~ INCLUSION/SG MATH ~
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School Year 2018-2019-all information for A Shaw will be under the Home Page,and Unit Resources Students in this course will learn all of the Math 6 standards. Check out the blog below for up-to-date information, and resources.
UNIT7-RATIONAL EXPLORATIONS
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STANDARD(S):WEEK 03/05/2018
Videos to help you understand lessons that will be covered during this week.
MGSE6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
MGSE6.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
Videos to help you understand lessons that will be covered during this week.
MGSE6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
MGSE6.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
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Statistics-check this site for more information on this topic-http://cms.gavirtualschool.org
What do you think is the normal height and weight for your age? Every time you go to the doctor for a checkup the nurse checks and records your weight and height. Do you know why? She is comparing you to the average growth of a child your same age. You are then ranked based upon the comparison. She is also charting your growth over time to see if you have grown in the same pattern every year. By the end of this unit you will understand how these comparisons are found and you might even find a few comparisons that you didn't know.
Essential Questions
What is the best way to organize a set of data?
The best way to organize a set of data is by its center, spread, and overall shape. Number lines, including dot plots, histograms, and box plots will best represent a given set of data. We can describe the center of a set of data by its median and / or mean. We can describe the spread of a set of data using the interquartile range and/or mean absolute deviation. We can use data to compare different groups by describing any overall pattern and any striking deviations from the overall pattern. We can choose and create appropriate graphs to represent data. We can draw conclusions from data about the attribute under investigation.
Key Words
Statistics
KEY STANDARDS
Apply and extend previous understandings of measurement and interpreting data.
MCC6.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.
MCC6.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.
MCC6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
single number.
MCC6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
MCC6.SP.5. Summarize numerical data sets in relation to their context, such as by:
MCC6.SP.5.a. Reporting the number of observations.
MCC6.SP.5.b. Describing the nature of the attribute under investigation, including how it was
measured and its units of measurement
MCC6.SP.5.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.
MCC6.SP.5.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.
What do you think is the normal height and weight for your age? Every time you go to the doctor for a checkup the nurse checks and records your weight and height. Do you know why? She is comparing you to the average growth of a child your same age. You are then ranked based upon the comparison. She is also charting your growth over time to see if you have grown in the same pattern every year. By the end of this unit you will understand how these comparisons are found and you might even find a few comparisons that you didn't know.
Essential Questions
What is the best way to organize a set of data?
- What kinds of graphs will best represent a given set of data?
- How can I describe the center of a set of data?
- How can I describe the spread of a set of data?
- How can I use data to compare different groups?
- How do I choose and create appropriate graphs to represent data?
- What conclusions can be drawn from data?
The best way to organize a set of data is by its center, spread, and overall shape. Number lines, including dot plots, histograms, and box plots will best represent a given set of data. We can describe the center of a set of data by its median and / or mean. We can describe the spread of a set of data using the interquartile range and/or mean absolute deviation. We can use data to compare different groups by describing any overall pattern and any striking deviations from the overall pattern. We can choose and create appropriate graphs to represent data. We can draw conclusions from data about the attribute under investigation.
Key Words
- Box and Whisker Plot- A diagram that summarizes data using the median, the upper and lowers quartiles, and the extreme values (minimum and maximum). Box and whisker plots are also known as box plots. It is constructed from the five-number summary of the data: Minimum, Q1 (lower quartile), Q2 (median), Q3 (upper quartile), Maximum.
- Frequency- the number of times an item, number, or event occurs in a set of data
- Grouped Frequency Table- The organization of raw data in table form with classes and frequencies
- Histogram- a way of displaying numeric data using horizontal or vertical bars so that the height or length of the bars indicates frequency
- Inter-Quartile Range (IQR)- The difference between the first and third quartiles. (Note that the first quartile and third quartiles are sometimes called upper and lower quartiles.)
- Maximum value- The largest value in a set of data.
- Mean Absolute Deviation- the average distance of each data value from the mean. The MAD is a gauge of "on average" how different the data values are form the mean value.
- Mean- The "average" or "fair share" value for the data. The mean is also the balance point of the corresponding data distribution.
- Measures of Center- The mean and the median are both ways to measure the center for a set of data.
- Measures of Spread- The range and the Mean Absolute Deviation are both common ways to measure the spread for a set of data.
- Median- The value for which half the numbers are larger and half are smaller. If there are two middle numbers, the median is the arithmetic mean of the two middle numbers. Note: The median is a good choice to represent the center of a distribution when the distribution is skewed or outliers are present.
- Minimum value- The smallest value in a set of data.
- Mode- The number that occurs the most often in a list. There can be more than one mode, or no mode.
- Outlier- A value that is very far away from most of the values in a data set.
- Range- A measure of spread for a set of data. To find the range, subtract the smallest value from the largest value in a set of data.
Statistics
KEY STANDARDS
Apply and extend previous understandings of measurement and interpreting data.
MCC6.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.
MCC6.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.
MCC6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
single number.
MCC6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
MCC6.SP.5. Summarize numerical data sets in relation to their context, such as by:
MCC6.SP.5.a. Reporting the number of observations.
MCC6.SP.5.b. Describing the nature of the attribute under investigation, including how it was
measured and its units of measurement
MCC6.SP.5.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.
MCC6.SP.5.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.
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Find the volume of rectangular prism with fractional edge lengths by packing it with unit cubes
02/05-02/09
This week we will review areas of polygons,areas of composite figures,and surface areas using nets.We will introduce Volume 'how to find the volume of rectangular prisms with fractional edge lengths-see videos below to develop an appreciation of the next lesson.
Volume of Prisms A 3-dimensional object has height, width and depth (thickness), like any object in the real world. A polyhedron is a 3-dimensional figure that has polygons as faces. A prism is a polyhedron with two parallel congruent faces, called bases, and all other faces that are parallelograms.
Volume is the number of cubic units needed to fill a space. Volume is measured in cubic units. The volume of a prism is found by multiplying the area of the base times the height.
Volume is the number of cubic units needed to fill a space. Volume is measured in cubic units. The volume of a prism is found by multiplying the area of the base times the height.
Homework-2/13/2o18
Reinforcing the concepts of Areas and Volume
Study Guide completion-#13-18,and MSG pages 166-169-will be continued in class tomorrow.
Modeled examples on all related problems were discussed and given to students.
UNIT 5 TEST commences on Thursday 02/15
VIDEOS- FINDING SURFACE AREAS
Homework 01/31/2018
SURFACE AREAS.
Students will continue working on finding the areas of rectangular prisms(1)b and c and ,square pyramids (1)b and c- worksheet we began in class today-modeled examples were done on smart board and students took notes on these). We will complete same in class tomorrow, and practice in class.
SURFACE AREAS.
Students will continue working on finding the areas of rectangular prisms(1)b and c and ,square pyramids (1)b and c- worksheet we began in class today-modeled examples were done on smart board and students took notes on these). We will complete same in class tomorrow, and practice in class.
UNIT 5-AREA AND VOLUME
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01/17/2018
FOR ADDITIONAL CREDIT-Please work for extra credit, REP stamps, or a Homework pass, students can play a Quizizz review of Units 1-4. Simply go to https://quizizz.com/join/ and enter the code 278702. This will be open until 6pm Thursday! There are 30 questions of review, and Quizizz makes it fun. Please encourage your kids to complete this today or tomorrow! on these problems.
UNIT 5-AREA AND VOLUME
REFERENCE:http://cms.gavirtualschool.org/Shared/Math/MSMath6_13/05_Area andVolume/index.html
This site has information on all the units of the grade 6 math curriculum.
Area and Volume Have you ever looked down at the square tiles in your classroom? Did you know that the area of your classroom is found by adding up all the tiles? Area, volume, and surface area are used everywhere in our society. Businesses want to make the most money they can so they try to figure out the least amount of surface area needed to make packages. This means they will spend less money making those packages. By the end of this unit you will be able to find the area, volume, and surface area of many different shapes by using what you already know about triangles, squares, and rectangles.
Essential Questions
We can find the area of figures by counting the units the fill the inside of the figure. We can cut and rearrange irregular polygons in order to find their area. We can use one figure to determine the area of another. There is a common way to calculate area. It is multiplying the length of the base times the height. Shapes can be combined to create new shapes. A shape can be broken down into smaller shapes such as right triangles, rectangles and squares. We can figure the area of a shape without a formula for that shape by finding the area of each smaller shape that makes the large shapes because the areas of geometric figures are related to each other. The formulae for the area of plane figures can be used to solve problems. We can find the area of regular and irregular polygons when you don't have a specific formula by breaking the polygon into smaller shapes that we do know the formula for area. We can use manipulatives and nets to help compute the surface areas of rectangular and triangular prisms by building a figure and breaking it apart surface by surface to calculate each surface's area. We can use surface areas of plane figures to derive formulas for the surface areas of solid figures. We can use formulas to compute the surface area of rectangular and triangular prisms. Many kinds of problems can be solved using surface areas of rectangular and triangular prisms such as finding the dimensions of a box of cereal. We can interpret and sketch views of rectangular and triangular prisms. We can construct nets for rectangular and triangular prisms. We can model finding surface area and volume of rectangular and triangular prisms by folding and cutting paper models. We can use formulas to determine the volumes of fundamental solid figures. We can determine the appropriate units of measure that should be used when computing the volumes of a right rectangular prism. Many kinds of problems can be solved using volumes of fundamental solid figures such as how much cereal goes in to a cereal box. The fractional edge length affects the volume of a prism by making the dimensions fractional. The volume of a prism changes when using different sized cubes to measure space.
Solve the crossword puzzle. There are no spaces for 2 or more words. You can click re-start and get a new puzzle. Across 2.) A triangle where all three sides are different in length. 5.) In a prism, a face that is not a base of the figure. 6.) A 4-sided polygon where all interior angles are 90°. 7.) A triangle where one of its interior angles is a right angle (90 degrees). 9.) In a right prism, the lateral faces are each perpendicular to the bases. 10.) A quadrilateral that has four right angles and four equal sides. 11.) An object that has height, width and depth (thickness), like any object in the real world. 12.) A prism whose bases are triangles. A solid (3-dimensional object what has five faces| three rectangles and two bases. 13.) A quadrilateral with all four sides equal in length. 14.) The two faces formed by congruent polygons that lie in parallel planes, all of the other faces being parallelograms. 19.) A number of coplanar line segments, each connected end to end to form a closed shape. A regular polygon has all sides equal and all interior angles equal. An irregular polygon sides are not all the same length nor does the interior angles have the same measure. What To Expect
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STANDARDS:MGSE6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
. MGSE.6.EE.8 Write an inequality of the form or to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form or have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Standards
11/30/2017-ONE STEP EQUATIONS-ADDITION AND SUBTRACTION
Today, students learned to solve one-step equations with addition and subtraction! At this point, learning how to show all of the steps is just as important as finding the solution. When students move on to multi-step equations, they must have this foundation to be successful!
Students looked at a video presentation,modeled examples on the smart board,demonstrations of the steps to problem solve one step equations,notes in MSG and assignments were from MSG page 133 and a worksheet on adding and subtracting equations.See attached file
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UNIT4-ONE STEP EQUATIONS AND INEQUALITIES
INFORMATION ON UNIT4-PLEASE REVIEW
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PRINT CERTIFICATE AND ANSWER THE QUESTION FOR A REWARD ON YOUR TEST.
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10/30/2017-UNIT3 EXPRESSIONS-Standard
MGSE6.EE.2c - Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
MGSE6.EE.2a - Write expressions that record operations with numbers and with letters standing for numbers.
-Videos to facilitate understanding the standards that be done during the week-
Remember your MSG and Workbook contain valuable information on this unit-Lesson 3 Variables and Expressions page 363
Remember your MSG and Workbook contain valuable information on this unit-Lesson 3 Variables and Expressions page 363
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10/11/2017
HOMEWORK:-MSG PAGES 76 AND 77-PAGE 76 IS TO BE COMPLETED ON A SEPARATE PAGE FOR SUBMISSION FOR A GRADE.PAGE 77 ADDITIONAL PRACTICE ON PERCENTS.
10/13/2017-A QUIZ ON PERCENTS-REVIEW NOTES, MODELED EXAMPLES,AND VIDEOS
Compliments to those who made a good effort at the Midway Test- Unit 2.
Drewmarri Bryant,Kyell Dawson,Aliyah Putnam,Cynthia Arellano and Ray Samaria:Continue to make that special effort-review your work daily!!
CHECK BELOW FOR INFORMATION ON LESSON ON-PERCENTS.