Rothschild Middle School
Mrs. Ricks's 6th Grade Math/Science Class
Welcome to Mrs. Ricks's Class!
I hope that you find all the information here useful. If you ever need to speak with me I can always be reached at the school (569-3709) or by email tricks@mcsdga.net (You can also use the contact section at bottom of page)
CLASSROOM RULES
1. Follow directions the first time they are given.
2. Raise your hand and wait for permission to speak.
3. Remain in your assigned seat unless you have permission to get up.
4. RESPECT. Treat EVERYONE and their property with respect.
5. Observe all rules in the student handbook.
SUPPLIES NEEDED FOR CLASS
1. 1-inch binder with pockets (used to take notes daily in class and for graded papers)
2. Spiral Notebook (used as a math journal which holds all daily warm-up problems)
3. Pencils (this is the only writing utensil allowed in math)
4. Highlighter
ALL STUDENTS SHOULD REPLENISH THEIR SCHOOL SUPPLIES. PAPER AND PENCILS ARE NEEDED DAILY.
GRADING POLICY
25% Tests
25% Accelerated Math
25% Math Journal
25% Homework/Classwork/Quizzes
DAILY HOMEWORK MATH
Accelerated Math will be given out every Monday and must be turned in by THURSDAY!
REVIEW BASIC FACTS WITH YOUR CHILD DAILY!!!!!
STUDENTS NEED TO KNOW ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION FACTS!!!!!
THANKS FOR ALL YOUR HELP!
What are the 6th graders learning?
WE Are STARTING CHAPTER 7 Ratios and Rates
Jan 19, 2009
GEORGIA PERFORMANCE STANDARDS
M6N1. Students will understand the meaning of the four arithmetic operations as
related to positive rational numbers and will use these concepts to solve problems.
d. Add and subtract fractions and mixed numbers with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents interchangeably.
g. Solve problems involving fractions, decimals, and percents.
M6Al. Students will understand the concept of ratio and use it to represent quantitative relationships.
M6A2. Students will consider relationships between varying quantities.
c. Use proportions (a/b=c/d) to describe relationships and solve problems, including percent problems
M6M2. Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each quantity using the appropriate unit.
a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
M6A2. Students will consider relationships between varying quantities.
g. Use proportional reasoning (a/b=c/d and y = kx) to solve problems.
M6A3. Students will evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations.
M6D2. Students will use experimental and simple theoretical probability and understand the nature of sampling. They will also make predictions from investigations.
b. Determine, and use a ratio to represent, the theoretical probability of a given event.
M6P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M6P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M6P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers,
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M6P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M6P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
Accelerated Math
GOAL for 3rd NINE WEEKS is 15 objectives mastered
Accelerated Math is a computer program that generates personalized math assignments at each student's level, then scores them automatically.
Students are expected to work on accelerated math consistently throughout the nine weeks so that they can reach their goal. Students will be given class time during the week to work on accelerated math, but they also need to complete exercises at home.
If your child does not complete an exercise at home or requires an assignment to be reprinted, they will lose 5 points each time off of their Accelerated Math Homework grade. If your child accumulates 5 instances of not completing homework or needing an assignment reprinted, they will be assigned Academic Detention where they will work on Accelerated Math after school.
6th GRADE SCIENCE
Unit Organizer: Geology: Inside the Earth
(Approximate Time: 7 Weeks)
OVERVIEW: Surface and subsurface processes that are involved in the formation and destruction of earth materials are identified in this unit.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
Supporting Standards:
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
ENDURING UNDERSTANDINGS
Students will understand that:
• the earth is layered with a partly molten, metallic core; a mantle that though solid, is hot enough to flow; and a colder, rigid lithosphere.
• lithospheric plates on the scales of continents and oceans constantly move.
• major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions.
• some changes in the earth’s surface are abrupt (such as earthquakes and volcanic eruptions) while other changes happen very slowly.
Helpful Tips for Parents
** PLAN AND ORGANIZE. Mark a calendar with the due date for a special project, report or test. Help your child break the task into manageable parts and mark a completion date on the calendar for each task. Praise progress as your child counts down to completion.
** SHARE PLANS. At regular family meetings, be a role model by talking about your plans, how you will get everything accomplished and meet your deadlines for the week. Help your child plan for extracurricular activities and family commitments that interrupt study schedules.
** ENCOURAGE QUESTIONS. Curiosity is nature's sign of a motivation to learn. To keep interest high, answer your child's questions and encourage more.
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