“Knowing mathematics means being able to use it in purposeful ways. To learn mathematics, learners must be engaged in exploring, conjecturing, and thinking rather than only in rote learning of rules and procedures. Mathematics learning is not a spectator sport. When learners construct personal knowledge derived from meaningful experiences, they are much more likely to retain and use what they have learned. This fact underlies teachers' new role in providing experiences that help learners make sense of mathematics, to view and use it as a tool for reasoning and problem solving.”

-- Curriculum and Evaluation Standards for School Mathematics: Executive Summary

National Council of Teachers of Mathematics

Course: Mathematics 6                                                                                       1999-2000

Teachers: Ginny Allen and Derrel Fincher

Course Materials: Connected Mathematics Unit Textbooks, National Council of Teachers of Mathematics Standards and Addenda, and other materials from various sources.

Course Description:

Problem solving situations, which emphasize thinking, reasoning, and communication, motivate the need for new mathematical skills and ideas. Sixth-grade learners will solve such problems both individually and in cooperative groups. The process of writing to explain their thinking clarifies learners’ ideas and deepens understanding of mathematical concepts. Course materials, selected from a variety of sources, integrate manipulatives, calculators, laser disk technology, and computers.

Number Theory: Greatest common factor/least common multiple, prime numbers, divisibility rules.

Number Sense: Whole numbers, fractions/ratio/proportion, decimals, percents; deciding when to use pencil/paper, calculator, estimation or mental math.

Measurement: Estimating, measuring, discovering patterns to create formulas, area, perimeter, volume.

Geometry: Properties of shapes and angles, tessellations, spatial visualization in two and three dimensions.

Statistics and Probability: Data gathering, surveys, analyzing and presenting data, graphing, making predictions, investigating theoretical and experimental probabilities and fair games.

Logic: Sequencing, matrix problems, patterns.

Patterns, Functions, Algebra Concepts: Generalizing and extending patterns, exponents, order of operations.

Note: The most important concepts and skills appear again and again in different units. This allows learners to see topics from many points of view, over a longer stretch of time. Computation skills will be practiced regularly, however this class does not emphasize speedy manipulation or rote memorization, but a deeper understanding of mathematics.

Goals for Learners:

Positive Mathematical Attitude: Develops motivation, curiosity, perseverance, risk-taking, flexibility, self-responsibility, self-confidence, and an appreciation for mathematics and its connections to the world around us.

Classroom Learning Behaviors: Comes prepared for class, uses class time well, asks questions, shows desire to learn, completes assignments carefully, uses math manipulatives responsibly, and demonstrates organizational skills.

Communications – Written and Oral: Shares solutions, explains thinking, listens to others’ ideas, contributes to class discussions, cooperates with group members, reflects on and clarifies writing to make sure it makes sense, organizes work, uses manipulatives, drawings, and graphs to model mathematical concepts. 

Problem Solving: Shows persistence, uses more than one approach, looks for patterns and relationships, and checks for reasonableness of solutions. 

Evaluation:

Assessments: projects, tests, quizzes, write-ups, and other performance tasks.

Problem-solving: stumpers, complex multi-day problems, cooperative and individual problem solving, problems of the day, week, month.

Daily work: in-class work, homework, journal entries, and warm-ups.

Learning dynamics: self-evaluation, quest for understanding, communication, cooperation, desire for learning.

Materials Required for Class:

Homework:

* Homework will average 30 minutes per night.

*All work must be shown for every assignment. In addition, most assignments will require you to explain your thinking.

* You will complete a Daily Math Report where you will reflect on your work each day.

* It is your responsibility to get your assignments when absent.

Please feel free to call or E-mail us about any concerns you or your child may have. We encourage students to call at night if they have questions about the homework assignment.

Last updated on 9/15/1999