Anchored In Excellence
6th Grade Standard Mathematics
Fall 2012 Syllabus
Teacher: Ms. Stone Email: Chasiree_stone@gwinnett.k12.ga.us
Textbook: Holt Mathematics Course 1 Telephone: (678) 744-9675 or (678) 226 – 7100
Wednesday Morning Help Session: 8:15 am – 8:55 am
Wednesday Afternoon Help Sessions: until 5:30 promptly
1. Goals & Objectives: The 6th grade curriculum focuses on the areas of number system, ratio and
proportional relationships, expressions and equations, geometry, and statistics.
2. Purpose: 6th grade students use a number of strategies and tools as they learn math. They use a
variety of representations to demonstrate their knowledge— concrete/pictorial, verbal/written,
numeric/data-based, graphical, and symbolic. Students use technology and data. They use graphs,
geometric manipulatives, and problem-solving strategies. The concepts of this course will target
AKS and GPS objectives to prepare students for state and local assessments.
3. Supplies: 1 – 3 Ring Binder (11/2 – 2 inches), Pencils with erasers (no lead or mechanical pencils),
Ruler, Packs of Loose Leaf Paper, and Calculator (optional, preferred TI-30X).
4. Class Requirements:
a) Class attendance and participation
b) Complete various class work and homework assignments (from textbook/or handouts)
c) Periodic Quizzes
d) Unit Tests/ Interims/ Projects
e) Maintain Math Binder (bring every day)
5. Grading Scale:
90 – 100 = A
80 – 89 = B
74 – 79 = C
70 – 73 = D
0 – 69 = U
6. Classroom Procedures:
a) First AND last name (not last initial) must be written on all assignments
b) All work/ notes will be written in your math binder with a PENCIL (no exceptions).
c) No pages should ever be torn out of your binder.
d) Notebooks will be brought to class along with paper and pencil to be used daily.
e) Students must show ALL of their work in order to earn full credit for an assignment.
f) Assignments will be checked frequently for completion and/or accuracy.
7. Daily Routine
a) Enter class quietly and go directly to your assigned seat.
b) Take a few minutes to sharpen pencils and gather materials.
c) Begin working on Target exercise displayed on the board.
d) Go over Target and homework from the previous day if necessary.
e) Teacher presents new material and/or facilitates student activities.
f) Individual or group work for practice and assistance.
g) Summarizing activity to assure student learning.
8. Discipline Plan:
STEP 1: Intervention: Reminder of correct behavior
STEP 2: Intervention: Student Reflection, Parent/Guardian Contacted
STEP 3: Intervention: Behavior Intervention Scenario, Parent/Guardian Contacted
Consequence: Isolated Lunch
STEP 4: Intervention: Conference w/ Parent, Teachers, and Student
Consequence: After school Administrative Detention (Thursdays)
STEP 5: Administrative Referral
** Please refer to student handbook for additional rules and standards.
9. Attendance/Homework: Students are encouraged to attend school daily because the majority of
the class instruction will be provided through activities, discussion and class participation.
Homework will build the student’s self-confidence in the mastery of the course material. It is
possible that some students will, on occasion, finish assigned work during class. Questions
concerning the homework may and should always be asked during class time. Students who find
themselves having trouble, or taking too much time on each assignment should arrange to come in
for extra help when provided by the teacher. According to guidelines, students are allowed (2) days
for every (1) day absence to make-up work.
10. The goals listed below will provide the direction for assessment and instruction.
Attainment of these goals is facilitated by the students’ demonstration of the following
Academic Knowledge and Skills ( AKS).
Unit 1: Number System
compute and interpret quotients of fractions using visual fraction models to solve word problems
compute multi-digit decimal and whole number problems fluently in all four operations (CCGPS)
determine the greatest common factor of two whole numbers less than or equal to 100 (CCGPS)
determine the least common multiple of two whole numbers less than or equal to 12 (CCGPS)
use the distributive property to express a sum of two whole numbers 1-100 with a common factor as
the multiple of two whole numbers with no common factor (CCGPS) (6MA_B2012-12/MCC6.NS.4)
Unit 2: Rate, Ratio, Proportion
explain the meaning of and use ratio language to describe a ratio relationship between two quantities
explain the concept of a unit rate a/b associated with a ratio a:b with b≠0, and use rate language in the
context of a ratio relationship (CCGPS) (6MA_A2012-2/MCC6.RP.2)
use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number line diagrams, or equations) (CCGPS)
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)
solve unit rate problems including those involving unit pricing and constant speed (CCGPS)
find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity);
solve problems involving finding the whole given a part and the percent (CCGPS) (6MA_A2012-
use ratio reasoning to convert measurement units; manipulate and transform units appropriately when
multiplying or dividing quantities (CCGPS) (6MA_A2012-7/MCC6.RP.3_d)
Unit 3: Expressions
write and evaluate numerical expressions involving whole-number exponents by applying order of
operations (CCGPS) (6MA_C2012-25/MCC6.EE.1)
write, read, and evaluate expressions in which letters stand for numbers (CCGPS) (6MA_C2012-
write expressions that record operations with numbers and with letters standing for numbers
identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an expression as a single entity (CCGPS) (6MA_C2012-
evaluate expressions at specific values for their variables (include expressions that arise from
formulas 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)) (CCGPS) (6MA_C2012-29/MCC6.EE.2_c)
apply the properties of operations to generate equivalent expressions involving one or more variables
identify when two expressions are equivalent (e.g., when the two expressions name the same number
regardless of which value is substituted into them) (CCGPS) (6MA_C2012-31/MCC6.EE.4)
use substitution to determine whether a given number in a specified set makes
Unit 4: Equations and Inequalities
use substitution to determine whether a given number in a specified set makes an equation or
inequality true (CCGPS) (6MA_C2012-32/MCC6.EE.5)
use variables to represent numbers and write expressions when solving a real-world or mathematical
problem (CCGPS) (6MA_C2012-33/MCC6.EE.6)
solve real-world and mathematical problems by writing and solving one-step linear equations, in the
form x + p = q and px = q, using each of the four basic operations in which all values are
nonnegative rational numbers (CCGPS) (6MA_C2012-34/MCC6.EE.7)
write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or
mathematical problem (CCGPS) (6MA_C2012-35/MCC6.EE.8)
recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent
solutions of such inequalities on number line diagrams (CCGPS) (6MA_C2012-36/MCC6.EE.8)
represent, describe, and analyze relationships between independent and dependent variables using
tables, graphs, and formulas (CCGPS) (6MA_C2012-37/MCC6.EE.9)
Please refer to AKS Handbook for additional objectives.
11. Additional Support Information:
Textbook website: http://my.hrw.com User name: 6stone Password: moore
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