rhombus, etc. Draw each on the board as you say them.

T: The teacher will review all of the plane figures that she went over the day before, being sure that the students understood the lesson. The teacher will introduce the relationships of angles within parallelograms.

T: The teacher will separate the students into their groups.

T: The teacher will go over numerous word problems involving negative numbers with the students. Practice makes perfect!

T: The teacher will have the students solve each others word problems.

St: For each plane figure, the teacher will say go, and the students must find one in the room and bring it back to their desk (the teacher can plant geometric shapes if need be). After each item is found, have the students tell the teacher what the characteristics of that plane figure are (Be sure that they cover each characteristic).

St: The students should each construct a number of plane figures, all different sizes in preparation for the next days activity. Groups will be assigned for the next day, preferably all boys and all girls.

St: The students will create a mural of their choosing out of the plane figure shapes that they have cut out. See if the gifted students can pick out any patterns that occur in the murals. Extra credit will be given to groups that do murals pertaining to WWII.

St: The students will create a word problem of their own for homework. It must include a negative number, and they must have the problem written out and the answer and all of its steps written out as well.

St: The students will divide into groups of 2 or 3 and will figure solve the word problems given them. Once theirs are completed, they will switch with another group.

M

M, Mvmt, VA, SS

M, E, SS

M, E, Mvmt

M, Mvmt

Week 22

DA: Gifted students can receive extra credit if the word problem has to do with statistics from WWII, which is what they will be studying in SS.

Day 106

Day 107

Day 108

Day 109

Day 110

SACE MA 6.19 Congruence

SACE MA 6.19 Congruence

SACE MA 6.19 Congruence

SACE MA 6.19 Congruence

SACE MA 6.19 Congruence

T: The teacher will open up discussion about congruent figures by discussing the idea of corresponding parts. The teacher will show the students how to construct a congruent line segment. The teacher will also discuss the difference between congruent and similar.

T: The teacher will continue the instruction on congruence and construction, and will show the students how to construct congruent angles.

T: The teacher will explain the correlation between congruent parts and congruent figures and how to prove figures congruent.

T: The teacher will review the last three weeks of instruction. Have the students play around the world in order to practice concepts.

T: TESTING over angles, plane figures, and congruence.

St: The students will use the rubber band boards to construct congruent and similar parallelograms with rubber bands. They will then be given a rope and will get up and make similar and congruent shapes with themselves being the corners.

St: The students need to be able to practice their constructions. The will separate into groups that the teacher will walk around to and they will challenge each other with angles to construct.

St: Students will complete a worksheet that helps them practice proving congruence.

St: The students will play around the world to practice the concepts of the last three weeks. If certain students need extra help, pair them with an exceptionally bright student.

St: TESTING over angles, plane figures, and congruence.

M, Mvmt

M, Col

M

M, Col, Mvmt

M

DA: For ESL students, use the word “matching” as well as corresponding. Help them understand the concept through example, such as matching socks.

Week 23

Day 111

Day 112

Day 113

Day 114

Day 115

SACE MA 6.21 Geometric Classification

SACE MA 6.21 Geometric Classification

SACE MA 6.21 Geometric Classification

SACE MA 6.21 Geometric Classification

SACE MA 6.21 Geometric Classification

T: The teacher will instruct the students on the characteristics of a prism. Have the students give examples, and find things around the room and in the world around them.

T: The teacher will instruct the students on the characteristics of a cylinder. Have the students give examples, and find things around the room and in the world around them.

T: The teacher will instruct the students on the characteristics of a sphere. Have the students give examples, and find things around the room and in the world around them.

T: The teacher will instruct the students on the characteristics of a pyramid. Have the students give examples, and find things around the room and in the world around them.

T: The teacher will instruct the students on the characteristics of a cone. Have the students give examples, and find things around the room and in the world around them.

St: The students will make their own prism out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting prisms.

St: The students will make their own cylinder out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting cylinders.

St: The students will make their own sphere out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting spheres.

St: The students will make their own pyramid out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting pyramids.

St: The students will make their own cone out of whatever materials they want, but it must be 3D. The students will also make a poster by cutting out pictures from magazines depicting cones.

M, VA

M, VA

M, VA

M, VA

M, VA

DA: Students with disabilities can bring in something that is spherical as opposed to making one. They still should decorate it, however.

Week 24

Day 116

Day 117

Day 118

Day 119

Day 120

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

T: The teacher will instruct the students on the proper way to read and construct a line graph. Once they have constructed one, ask the students what you should do if you want to compare similar data. Use this to introduce them to double line graphs.

T: The teacher will instruct the students on the proper way to read and construct a bar graph. Draw a bar graph on the board, and then ask if any of the students know what a histogram is. Show them how to draw one of these as well.

T: The teacher will instruct the students on the proper way to read and construct a circle graph. Use fraction circles to help the students understand the construction. Build on the students knowledge of percentage.

T: The teacher will instruct the students on the proper way to read and construct a stem and leaf plot.

St: The students will construct their own line graph and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a line graph and what kind of information should be graphed on one.

St: The students will construct their own bar graph and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a bar graph and what kind of information should be graphed on one.

St: The students will construct their own circle graph and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a circle graph and what kind of information should be graphed on one.

T: Continue the instruction on circle graphs. Have the students choose a statistic to represent with circle graphs. Have the statistic be something important to them as 6th graders; let them interview each other, such as what percentage of the students love a certain type of sneaker (be sure statistics are not indicative of SES).

M, E, VA

M, E, VA

M, E, VA

DA: Gifted students can make a double line graph as opposed to a single line graph and can explain both single and double line graphs in their journals.

Week 25

St: The students will separate into groups and make an oversized circle graph showing data that is useful to them as 6th graders.

M, E, Mvmt, VA

St: The students will transfer a set of data into a stem and leaf plot. The students will construct their own stem and leaf plot and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a stem and leaf plot and what kind of information should be graphed on one. M, E, VA

Day 121

Day 122

Day 123

Day 124

Day 125

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

SACE MA 6.22 Graphs

T: The teacher will instruct the students on the proper way to read and construct a box and whisker plot. This will require the teacher to discuss mean before the students learn it, but it can be a good way to introduce the mean for later lessons.

T: The teacher will continue instruction on box and whisker plots.

T: The teacher will instruct the students on the proper way to read and construct a scatter plot.

T: The teacher will discuss with the students the different plots that they learned over the last two weeks, and what graphs should be used with what kind of information.

T: TESTING on the different types of graphs.

St: The students will practice their box and whisker plot making skills on a worksheet, and they can begin on the next day’s homework if they wish to get ahead.

St: The students will construct their own box and whisker plot and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a box and whisker plot and what kind of information should be graphed on one.

St: The students will construct their own scatter plot and will put it into their graphing journals. They will include a paragraph of instruction letting the reader know what is necessary for a scatter plot and what kind of information should be graphed on one.

St: The students will be separated into groups, and each group will be given a type of graph that they must make showing made up information that is easily shown in that type of graph. Each person in the group have a designated job, and then the students will present their graphs at the end of class.

St: TESTING on the different types of graphs. Paper and Pencil

M, E, VA

Week 26

M, E, VA

M, E, VA

M, E, VA

M DA: Students with disabilities can take the test in the office and have extra time to complete it.

Day 126

Day 127

Day 128

Day 129

Day 130

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will pass out miras and give the students time to play with them. Ask the students if they can figure out what they are used for. Once that discussion is complete, have the students get used to using a mira through art.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will show the students how to properly bisect a line segment with a mira.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will show the students how to properly bisect a line segment with a compass. Allow the students to become comfortable with working with a compass.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher will instruct the students on how to bisect an angle with a mira.

SACE MA 6.20 Bisecting Angles and Line Segments T: The teacher with instruct the students on the proper way to bisect an angle with a compass.

St: Students will practice using the miras by drawing pieces of art using the mira’s ability to reflex and refract. Any shape is fine, just have the students become comfortable with the mira.

St: Students will practice bisecting line segments with the mira. They will check their work with a ruler. The students will put the example in their math journal and will write a paragraph explaining the steps.

St: Students will bisect line segments using a compass. They should check their bisections with a ruler. The students will put the example in their math journal and will write a paragraph explaining the steps.

St: Students will bisect angles using the mira. The students will then check their measurements with a protractor. www.learnnc.org The students will put the example in their math journal and will write a paragraph explaining the steps.

St: Students will bisect angles using a compass. They should check their work with a protractor. The students will put the example in their math journal and will write a paragraph explaining the steps.

M, VA

M, E

M, E

M, E

M, E

Week 27

Day 131

Day 132

Day 133

Day 134

Day 135

SACE MA 6.23 Mean, Median, and Mode

SACE MA 6.23 Mean, Median, and Mode

SACE MA 6.23 Mean, Median, and Mode

SACE MA 6.23 Mean, Median, and Mode

SACE MA 6.23 Mean, Median, and Mode

T: The teacher will introduce averages and explain that there are different types. Have the students tell what they know about averages before any instruction is actually given, to see if they can figure things out on their own.

T: The teacher will begin instruction on the mean. Give the students ample practice opportunities, so that they understand how to get the mean and what it is exactly.

T: The teacher will begin instruction on what the median is and what the mode is. Be sure that the students can differentiate between all of these, and that they are not getting them confused with each other. Be sure go over when each type of average is appropriate for use.

T: The teacher will review the mean, median, and mode, and will introduce range into the students’ vocabulary. Use examples that the students will understand, such as hunting and the range of a shot, etc.

T: The teacher will allow the students to complete a large project involving mean, median, mode, and range.

St: The students will look up the numerous definitions of the word “average” and will choose which one they think will apply to math and tell why. If there is more than one that they cannot choose between, they will write both of them and explain why both are applicable.

St: The students will each get a partner, and will measure each others head circumference in centimeters. They will then use all of the classes measurements as their set and will find out the mean. Then have the students measure their foot and use those measurements as the set.

St: The students will use the information that they gathered yesterday about their head and feet size and will find the median and will find the mode of both of those sets of data.

St: The students will find the range of the data from the previous two days. The students will also complete a worksheet on the three “M’s” and range.

St: The students will use the information that they gave the day before to complete their “Triple M” project.

M, E

M, Mvmt

M, E

M, E, Mvmt, VA

Week 28

M, Mvmt, VA, Div DA: Artistic and Kinesthetic students can earn extra credit by choosing a graph and making a graph of the information gathered and/or a poster of the mean, median, and mode of each set of data.

Day 136

Day 137

Day 138

Day 139

Day 140

SACE MA 6.24 Sample Spaces

SACE MA 6.24 Sample Spaces

SACE MA 6.24 Sample Spaces

SACE MA 6.24 Sample Spaces

SACE MA 6.24 Sample Spaces

T: The teacher will instruct the students on population, sample, and relative sample and their definitions. The teacher will also discuss proportion and the role it plays in finding a sample.. Students will learn how to represent a sample in a list.

T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a picture.

T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a chart.

T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a combination.

T: The teacher will continue instruction on samples and sample spaces. The teacher will teach the students how to properly represent a sample in a tree diagram. The teacher will also discuss the difference between random, convenience, and biased samples, and explain using the example gathered the day before.

St: The student will represent a sample of their choosing in a picture. The students will be allowed to conduct a survey at lunch in order to get information for their sample space for the following day.

St: The student will represent a sample of their choosing in a chart. The students will do Reteach 11-2 found on pg 499 of Houghton Mifflin Mathematics.

St: The student will represent a sample of their choosing in a combination. Students will again survey, but they will be assigned to survey in certain ways so as to open up discussion the next day about biased, convenience, and random samples.

St: The student will represent a sample of their choosing in a tree diagram. The students will complete Challenge 11-2 found on pg 499 of Houghton Mifflin Mathematics.

St: The student will represent a sample of their choosing in a list. The students will do the worksheet, Practice 11-2, found on pg 499 of Houghton Mifflin Mathematics. M

M, E, VA DA: Students with difficulties can pair up and help each other with the surveys and use the same information.

Week 29

M

M, E

M

Day 141

Day 142

Day 143

Day 144

Day 145

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

T: The teacher will use board games and chess to introduce the students to probability. The teacher must find out the students’ prior knowledge about probability. Use bags of checkers (with obviously more of one color than the other) to have them understand probability.

T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a ratio. The teacher will also instruct the students on independent events and dependent event in probability.

T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a decimal.

T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a percent.

T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a list.

St: The students will separate into pairs and each pair will receive a bag of checkers. After exploring the number of checkers and their color, the students will predict the number of whatever color checkers they will pick, and then they will each take turns picking 10 checkers from the bag.

St: The student s will separate into groups of four, and each student in turn will pick a color and spin a spinner a total of 20 times. Have the students record the number of times their color comes up. Each student will then write a ratio representing the data.

St: The students will practice their knowledge of probability by experimenting with a bag of M&M’s and then record the probability as a decimal and also as a ratio.

St: The students will complete a worksheet on probability: Reteaching R150, Practice P150, and Extension E150 from Silver Burdett Ginn’s Mathematics.

St: The students will get into pairs and will calculate the probability or the game rock paper scissors. Allow the students time to hypothesize and then experiment, and then the students will compete with each other to see who is the Rock Paper Scissor champion of the classroom!

M, E, Mvmt

M, Mvmt

M, Div

M, E

M, Mvmt, S

DA: Gifted students can research the history of probability and write a short paragraph on it for their math journals.

Week 30

Day 146

Day 147

Day 148

Day 149

Day 150

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

SACE MA 6.25 Probability and Representation

T: The teacher will continue the teaching on probability, and work with the students in representing their findings as a tree diagram.

T: The teacher will continue the teaching on probability, and work with the students in representing their findings as an area model.

T: The teacher will give the students of the activity the would like to research.

T: Review over the last 5 weeks, special emphasis on probability for those students who are still having trouble with it.

T: TESTING on probability, bisecting angles, mean median mode, and sample spaces.

St: The students will each get a pair of dice, and will predict the probability of the numbers that they will roll. The students will then represent them in a tree diagram. Have the students decorate the tree diagram with leaves that they collect outside or drawings. wwwmath.bgsu.edu.

St: The students will practice probability by tossing a coin in the air and predicting heads or tails. Then the whole class will predict what will happen when we all flip our coins at the same time.

St: Students will pick something to figure out the probability of, and will predict and then experiment with the results and represent them as everything that they have learned (ratios, decimals, percents, list, etc.)

St: The students will play numerous review games that allow them to get out of their seats and move around, draw concepts on the board and on papers in their seats, and practice the ideas they have been learning for the last few weeks.

St: TESTING on probability, bisecting angles, mean median mode, and sample spaces.

M, Mvmt, VA

M, Mvmt

M, VA

M, Mvmt, VA

M

DA: Students will certain physical handicaps can pick 1 sided paper coins from a bag.

Week 31

Day 151

Day 152

Day 153

Day 154

Day 155

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will give the students the geometric pattern manipulatives and instruct the students to make shapes and have fun. Near the end of class, have the students complete whatever shape they want, and look for students that created patterns with their shapes. Lead the students to recognizing the patterns. This is the introduction to patterns.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will show the students numerous different geometric patterns for them to continue and copy with their manipulatives.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will give the students time to complete an art project involving patterns in class. Use artwork as an example.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will switch from geometry to algebra and explain to the students that numbers can be put into patterns as well. Have the students get out of their seats and example patterns through grouping. Have the students discover patterns in numerical sets and identify what that pattern is.

SACE MA 6.26 Numerical and Geometric Patterns T: The teacher will use what the students learned the day before and will have the students discover equations that example what the pattern in a certain set of data is.

St: The students will make shapes with the manipulatives and explore with the shapes. Some will make patterns, and some may just make pictures.

St: The students will complete the patterns given by the teacher at their desks using their manipulatives. The students will be instructed to be thinking about a pattern that they will want to do for the next day using construction paper shapes.

St: The students will make a geometric picture using a pattern and construction paper cutouts. The pictures will be put together to make a classroom “quilt” that will be hung in the classroom.

St: The students will identify the numerical patterns and will continue them to show understanding. Students will also participate in a kinesthetic activity concerning patterns.

St: Students will come up with their own numerical patterns for other students in the class to figure out.

M, VA

M, VA

M, VA

M, Mvmt

M, E

DA: Students with disabilities can use shapes to example numerical patterns, and then move to using numbers.

Week 32

Day 156

Day 157

Day 158

Day 159

Day 160

SACE MA 6.27 Problem solving with Squares

SACE MA 6.27 Problem Solving with Exponents

SACE MA 6.27 Problem Solving with Exponents

SACE MA 6.27 Problem Solving with Exponents

T: The teacher will instruct the students in squares and will go over the square of numbers 1-10 (1, 4, 9, 16, etc.). After the students participate in an activity, the teacher will work through problem solving involving squares.

T: The teacher, drawing on the information taught to the students the day before, will instruct the students in exponents.

T: The teacher will use flash cards to help the students remember the squares of all the one digit numbers and 10. Then, the teacher will play “Exponent Bingo” with the students, beginning with simple exponents and then working into the students having to figure out asimple problem in order to get the answer and play the bingo.

T: The teacher will take the students to the computer lab, and will have them play a game involving exponents and math. Be sure the students bring scrap paper.

SACE MA 6.27 Problem Solving with Scientific Notation T: Introduce the students to scientific notation, and how it can show both very large and very small numbers. Have the students practice which way to move the decimal and recognizing very large and very small numbers when they are written in scientific notation.

St: The students will be divided into groups and will find a way to visually, dramatically, or pictorially represent the square of the number that their group is given.

St: The students will identify exponential numbers, both what the represent and what their actual value is, and vice versa. Have the students divide into groups and represent the grouping of numbers with exponents through a visual representation (such as buttons, rocks, etc.)

St: Students will play exponent bingo.

St: The students will play exponent battleship on the computer at www.quia.com.

M, VA, Mvmt

M, Mvmt

M, E, Mvmt, D, VA

Week 33

St: Students will separate into two teams, and will line up facing the board. The teacher will give them a number, and instruction, and say go. The first to write the correct the answer on the board scores a point for their team.

M, Tech, Mvmt DA: Gifted students can move the computers level up to higher levels to be more challenged.

M, Mvmt

Day 161

Day 162

Day 163

Day 164

Day 165

SACE MA 6.27 Problem Solving with Scientific Notation T: The teacher will explain scientific notation, and will instruct the students will simple problems involving scientific notation. Students should learn how to convert from regular to scientific notation and back.

SACE MA 6.27 Problem Solving with Scientific Notation T: The teacher will continue instruction on scientific notation, and have the students practice problems that are more complex then the problems from the day before.

SACE MA 6.27 Problem Solving with Scientific Notation T: The teacher will show the students how to properly input scientific notation into a calculator. The student will also review how to convert to and from scientific notation without a calculator.

SACE MA 6.27 Problem Solving with Square Roots T: The teacher will teach about what square roots are and how you find them. The teacher will also have the students figure out the simple square roots, and will have flash cards ready so the students can practice the majority of the perfect squares. Tie the square roots into the squares, but see if the students can come up with it on their own first.

SACE MA 6.27 Problem Solving with Square Roots

St: The students will complete a Reteaching worksheet on scientific notation, 10.9 pg 343 in Mathematics Plus.

St: The students will complete the middle page of the worksheet from yesterday, Practice, found on pg 343 in Mathematics Plus.

St: The student will complete the last worksheet, Enrichment, found on pg 343 in Mathematics Plus.

M, E

M, E

M, E

St: Have the students look answer true or false to sums and products of square roots found on pg 346 in Mathematics Plus.

T: The teacher will pass out the riddles for the students to figure out.

St: Students will figure out the riddles on the worksheet handed out, and then will create a riddle of their own involving square roots. www.rhlschool.com

M, E M, E DA: Gifted students may create more than one riddle.

Week 34

Day 166

Day 167

Day 168

Day 169

Day 170

SACE MA 6.28 Problem Solving with Equations

SACE MA 6.28 Problem Solving with Equations

SACE MA 6.28 Problem Solving with Equations

SACE MA 6.28 Problem Solving with Equations

SACE MA 6.28 Problem Solving with Equations

T: The teacher should use questions to find out where exactly the students are in their knowledge of equations. The first day, have them solve one step addition and subtraction equations.

T: The teacher should continue instruction on simple, one step equations. The second day should have a quick review of the addition and subtraction, and should introduce one step multiplication and division equations.

T: The teacher will continue instruction, moving towards two step equations and equations with more than one mathematical procedure (addition, multiplication, etc.)

T: The teacher should introduce decimals and fractions into the multiple step equations.

T: The teacher will review all of the types of equations, and will challenge the students with a few very difficult problems on the board. See if they can figure them out, and then show them how to do the problems.

St: The students will play the original Hawaiian game called LuLu, with the goal being to solve as many addition and subtraction equations as you can in the span of two minutes.

St: The student will do Reteaching 5.9 on pg 161 in Mathematics Plus

St: The students will complete the Enrichment exercise on pg 161 in Mathematics Plus.

St: The student will create 3 multistep equations using fractions, decimals, and whole numbers, and we as a class will figure them out together.

St: The students will put one of the difficult equations in their math journals with step by step instructions on how to do it, because it will be an extra credit question on their final exam. Students will also practice the equations together.

M, SS, Mvmt

M

M

M, Col, E

M, E

DA: Have the gifted students research the origins of Lu-Lu and some facts about Hawaii.

Works Cited: Albert, Jim. Probability Activities. http://www-math.bgsu.edu. Revised 24 Nov 1996. Accessed 31 Oct 2007. Baynes, Wilma. Bisecting Angles and Segments. Learn NC. Accessed 30 Oct 2007. Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics Project Volume 1. (2004). Chicago: McGraw Hill Wright Group. Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics Project Volume 2. (2004). Chicago: McGraw Hill Wright Group. Burton, G., Hopkins, M., Johnson, H., & Kaplan, J. (1994). Mathematics Plus. Washington D.C.: Harcourt Brace & Company. Champagne, R., Ginsburg, H., Greenes, C., & Leutzinger, L. (1995). Mathematics: Exploring Your World. Morristown, NJ: Silver Burdett Ginn. Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 1. Boston: Houghton Mifflin Company. Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 2. Boston: Houghton Mifflin Company. Mathematics Problem Solving. Volume 5, Number 10. RHL School. 8 Nov 1999 Accessed 31 Oct 2007. www.rhlschool.com/math5n10.htm. Quia. Battleship: Exponents. Accessed 31 Oct 2007. www.quia.com/ba/1000.html.