6th Grade Math & Algebra 1
With Ms. Watkins
January 16, 2015 Volume 17
Every Tuesday from 3:15-4:00 I have what I refer to as office hours. This is a time when students may come in and begin their homework, work on the script or a reassessment video, or just receive additional help. This week we had several students in for the office hours and many finished all their math homework during that time. If your child wants to attend it is open for all. Below are some expectations for all who come. The purpose of sharing these are to make it clear that this time is for understanding math.
- Work on math material first.
- Keep voices down so that everyone can focus on their own material.
- If a student wants or needs a snack please make sure it is nut free.
In the same way we do varied assessments for the standards, there will be varied reassessments based on the topics and standards that are being reassessed during the second trimester.
6th Grade Math
This week the majority of our time was spent working on the chapter 4 project. We spent all on Monday, half the double period on Wednesday, and most of both Thursday and Friday. On Tuesday and the first half of Wednesday I taught on solving one step inequalities with addition or subtraction and multiplication or division. There were also two education videos that students watched to preview the material on Tuesday and Wednesday's classes. Next week on Tuesday students will take the chapter 4 test. On Wednesday we will begin the next unit which is on ratios and proportions. On Friday students received a login for a program called mathletics. They can begin investigating this over the weekend. More information about the program will be sent home next week.
We started to work on unit 4 this week. Monday and tuesday the focus was understanding graphs of events such a commuting to and from work or the amount of popcorn in a bowl over a period of time. Students also created their own graphs of events based on videos we watched in class. On Wednesday the first part of class focused on sections 5.2 & 5.3 of the textbook. We clarified terminology, and discussed the difference between continuous events and discrete events. For the second half of class students worked in groups to answer questions about growing patterns. One of the patterns they received was linear and students were able to create a function for it. The other was quadratic and they were able to see the curve by graphing it. Thursday we discussed how to determine the function from a series of points. As a class students were able to give me input values and I gave them the output value of the function. After several points and starting the graph students were able to write the function. On Friday students were given a packet where they were creating tables (or a series of points) and then graphing them. Also on Friday students received a login for a program called mathletics. They can begin investigating this over the weekend. More information about the program will be sent home next week.