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Welcome!2011 - 2012 School Year

Connolly Middle SchoolMr. Sonnenberg

6th Grade

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Agenda/Topics to Be Covered

Who’s Who Classroom Policies Grading Math Review Cornell Notes Math Goals Summary

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Who’s Who

Principal Kathy Mullery Principal on Special Assignment Ardie Sturdivant Teacher on Special Assignment Mindy Udall Office Manager Sferra, Gerrie Attendance Clerk Marie Scholing Nurse Theresa Busch Counselor MaryKay Keller and Ruth Sharpe Language Arts Coach Greta Olsen Math Coach Denise Dorn Safety Officer Carter Hernandez

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Policies

ID Cards (One temporary ID per quarter handled by library) Agenda

Write assignments If homework is unfinished students receive a stamp (h) If students are tardy after first hour they receive a stamp (t) Agendas should be signed once a week by Thursday.

Dress Code Textbooks Organization Homework Absences (Students are responsible for getting missed work. Parents

can call for assignments 24 hours in advance)

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Classroom Policies

Rules1. Respect yourself and others. (Treat others the way you

want to be treated)2. Respect school property and the property of others.3. Come to class on time, prepared with your ID and

Agenda.4. Participate actively. (Try your best)5. Leave all personal items at home. No Gum, food, or

drinks in the classroom.

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Classroom PoliciesConsequences1. Warning2. Reflection Sheet3. Lunch Detention 4. Infringement (Parent Signature)

One Minute After Class

Severe Sent to Principal’s Office.

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Grading

Educators use grades purposes, (1) to give students feedback about their progress and achievement, (2) to provide guidance to students about future course work, (3) to provide guidance to teachers for instructional planning, and (4) to motivate students.

A 90 - 100% B 80 - 89%C 70 – 79%D 60 – 69%

√ + Outstanding√ Average√ - Below Average

Late Work will result in a deduction of 10%

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Class Web Page

http://members.cox.net/ksonnenberg

Math Review

The AVID Way

Cornell Notes • Write your name, date, class, and

period in the upper right hand corner (see above).

• Write the topic of the notes (ex. WWII, Cells, Nouns, etc.) on the top line (see above).

NameDateClassPeriod

Cornell Notes • Read the objective of the day.• Use the objective of the day or

formulate an essential question using the objective of the day.

• The essential questions should help guide your note taking.

NameDateClassPeriod

Cornell Notes• Page setup

• Draw a horizontal line about five lines up from the bottom.

• Draw a vertical line down the page about one third of distance from the left.

NameDateClassPeriod

• Draw a horizontal line about two lines from the top.

Cornell Notes

• Main Idea• Key

Question (after notes are completed)

• Key words & ideas• Important dates/people/places• Repeated/Stressed Info• Ideas/brainstorming written on

board / overhead projector• Info from textbook/stories• Diagrams & Pictures• Formulas

NameDateClassPeriod

Essential Question or Objective

Cornell Notes• Helpful

Hints for Straight A Notes

• Abbrev. , Paraphrase.• Use symbols (arrows,

circles, underlining) or highlighting to emphasize important ideas and relationships.• Skip lines between ideas.

• Within 24 hours, review notes and develop study questions on the left side.• Be aware of teacher clues.*

NameDateClassPeriod

Teacher Clues• How do I know if

what the teacher says is important?

• Repetition or stressed inflection• Voice gets louder/softer or faster/slower• Writing on the board or overhead• “This will be on the test.”• Gestures (hand/arm movements)• “This is important.”

NameDateClassPeriod

So, what about the bottom of my paper?

• Summary - review notes as soon as possible after class and write a summary in your own words about the main ideas. Are there any gaps in your understanding? (see next point)

• Questions for the teacher.• Doodles - down here they

won’t get in the way of the important stuff.

NameDateClassPeriod

What belongs in the bottom space?

Summary, questions, doodles

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Academic Goals for Math

Foundations Unit Identify place value Identify all whole number factors Determine multiples of a given whole number Measure lengths to the nearest unit.

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Academic Goals for Math Rational Numbers

Integers and Roots Apply and interpret the concepts of addition and subtraction

with integers using models Express that a number’s distance from zero on the number line is

its absolute value Express the inverse relationships between exponents and roots for

perfect squares and cubes Operations on Decimals and Fractions

Provide a mathematical argument to explain operations with two or more fractions or decimals

Multiply multi-digit decimals Divide multi-digit whole numbers and decimals by decimal

divisors with and without remainders Multiply and divide fractions Make estimates appropriate to a given situation and verify the

reasonableness of the results

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Academic Goals for Math

Rational Numbers Comparisons and Conversions

Demonstrate an understanding of fractions as rates, division of whole numbers, parts of a whole, parts of a set, and locations on a real number line

Use prime factorization to express a whole number as a product of its prime factors

Convert between expressions for positive rational numbers, including fractions, decimals, percents, and ratios

Compare and order integers; and positive fractions, decimals, and percents

Use benchmarks as meaningful points of comparison for rational numbers. (3/4 = 0.75)

Represent a problem situation using multiple representations; describe the process followed; verify the reasonableness of the solution

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Academic Goals for Math

Data Analysis and Statistics Data Displays

Formulate and answer questions by interpreting, analyzing, estimating and drawing inferences from data displays

Solve problems by selecting, constructing, and interpreting data displays.

Analyze a problem situation; determine the question to be answered

Identify information related to the solution of a problem: relevant, missing, and extraneous

Statistics Use extreme values, mean, median, mode, and range to

analyze and describe a data set’s distribution. Compare two or more sets of data by identifying trends

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Academic Goals for Math

Probability and Discrete Mathematics Probability

Use theoretical probability to: predict experimental outcomes compare the outcome of the experiment to the prediction replicate the experiment and compare results

Determine all possible outcomes (sample space) of a given situation

Build and explore tree diagrams where items repeat Use data collected from multiple trials of a single event;

conjecture about the theoretical probability Discrete Mathematics

Analyze and compare mathematical strategies for efficient problem solving; select and use one or more strategies to solve a problem

Explore counting problems with Venn diagrams using three attributes

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Academic Goals for Math

Probability and Discrete Mathematics Discrete Mathematics

Solve simple logic problems, including conditional statements, and justify solution methods and reasoning

Investigate properties of vertex-edge graphs: Hamilton paths and circuits, and shortest route

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Academic Goals for Math

Graphing Graphing

State and justify the missing coordinate of a given figure on the coordinate plane using geometric properties.

Graph ordered pairs in a coordinate plane. Transformations

Identify a simple translation or reflection and model its effect on a 2-dimensional figure on a coordinate plane.

Draw a reflection of a polygon in the coordinate plane using a horizontal or vertical line of reflection.

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Academic Goals for Math

Algebraic Representations Language of Algebra

Translate both ways between a verbal description and an algebraic expression or equation.

Evaluate an expression involving the four basic operations by substituting given fractions and decimals for the variable

Use an algebraic expression to represent a quantity in a given context

Simplify numerical expressions (involving fractions, decimals, and exponents) using the order of operations

Create and solve two-step equations that can be solved using inverse properties with fractions and decimals

Patterns Recognize and describe a relationship between two

quantities, given by a chart, table, or graph, using words and expressions.

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Academic Goals for Math

Algebraic Representations Patterns

Recognize, describe, create, and analyze a numerical sequence involving fractions and decimals using all four basic operations

Determine a pattern to predict missing values on a line graph or scatterplot

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Academic Goals for Math

Geometry Measurement

Determine the appropriate unit of measure for a given context and the appropriate tool to measure to the needed precision (including length, capacity, angles, time, and mass)

Solve problems involving conversion within the U.S. customary and within the metric system

Estimate the measure of objects using a scale drawing or map

Geometric Properties Define π (pi): the ratio between a circle’s circumference

and its diameter. Explain the relationship among diameter, radius, and circumference

Solve problems related to the properties of supplementary, complementary, and vertical angles

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Academic Goals for Math

Geometry Two- and Three-Dimensional Figures

Create and justify an algorithm to determine the area of compound figures using parallelograms and triangle

Solve problems involving the area of simple polygons using formulas for rectangles and triangles

Solve problems related to area and perimeter of regular and irregular polygon

Describe the relationship between volume of a figure and the area of its base