Wadsworth Magnet School

Left Side AssignmentLeft Page Right Side AssignmentRight Page TOC2TOC1TOC4TOC33pp guide6Syllabus56/7A grade math standards86/7A grade math standards7Carnegie Learning registration 10IXL letter9SMART Goals Guidelines 12Smart Goals11Revision Guidelines14SMART Goals Reflections13IMN Purpose16Unit 1 pretest15MGSE6.NS.2 - long division18Learning Style Assessment17MGSE6.NS.2 - long division20MGSE6.NS.2 - long division19MGSE6.NS.3 - add, subtract decimals 22MGSE6.NS.2 - long division21MGSE6.NS.3 - divide decimals 24MGSE6.NS.3 - multiply decimals 23IMN check 26MGSE6.NS.2 - long division practice25MGSE6.NS.3 - multiply decimals practice28MGSE6.NS.3 - add, subtract decimals TB p. 264-26527MGSE6.NS.4 LCM30MGSE6.NS.3 - divide decimals practice29MGSE6.NS.4 GCF32MGSE6.NS.4 LCM practice31MGSE6.NS.4 GCF/LCM34MGSE6.NS.4 GCF practice33MGSE6.NS.1 quotients of fractions36MGSE6.NS.1 quotients of fractions35MGSE6.NS.1 quotients of fractions38MGSE6.NS.1 quotients of fractions37Test review #1-14 not #1040Test Review # 1-1039Star math letter42Geared up MGSE6.NS.141Parent letter/unit 1 test44 HYPERLINK " letter43MGSE6.RP.1 - Ratio46 Pretest Unit 245MGSE 6.RP.3a equivalent ratio48MGSE6.RP.3a equivalent ratio47MGSE6.RP.3a equivalent ratio50MGSE 6.RP.2 unit rate MGSE 6.RP.3b49MGSE6.RP.1,3a Cardio ratio/rates52MGSE6.RP.3b rate of speed51MGSE6.RP.1,3a , 3b Race Speed54MGSE6.RP.1,3a , 3b rate/unit rate53MGSE6.RP.1,3a , 3b Unit rate shopping56MGSE6.RP.1,3a , 3b Unit rate shopping55MGSE6.RP.3d measurement rules/Metric58MGSE6.RP.3d measurement rules/GallonBot57MGSE6.RP.3c %of a #60MGSE6.RP.3d measurement rules/customary59MGSE6.RP.3c %,Tax, Discount62MGSE6.RP.3c %of a # Practice61MGSE6.RP.3c % CL p. 39564MGSE6.RP.3c %, practice63MGSE6.RP.3c %, practice66Unit 2 test65Unit 2 test68Unit 3 pretest67MGSE6.EE.1 numerical expression70MGSE6.EE.1 numerical expressions69MGSE6.EE.2: evaluate algebraic expressions 72MGSE6.EE.1: evaluate numerical expressions71Collage 74Keywords73MGSE6.EE.2a-c expressions 76Collage MGSE6.EE.2a-c expressions 75MGSE6.EE.2a-c expressions games practice 78MGSE6.EE.2a-c expressions 77MGSE6.EE.3 Properties MGSE6.NS.4 common multiples of two whole numbers80MGSE6.EE.3 Properties MGSE6.NS.4 common multiples of two whole numbers 79MGSE6.EE.1 Common Core Performance assignment82MGSE6.EE.1 Common Core Performance assignment8184MGSE6.EE.4 GCF, distributive Property, LCM Crosswalk Coach83Red TB p.95#31-47 odd MGSE6.EE.186Best Offer85MGSE6.RP.3c Percentage word problems88MGSE6.RP.3c Percentage examples87MGSE6.EE.2c,3: properties, evaluate algebraic expressions90MGSE6.EE.2c,3: properties, evaluate algebraic expressions89MGSE6.EE.3 Apply operations to generate equivalent expressions. 92MGSE6.EE.3 Apply operations to generate equivalent expressions. 91MGSE6.EE.2c Evaluate expressions-geometry94MGSE6.EE.2c Evaluate expressions-geometry93HE for week of 11-2-15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Day AssignedDay DueASSIGNMENTS Each week update your TOC READ and COMPLETE all using PENCIL.MTIMN p. 89. MGSE6.EE.3, 2c Apply operations to generate equivalentexpressions. Try solving or we will solve during class. Page set-up - Divide your paper vertically then horizontally through the centers to create four sections. Record one per sectiony = 14. Solve 52 - 2(y-4)-y Solve 1.8 + 0.5 (y+6)-23w = 4, x=5, y = 6. Solve y3 - 0.5w Solve w/4 = 3(x + y)IMN p. 90. Try solving or we will solve during class. Divide your paper vertically then horizontally through the centers to create four sections. Record one per section. 36 + 8 10 +2n56x - 6320 + 15TWIMN p. 91. MGSE6.EE.3 Apply the properties of operations to generate equivalent expressions. MGSE6.EE.4 Identify when two expressions are equivalent Label the coefficients of the algebraic expression.Go to HYPERLINK " listen to the video for 2:50 seconds. Copy (neatly) all you see as it pertain to algebra tiles. Use a ruler. Don’t color the tiles. Label as labeled in the video (variables for area and variables for perimeter). IMN p. 92. We will use this space during class. Bring your coloring supplies.WThMGSE6.EE.2c Evaluate expressions at specific values for their variables. MGSE6.EE.4 Identify when two expressions are equivalent IMN 93-94. Note P is perimeter and A is areaRectangle P is 2(l + w) and A is lwSquare P is 4s and A is s2Triangle P is a + b + c and A is 1/2bh or 0.5bh Volume of a box V = lwhFahrenheit convert to Celsius = C = 0.56 (F-32)The rectangular rug has the dimensions of l=2.5 ft, w = 3ft, what is its perimeter? The temperature is 38 degrees Fahrenheit. What is the temperature in Celsius? How much soy milk is needed to fill a box that is 10kL deep and 8kL wide and 12kL long? A cubical box’s mass has dimensions of 3g × 3g × 3g. How heavy is the cube? Note: Leave space so that we can solve using 3pp and draw diagrams. Bring your coloring supplies. ThFComplete class assignment if any.HE for week of 10-26-15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Day AssignedDay DueASSIGNMENTS Each week update your TOC READ and COMPLETE all using PENCIL.MTPart 1. Add to your collage pages add the following mathematical terms: sum, term, product, factor, quotient, coefficient, numerical expression, algebraic expression, evaluate, order of operations, substitute, Commutative Property of Addition, Commutative Property of Multiplication, Variable, Part 2. IMN p. 75-76. MGSE6.EE.2a-c Write, read, and evaluate expressions in which letters stand for numbers. Choose expression represents “the product of 7 and a number increased by 2”. a) 7n+2 b) 7+n+2 c) 7/n+2 d) 7+n–2Choose expression represents “the sum of 14 and a number decreased by three.” a) 14n–3 b) 14+n+3 c) 14n+3 d) (14+n)–3Oscar bought n ride tickets at the carnival. Sadie bought 4 times as many ride tickets as Oscar. Choose expression represents the total number of ride tickets that Oscar and Sadie bought. a) 4n+4n b) n+4n c) n+4 d) 4nPart 3. Use 2pp to translate and identify the statements below to algebraic expressions:For example: Use as a guide.Problem: Translate 2x + 8; Solution: the product of 2 and x increased by 8. Problem: Identify parts of 2x + 8; Solution: (Terms) 2x and 8, (coefficient) 2, (expression) 2x + 8, (operations) addition and multiplication, and (variable) x.12 more than a numberThe quotient of a number and 9 15 less than a numberTWIMN p. 77 Go to the video section of the math webpage.Game link labeled #1 - play for practice.Practice link #2 and 3 - Use 2pp. Problem: Write the expressions given and Solution: Answer.Print the Report total page after you type your name in the space or write your total and have a parent initial your score.WThComplete class assignment if any. See your agenda note.ThFIMN p. 78. MGSE6.EE.3: Apply the properties of operations to generate equivalent expressions. MGSE6.NS.4 Find the common multiples of two whole mutative Property: The sum of two numbers is the same no matter which order is used to add them. a+b=b+aAssociative Property: The sum of three numbers is the same whether you group the first two numbers or the second two numbers. (a + b) + c = a + (b + c)Distributive Property: To multiply a number by a sum of two terms, you can multiply that number by each term and add the products. a(b + c) = ab + ac Name the property shown by each statement. 2(14) = 2(6) + 2(8) (2 + 4) + 7 = 2 + (4 + 7)3?6=6?3 IMN p. 79. Copy the following to be solved during class.36 + 8 10 +2n56x - 6320 + 15HE for week of 10-19-15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Day AssignedDay DueASSIGNMENTS Each week update your TOC READ and COMPLETE all using PENCIL.MTCheck your agenda daily for possible additional assignments.In conjunction with your science rocket unit, you will create an Altitude Tracker. This will help you measure the rate of speed (r=d/t) of your rocket’s launch and travel. The tracker’s pattern will be given today. The Altitude tracker is due before or by Thursday, Oct. 23, 2015. Directions: 1. Neatly trace (exact size) the tracker on cardboard or poster board. 2. Neatly cut it out. 3. Measure a piece of yarn (1ft). 4. Tape the yarn inside the top fold/tube of the tracker. The remaining yarn will hang outside of the tube. 5. I will give you the remaining materials in class.Parent Letter signed and returned your next math class. IMN p. 70. MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. Go to Pearson Success to 02-00 Variables, Expressions, and Properties Introduction to view an introduction to algebraic expression. Variable #5-12. Copy each and skip 1 line between each. We will solve these during class.1. Parent Letter sign and return your next math class.Go to Study Jam - Take a closer look at Oder of Operations. HYPERLINK " View and work through Step by Step.View Watch OutDo Try It!Karaoke Take Test YourselfTWWork on ProjectCopy on page 71 IMN. MCC6.EE.1: Write and evaluate numerical expressions involving whole-number exponents.Rewrite using exponents:1. 4 ? 4 ? 4 ? 42. a ? a ? a3. Evaluate the following expressions 534. 62+245. Which expression shows the equivalent expression for 23 x 52?a) 33 b) 80 c) 200 d) 230Copy on page 72 IMN. MCC6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers.Evaluate each expression if d = 11, e = 3, f = 2, g = 18, and h =9.6. h+d–e7. d–h+e–58. 2f+fg9. What is the product of seven and eight decreased by “x” if x =15?a) 41 b) 56 c) 15 d) 7110. Evaluate the expression ab–c+d if a=10, b=4, c=6.5, and d= 1/4. a) 33.25 b) 33.75 c) 97.25 d) 97.75WThIMN pages 73-74. MGSE6.EE.3 Apply the properties of operations to generate equivalent expressions. Create a Math Property Vocabulary Collage. Cut out, neatly adhere to the identified IMN pages, and identify each math rectangle using its vocabulary description. We will check in class and make changes if necessary. No word is used more than once.Vocabulary to identify each math rectangle: Identify Property of Addition, Multiplication, Subtraction, and Division; Zero Property of Multiplication; Division by Zero-Not allowed mathematically; False- Can’t Be; Distributive Property of Addition, Subtraction, and Multiplication; Associative Property of Addition and Multiplication.ThFComplete class assignment if any.HE for week of 10-13-15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Day AssignedDay DueASSIGNMENTS Each week update your TOC READ and COMPLETE all using PENCIL.MTIMN p. 66. MGSE6.RP.3c %, practice. Solve the following using 3pp and proportions.Nixon barrows money from Bank One. The bank charge him 7% interest. Interest is one way banks money. If he barrows $113.56, how much will he pay the bank back including interest. Princess loves shopping. She wants to purchase a purse for $59.99. She pays taxes (8.5%). Taxes are paid to the government. This is one way the government earn money. How much will Princess pay to be able to bring home her purse?Unit 2 exam start Tuesday or Wednesday. You will need a ruler. You may use your own TB - chapters 5-6, IMN, and basic calculator (no scientific).IMN check during testing.TWReview skills/concepts: IMN page for this unit, CL TB page for this unit (chapter 5-6), Math webpage practice links and well as the following links.Practice at least 3-5 problems from each. HYPERLINK " HYPERLINK " HYPERLINK " HYPERLINK " HYPERLINK " p. 69. MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. Go to Pearson Success to 02-00 Variables, Expressions, and Properties Introduction to view an introduction to algebraic expression.Review What You Know. Copy and complete the four vocabulary.IMN p. 69. Order of Operations - When a numerical expression involves two or more operations, there is a specific order in which these operations must be performed.??When evaluating an expression, proceed in this order:Parentheses, Exponents, Multiplication and Division are done as they are encountered from left to right and last Addition and Subtraction are done as they are encountered from left to right.6. There is a phrase that may help you to remember (may color code if you like)PEMDASParenthesis, Exponents, (Multiplication/Division), (Add/Subtract)?Please Excuse (My Dear) (Aunt Sally).?Aunt Sally’s Example: We will solve during class.? Simplify:? 2 + 6 (3+1)2 ThFIMN p. 70. MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. Go to Pearson Success to 02-00 Variables, Expressions, and Properties Introduction to view an introduction to algebraic expression.Variable #5-12. Copy each and skip 1 line between each. We will solve these during class.3. Complete classwork if any. It will be written in you agenda.HE for week of 10-5-15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.NOTE: We will organize the TOC in class on Monday. We will add page numbers Monday for the HE. If you work ahead. Write the information on a sheet of paper to be glued to the correct page on Monday.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.MTMGSE6.RP.3c Find a percent of a quantity as a rate per given a percent, solve problems involving finding the whole given a part and the part given the whole. Record on page ________IMN. Go to HYPERLINK ", go to Envision Premium math digital path table of contents, go to Topic go to 14-05 Percent: Finding the Percent of a Number (Learn), Copy notes as directed.Write the title of the video.What is the main question of this video?Draw the student field trip graph/key.Write the two ways to find percent when computing the exact answer.Go to Guided Practice.5. Record on page ___________ IMN. Copy #1-4. Skip show work lines. We will solve during class.TWMGSE6.RP.3c Find a percent of a quantity as a rate per given a percent, solve problems involving finding the whole given a part and the part given the whole. Record on page ________IMN. Go to HYPERLINK ", go to Envision Premium math digital path table of contents, go to Topic go to 14-06 Percent: Tips, Taxes, Discount, and Simple Interest (Learn), Copy notes as directed.Write the title of the video.Write the main question.Draw the sales tag and the coupon.Write question #1Write all d= _____ and what they equal. Should be 3.How to change percent to a decimal?Write d= _____ and write what it is equals. Should be 1.Write question #2Write all p= _____ and what they p equal. Should be 3. Write question #3.Write all t= _____ and what they p equal. Should be 3. How to convert 6.5% to a decimal. Explain the process.Write all t= ______ and write what ever d equals. Should be 3. Total cost with tax.Record on page ___________ IMN. Copy #1-2. Skip show work lines. We will solve during class.WThComplete CW if not completed during class.ThFComplete Math Lab - Rate of Speed Have good Break. Check the webpage Sunday/Monday.HE for week of 9/28/15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.MTPart I. IMN p. 57. MGSE6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric) Measurement Rules to Remember If you are changing from a large unit to a smaller one you should multiply. big > small???? =?? multiplyExamples:yards > feetmiles > yardstons > poundsgallons > quartsIf you are changing from a small unit to a larger one you should divide.small > big?? ??? =?? divide???????Examples:feet > yardsyards > milespounds > tonsPart II. MGSE6.RP.3a. P. 366 1a-f (Problem 2).TWMGSE6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric) Practice 5-8 Change Units in the Customary System. Use the guide started in class.WThMGSE6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric). Skills 1 and 2. Use the guide started in class.ThFComplete Class assignmentHE for week of 9/21/15 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.MTCarnegie Learning Textbook Problem 3 Picture Day p. 359#1-3. Show work neatly on the page.Copy @ the top of page 50 IMN. MGSE6.RP.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Go to HYPERLINK ", go to Envision math digital path table of contents, go to Topic 12 (Ratio, Rate, Proportions), go to 12-04 Comparing rates, go to Learn for your video lesson. Copy notes as directed.Write the lesson’s focus lesson question.Write the word problem.Problem #1: How fast does Ethan swim per minute?Show the entire process with the instructor.Solution….Problem #2: How fast does Austin swim per minute?Show the entire process with the instructor.Solution….Problem #3: Which swimmer swam faster? Show justification. Explain how you know. TWMGSE6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. Carnegie Learning Problem 4 Using Graphs to Chart Calories Loss! P. 360-361 #1-4. Show work neatly in the book.Note: You will need a ruler with metric and standard units of measure to use in class for some upcoming assignments.Go to HYPERLINK ", go to Envision math digital path table of contents, go to Topic 16 (Measurement), go to 16-00 Measurement Introduction, go to Topic Opener video lesson. Listen and be informed. Bring a ruler to class Wed.WThGo to HYPERLINK ", go to Envision Math Premium to table of contents, 12-05 Distance, Rate, and Time, go to Guided Practice and Independent Practice. Complete #6-11 use 3pp. The Problem is what’s printed on the page. Page 51 IMNMGSE6.RP.3b Solve unit rate problems including those involving constant speed. ThFComplete class assignmentHE for week of September 14, 2014 - 6/7A Read the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Assigned/DueASSIGNMENTS - READ and COMPLETE all using PENCIL.Each Day - Update your IMN's TOCM due TIf the test is completed and grade today, then complete revisions of Unit 1 exam. Bring the Parent letter back signed for a HE grade. It will only be accepted today ONLY. If the test is not graded today, then this will extend to Tuesday. Complete revisions of Unit 1 exam. Bring the Parent letter back signed for a HE grade. It will only be accepted today ONLY. Write everything that is Blue on page 47 in the IMN and complete the statements and definitions while viewing the videos. Go to the following web link to view a real-world example of ratios: HYPERLINK ": MCC6.RP.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. In class points of discussion: Why are ratios and equivalent ratios important to Chef Curtis delicious recipe?Draw and complete the table for the changes occurred with chef Curtis Aikens and the recipe’s rice preparation. Fill in the spaces with the appropriate numbers according to unexpected changes.RiceWater1 cupDraw and complete the table for the changes that occurred with chef Curtis Aikens and the recipe’s potato preparation. Fill in the spaces with the appropriate numbers according to unexpected changes.People Potatoes1 personWrite everything that is Blue on page 48 in the IMN and complete the statements and definitions while viewing the videos. Standard MCC6.RP.3a, and “What is an equivalent ratios?”Got the following web link to take notes on Equivalent ratios. The notes will be to answer #4-9. HYPERLINK " is an equivalent fraction? An equivalent ratio is ____________.Example 1: Find the equivalent ratio of 3/8.Copy the entire process with the instructor.Example 2: Simplest form is 3ft 40in.Copy the entire process with the instructor.What are two ways to compute equivalent fractions?T due WCopy All Blue on p. 49 IMN. MCC6.RP.2 Understand the concept of a unit rate MCC6.RP.3b Solve unit rate problems Go to HYPERLINK ", go to Envision math digital path table of contents, go to Topic 12 (Ratio, Rate, Proportions), go to 12-03 Understanding rates and unit rates, go to Learn for your video lesson. Copy notes as directed.Copy the word to know.Are there special types of ratios?Write the definition of rate as given. Write the definition of unit rate as given.Write the race car rate given for the race (fraction form).What does this race car ratio mean according to the video? Why it the expression not a unit rate? Write the answer according to the video.The first term of the rate is _______.The second term of the rate is ________.Write the process for finding the unit rate as given. Write both ways.How many km in 3 minutes? Write the processHow is rate and unit rate different? complete sentence answer.Write 2 examples of rate and 2 examples of unit rate.W due TCarnegie Learning Problem 2 Muffins to Start Your Morning page 310-312 and p. 328 #8a-f and 9a-hT due WCarnegie Learning Page 328 #8a-f and 9a-hHE for week of 9/8/15 for 6/7A Read the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.TWUnit 1 Exam Start Friday, Sept. 11,15Study Guide #1-14. Use 2pp show work and solution. If complete, start Wednesday’s assignment. Sign-up for HYPERLINK ". See page 43 IMN.IMN Check Friday. I will check TOC and on page from 18-43. Both must be complete to earn 100/A. If the TOC is incomplete your grade is 0/F.WF Go to webpage HYPERLINK " the quizzes: Add/subtracting decimals, multiply and divide decimals, divide fractions, divide mixed numbers, GCF, and LCM. Your scores will come to Mrs. McNabb and will be checked Friday. Click on this link to practice dividing fractions with models. Complete minimum 10. HYPERLINK " 4. Review IMN assignments to prepare for your test.FMUnit 1 - Test today. IMN Check today and/or Monday. I will check TOC and on page from 18-43. Both must be complete to earn 100/A. If the TOC is incomplete your grade is 0/F.HE for week of 8/31/15 for 6/7A Read the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.MTCopy on p. 35-36 IMN. MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.Part I:? Dividing a fraction by a whole number results in a quotient smaller than the divisor or dividend, because a part is being separated into smaller, equal portions.? ÷ 6 = 1/ (2 × 6) = 1/12? Part II: Dividing a whole number by a fraction results in a quotient greater than the divisor, because the whole number is being partitioned into many more pieces.6 ÷ ? = 6 × 2 = 1?Part III: Dividing a fraction by a fraction involves partitioning a part into different-size portions, with a quotient dependent on the size of the divisor and the dividend? ÷ ? = ? × 2 = 6/4 = 1?TWRecord on p. 37 IMN. MGSE6.NS.1 Interpret and solve word problems involving division of fractions by fractions using visual fraction models. Directions: Write a statement that interprets the division expression (sentence) Draw a diagram to solve the division problem. Choose 3 of 4Sharon has 3 cups of grapes. She likes to pack ? cups of fruit in her lunch each day. How many days can Sharon pack grapes in her lunch? ? divided by ?? divided by 1/83/2 divided by ?WTRecord on p. 38 IMN. MGSE6.NS.1 Compute quotients of fractions involving division of fractions by fractions.Directions: Calculate the quotient using mathematical algorithm.10 and 1/5 divided by 3 12 ? divided by and 1/315 divided by 4 and 5/6TT 9-8-15Unit 1 Exam Start Thursday 9-9-15Study Guide #1-10. Use 2pp show work and solution. HE for week of 8/24/14 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.MTTake the Learning Style Assessment, print your results, and bring to math class by Friday. Located under Student Resources.Copy this standard at the top on p. 30 (IMN). MGSE6.NS.4 Find the least common multiples (LCM) of two whole numbers less than or equal to 12.Go the Accelerated Math Videos view the introduction video to GCF and LCM. Write the definition of LCM and GCF. IMN p. 30Go to the LCM video. IMN p. 30.Write Title (blue)Write Remember point (green)List the multiples of 5 and 7 (blue)Write Example 1: Find the LCM of 30 and 24 and write the entire process with the on-line instructor (steps 1-3)Then use Example 1 as a guide to complete Example 2. Note you may use color coding similar to the on-line instructor.Save some space for in class notes on a different LCM process.TWTake the Learning Style Assessment, print your results, and bring to math class by Friday. Located under Student Resources.Copy this standard at the top on p. 32 (IMN). MGSE6.NS.4 Find the common factors of two whole numbers less than or equal to 100.Go the Accelerated Math Videos GCF video. IMN p. 32.Write Title (blue)Write the definition in green.Write Remember point (red).Write the steps (#1-3).Write Example 1: Find the GCF of 36 and 60 and write the entire process with the on-line instructor.Then use Example 1 as a guide to complete Example 2. Note you may use color coding similar to the on-line instructor.Save some space for in class GCF practice.WTTake the Learning Style Assessment, print your results, and bring to math class by Friday. Located under Student Resources.Copy at the top of p. 31. MGSE6.NS.4 Find the least common multiples (LCM) of two whole numbers less than or equal to 12. Practice 1Copy/paste the following link. Complete Test yourself for LCM.If it is a question, copy it and your answer choice.If it is a math computation problem, complete all show work.There are 7 test questions. HYPERLINK " Copy at the top of p. 33. MGSE6.NS.4 Find the common factors of two whole numbers less than or equal to 100.Practice 2Copy/paste the following link. Complete Test yourself for GCF.If it is a question, copy it and your answer choice.If it is a math computation problem, complete all show work.There are 7 test questions. HYPERLINK " TM 8-31-15Take the Learning Style Assessment, print your results, and bring to math class by Friday. Located under Student Resources.MGSE6.NS.1 Interpret problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models.Piece of Pizza Please!?Create/design your favorite pizza.Choose savory/sweet or combo. Size - small pizza wit a diameter of 12inches. Select a minimum 2 toppings. Make it colorful.2D preferably. No edible components.eight equal slices.Transport to safely.Unit 1 Number System FluencyApply and extend previous understandings of multiplication and division to divide fractions by fractions.MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.MGSE6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. McNabb Math 6/7A Lessons - Week of 8-31-15 This Unit will utilize Chapter 2-4 in the Carnegie Learning Volume IDay/DateDaily Procedure, task, and activitiesMStandard: Essential Question (6th/6/7A): Opening: Work Period: Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, dry erase board Home Enrichment: See attached.Closing: Review Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study/Testing, On-line computer practice/enrichmentEvaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation, Oral Response, Note takingTStandard: Essential Question (6th/6/7A): Opening: Work Period: Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, dry erase board Home Enrichment: See attached.Closing: Review Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study/Testing, On-line computer practice/enrichmentEvaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation, Oral Response, Note takingWStandard: Essential Question (6th/6/7A): Opening: Work Period: Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, dry erase board Home Enrichment: See attached.Closing: Review Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study/Testing, On-line computer practice/enrichmentEvaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation, Oral Response, Note takingTStandard: Essential Question (6th/6/7A): Opening: Work Period: Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, dry erase board Home Enrichment: See attached.Closing: Review Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study/Testing, On-line computer practice/enrichmentEvaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation, Oral Response, Note takingFStandard: Essential Question (6th/6/7A): Opening: Work Period: Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, dry erase board Home Enrichment: See attached.Closing: Review Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study/Testing, On-line computer practice/enrichmentEvaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation, Oral Response, Note takingUnit 1 Number System FluencyApply and extend previous understandings of multiplication and division to divide fractions by fractions.MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.MGSE6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. McNabb Math 6/7A Lessons - Week of 8-24-15 This Unit will utilize Chapter 2-4 in the Carnegie Learning Volume IDay/DateDaily Procedure, task, and activitiesMStandard: MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.Essential Question (6th/6/7A): Which strategies are helpful when multiplying or dividing multi-digit numbers and decimals?Opening: What are the missing digits? 8351 divided 29 is 2 ___ 7 R___8. Students will complete on the dry erase board.Work Period: 1) Peer check IMN using a rubric 2) Collect page 264-265 from the Carnegie Learning TB. 3) Started on Friday and complete today if time permit. (6th and 6/7A) Carnegie Learning Student Skills Practice page 443-444 #20-24 (Estimate and exact multiply decimals 3pp), (6/7A) page 454-455#27-28 (estimate and exact dividing decimals 3pp).Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, dry erase board Home Enrichment: See attached.Closing: Review Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study/Testing, On-line computer practice/enrichmentEvaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation, Oral Response, Note takingTStandard: (6th) MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.Standard: (6/7A) MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. Essential Question (6/7A): Why would it be useful to know the least common multiple of a set of numbers? (6th): Which strategies are helpful when multiplying or dividing multi-digit numbers and decimals?Opening: Review HE.Work Period: 1) Complete today for grading today (6th) Carnegie Learning Student Skills Practice page 443-444 #20-24 (Estimate and exact multiply decimals 3pp), (6th and 6/7A) page 454-455#27-28 (estimate and exact dividing decimals 3pp).2) Math-lab - Geared Up (Spotlight Task) with (6/7A) as an introduction to LCM.Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Carnegie Learning Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry tools, Act I-III video and WSHome Enrichment: See attached.Closing: Review essential Question.Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study, On-line computer testing/ practice/enrichment,Evaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation , Oral Response, Note takingWStandard: (6th) MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.Standard: (6/7A) MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. Essential Question (6/7A): Why would it be useful to know the Least Common Multiple of a set of numbers? (6th): Which strategies are helpful when multiplying or dividing multi-digit numbers and decimals?Opening: Review HE.Work Period: (6/7A) Complete/discuss Geared-up. Carnegie Learning Volume page 67(LCM) #13a-d and page 78-791-2. (6th) Carnegie Learning Assignments book page 73-76#4 (all) - 3pp.Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Student assignment WB, Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry toolsHome Enrichment: See attached.Closing: Review Essential question.Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study, On-line computer practice/enrichment,Evaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation , Oral Response, Note takingTStandard: (6th) MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.Standard: (6/7A) MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. Essential Question (6/7A): Why would it be useful to know the Greatest Common Factor of a set of numbers? (6th): Which strategies are helpful when multiplying or dividing multi-digit numbers and decimals?Opening: Review HE.Work Period: Complete from Wednesday (6/7A) Carnegie Learning Volume page 67(LCM) #13a-d and page 78-791-2. (6th) Carnegie Learning Assignments book page 73-76#4 (all) - 3pp.Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Carnegie Learning Student assignment WB, Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry toolsHome Enrichment: See attached.Closing: Review Essential question.Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study, On-line computer practice/enrichment,Evaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation , Oral Response, Note takingFStandard: (6th) MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard algorithm for each operation.Standard: (6/7A) MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. Essential Question (6/7A): Why would it be useful to know the Least Common Multiple and Greatest Common Factor of a set of numbers? (6th): Which strategies are helpful when multiplying or dividing multi-digit numbers and decimals?Opening: Review HE.Work Period: Wrap-up week’s lessons and practices (6/7A) Complete/discuss Geared-up. Carnegie Learning Volume page 67(LCM) #13a-d and page 78-791-2. HYPERLINK " . (6th) Carnegie Learning Assignments book page 73-76#4 (all) - 3pp. HYPERLINK " .Materials: pencil/red pen, paper, IMN, art supplies, Worksheet, Test/ Quiz, Performance Task/Framework, Computer (lab/laptop), Carnegie Learning Student assignment WB, Student Skills Practice WB, manipulative, Carnegie Learning TB Vol. 1, Carnegie Learning TB Vol. 2, Crosswalk Coach, LCD unit, measurement tape or rulers, Transparency, Overhead projector, geometry toolsHome Enrichment: See attached.Closing: Review Essential question.Differentiation/ Learning configuration: One on One Instruction as needed, Cooperative Groups, Teams, Peer Buddies, Flexible Groups, Teacher Instruction, Independent Study, On-line computer practice/enrichment,Evaluation: Home Enrichment, Class Work, Quiz/Test, Performance Task/Framework, Math Lab, Interactive Math Notebook, Class Participation , Oral Response, Note takingHE for week of 8/17/14 for 6/7ARead the ENTIRE Page and govern yourselves accordingly to maintain a high scholastic record Information in BLUE is informational and information in black should be copied as directed.Date AssignedDate DueASSIGNMENTS - Each week update your TOCREAD and COMPLETE all using PENCIL.MTBring back your goals signed by a parent. Refer to IMN page 12.Review your IMN with your parent(s) and have them initial the page verifying your review. Refer to IMN page 16. C. Go to the Math Webpage to Videos. View video #1 - Long Division (Scholastic) for reference and review of long division. Click on Step by Step -go through Home/Watch out videos. Solve both Try It! on IMN page 18. D. Also copy the following on IMN page 18. (Write @ the top of page) Standard: MGSE6.NS.2 - Fluency in long division algorithm ( / ) = Division Symbol.Explain the meaning of 2786 / 12. Identify the divisor, dividend, and quotient.Write a word problem using this numerical expression.How can you remember the process for solving this type of math problem?Solve.Label the divisor, dividend, quotient, and remainder. What does the remainder tell about this problem?Why is there a remainder?How would you verify the computation is accurate? E. Copy on IMN page 19.Explain the meaning of 8456 / 32.Identify divisor, dividend, and quotient.Write a word problem using this numerical expression. How can you remember the process for this type of math problem?Solve.Label the divisor, dividend, quotient, and remainder. What does the remainder tell about this problem?Why is there a remainder?How would you verify the computation is accurate?TWStandard: MGSE6.NS.2 - Fluency in long division algorithmGo to the Carnegie Learning Textbook site. Click on Student Skill Practice then locate Lesson 4.6 page 448 # 20, 22, and 24. Solve on IMN page 20-21. Use 3pp and use the guide.Problem How many ? are in ?Show workShow complete algorithm SolutionThe quotient is ________ and the remainder is meaning _______.Copy on IMN page 22. Standard: MGSE6.NS.3 - Fluency in add, subtract decimals using standard algorithm. Go to the Math Unit I Videos. View video Adding and Subtracting decimals, click Step by Step to view Home and Watch Out. How are the numbers arranged when adding or subtracting with decimals? AnswerComplete Try It #1 and #plete Test Yourself. Show all work.WTCopy on IMN page 23. Standard: MGSE6.NS.3 - Fluency in multiplying decimals using standard algorithm. Go to the Math Unit I Videos. View video multiply decimals (Math Playground). Copy everything on the screen written by the instructor (problem 1 and 2). How do you know where to put the decimal in the product? Answer Copy on IMN page 24. Standard: MGSE6.NS.3 - Fluency in dividing decimals using standard algorithm.Go to the Math Unit I Videos. View video divide decimals (Math Playground). Copy everything on the screen written by the instructor (problem 1). Why did the instructor multiply the divisor by 100? Why did the instructor multiply dividend by 100? Answer both 127635019050Unit 2Rate, Ratio, and Proportional Reasoning Unit 2Rate, Ratio, and Proportional Reasoning -47625405129Unit 2Rate, Ratio, and Proportional Reasoning Unit 2Rate, Ratio, and Proportional Reasoning

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