Week of March 17th
Hello,
This week students will be wrapping up their unit 8 on Graphing and take their assessment. On Monday we will review positive and negative integers, absolute values, graphing inequalities.
Mrs. Lounsbury
Ms. Lounsbury, Math, 6th
Assignment Calendar
Posts
Week of March 10th
Hello,
This week students will be working on graphing polygons on a coordinate plane. They will also talk about flipping and rotating different points on a coordinate plane.
Mrs. Lounsbury
Week of March 3rd
Dear Family,
Have you ever watched the countdown for a space shuttle launch? The time
remaining to the launch gets smaller and smaller as the launch approaches,
ending in the countdown "3....2....1....Blastoff!" For those working on the mission,
time is divided into time before and after the launch. Blastoff is the zero.
Time before the launch is negative, and time after the launch is positive.
We use a similar method with temperature—both the Fahrenheit and Celsius
scales set a zero that is within the normal range of temperatures for a cold
climate. Warmer temperatures are positive, and temperatures colder than
zero are negative. A similar method is used to describe elevation, with sea level
as the zero and positive and negative elevations on either side. Geographically
the equator is set as zero latitude, and other latitudes reference north and
south of that zero. For longitude the choice of a natural zero was less
apparent, and so the zero was set through the Royal Astronomical Observatory
in Greenwich, England. Other longitudes are measured east and west of this
zero. Richmond, Virginia, for example, is located at
>0146+.$6,67'($0'>
west longitude. Its sister city Windhoek, in Namibia, is found at >south
latitude and >east longitude.
You can explore the idea of plotting with integers using a globe. First find the
point that is >latitude and >longitude. How would you describe the location
of a favorite spot, such as your home or a favorite vacation destination? What
is on the opposite side of the globe from that place?
Happy hunting!
Have you ever watched the countdown for a space shuttle launch? The time
remaining to the launch gets smaller and smaller as the launch approaches,
ending in the countdown "3....2....1....Blastoff!" For those working on the mission,
time is divided into time before and after the launch. Blastoff is the zero.
Time before the launch is negative, and time after the launch is positive.
We use a similar method with temperature—both the Fahrenheit and Celsius
scales set a zero that is within the normal range of temperatures for a cold
climate. Warmer temperatures are positive, and temperatures colder than
zero are negative. A similar method is used to describe elevation, with sea level
as the zero and positive and negative elevations on either side. Geographically
the equator is set as zero latitude, and other latitudes reference north and
south of that zero. For longitude the choice of a natural zero was less
apparent, and so the zero was set through the Royal Astronomical Observatory
in Greenwich, England. Other longitudes are measured east and west of this
zero. Richmond, Virginia, for example, is located at
>0146+.$6,67'($0'>
west longitude. Its sister city Windhoek, in Namibia, is found at >south
latitude and >east longitude.
You can explore the idea of plotting with integers using a globe. First find the
point that is >latitude and >longitude. How would you describe the location
of a favorite spot, such as your home or a favorite vacation destination? What
is on the opposite side of the globe from that place?
Happy hunting!
Week of February 24th
Hello,
This week students will be reviewing and taking their Benchmark assessment. this will cover content from Chapter 1 - Chapter 7.
Mrs. Lounsbury
Week of February 18th
Hello,
This week we will be reviewing finding the area of multiple polygons. Students will take their chapter 7 assessments.
Mrs. Lounsbury
Week of February 10th
Hello,
This week students will learn how to find the surface area of 3D shapes. Students will also learn how to build 3D shapes from their net models. Here is a video discussing what we will be working on. https://youtu.be/s7GrS0b3FRw?feature=shared
Mrs. Lounsbury
Week of February 3rd
Dear Family,
Does your student help you with projects in the house or yard, perhaps
installing floor tiles or spreading grass seed? Many home projects involve
finding areas so that you can purchase the correct amount of materials needed
for the project. For example, how many bags of mulch would you need to buy to
cover your raised garden bed? How many rolls of wallpaper do you need to
cover the walls of a room?
You and your student can discuss how to find areas for projects you might
tackle around your home. You can ask the student:
“Suppose we covered a large section of wall with chalkboard paint.
How would we find the area we wanted to paint?” Your student might
answer, “Measure how high and how far across, then multiply.” Then
ask, “If one quart of paint covers 65 square feet of wall, how many
quarts would we need to paint the blackboard section with 2 coats?”
Your student would multiply the area by 2 and compare that number
to 65. For example, a blackboard 8 feet wide and 5 feet high is 40
square feet, and 2 coats would be 80 square feet. One can of paint
would not be enough.
“Suppose we put new carpet in your bedroom. How many square feet
would we need to buy? How would we figure this out?” Your student
might answer, “Measure each wall of the room and multiply. If the
room isn’t a perfect rectangle, divide it into smaller pieces that are
easier to work with.”
Getting your student involved with home projects develops useful skills for
helping around the house, finding a part-time job, and eventually being
responsible for his or her own home.
Enjoy your time working together
Does your student help you with projects in the house or yard, perhaps
installing floor tiles or spreading grass seed? Many home projects involve
finding areas so that you can purchase the correct amount of materials needed
for the project. For example, how many bags of mulch would you need to buy to
cover your raised garden bed? How many rolls of wallpaper do you need to
cover the walls of a room?
You and your student can discuss how to find areas for projects you might
tackle around your home. You can ask the student:
“Suppose we covered a large section of wall with chalkboard paint.
How would we find the area we wanted to paint?” Your student might
answer, “Measure how high and how far across, then multiply.” Then
ask, “If one quart of paint covers 65 square feet of wall, how many
quarts would we need to paint the blackboard section with 2 coats?”
Your student would multiply the area by 2 and compare that number
to 65. For example, a blackboard 8 feet wide and 5 feet high is 40
square feet, and 2 coats would be 80 square feet. One can of paint
would not be enough.
“Suppose we put new carpet in your bedroom. How many square feet
would we need to buy? How would we figure this out?” Your student
might answer, “Measure each wall of the room and multiply. If the
room isn’t a perfect rectangle, divide it into smaller pieces that are
easier to work with.”
Getting your student involved with home projects develops useful skills for
helping around the house, finding a part-time job, and eventually being
responsible for his or her own home.
Enjoy your time working together
Week of January 27
Hello,
This week we are learning to solve for variables in two step equations. We are also graphing expressions. We will be taking our Unit 6 test on Wednesday and Thursday. Here is a video that shows what we are learning. https://youtu.be/ntzgiu7Ta0s?feature=shared
Mrs. Lounsbury
Week of January 20th
Dear Family,
Have you ever had to plan a large party—perhaps a family reunion, a wedding,
or a community fundraiser? Planning for a large event can be quite a challenge.
Recruiting your student to help with the planning provides a great opportunity
for your student to use math skills.
For example, you could ask your student to figure out the following.
How much food is needed? Should you plan on just one portion per
person, or multiple portions? Have your student write a rule (or
equation) to determine the number of portions of food you need. Your
student can write a rule even if you don’t know how many people will be
attending when you first start planning.
Is the number of invitations needed equal to the number of people being
invited? Have your student write a rule for the number of invitations
you need and another rule for the cost of the postage.
Each table can probably seat 8 or 10 people. You’ll want to figure out how
many tables you will need. Have your student write a math rule to
determine this amount.
How many tablecloths and table decorations will you need? If there will
be serving tables, don’t forget about decorating those as well.
Event planners often say that about two-thirds to three-quarters of invitees
can be counted on to attend. Work with your student on a strategy to guess
how many people you think will actually attend. Then have your student use the
rules they wrote to estimate the number of portions, invitations, tables, and
decorations that will be needed for the event.
Is your event a fundraiser? If so, figure out how much you will charge per
person. Figure out how much you will spend on the whole event. Have your
student write a rule to determine if you will make money for your cause.
You and your student can take satisfaction from your good planning—enjoy
the event!
Have you ever had to plan a large party—perhaps a family reunion, a wedding,
or a community fundraiser? Planning for a large event can be quite a challenge.
Recruiting your student to help with the planning provides a great opportunity
for your student to use math skills.
For example, you could ask your student to figure out the following.
How much food is needed? Should you plan on just one portion per
person, or multiple portions? Have your student write a rule (or
equation) to determine the number of portions of food you need. Your
student can write a rule even if you don’t know how many people will be
attending when you first start planning.
Is the number of invitations needed equal to the number of people being
invited? Have your student write a rule for the number of invitations
you need and another rule for the cost of the postage.
Each table can probably seat 8 or 10 people. You’ll want to figure out how
many tables you will need. Have your student write a math rule to
determine this amount.
How many tablecloths and table decorations will you need? If there will
be serving tables, don’t forget about decorating those as well.
Event planners often say that about two-thirds to three-quarters of invitees
can be counted on to attend. Work with your student on a strategy to guess
how many people you think will actually attend. Then have your student use the
rules they wrote to estimate the number of portions, invitations, tables, and
decorations that will be needed for the event.
Is your event a fundraiser? If so, figure out how much you will charge per
person. Figure out how much you will spend on the whole event. Have your
student write a rule to determine if you will make money for your cause.
You and your student can take satisfaction from your good planning—enjoy
the event!
Mrs. Lounsbury
Week of January 13th
Hello!
Hope you had a great break. This week we will be reviewing units 1-5 and taking our 2nd benchmark assessment.
Mrs. Lounsbury
Week of December 9th
Hello,
This week students will learn how to solve for different expressions based on different properties in math. Here is a video that talks about what each of the properties are. https://youtu.be/0bZ2GcCTtCA?feature=shared
On Wednesday, December 11th, Students will be taking the Math MAPS to see their progress.
Mrs. Lounsbury
Week of December 2nd
Dear Family,
Many families enjoy exploring their own towns and cities instead of going far
away on vacation. Some of those activities may include visiting a movie
theater, a local museum, or community theater. Making sure you have enough
money to take the outing is important.
Before you head out to watch your favorite movie on the Big Screen, you can
use an expression to estimate the cost. For example, if one ticket costs you
$7, you can use the expression, 7x, where x is the number of tickets you will
need, to determine the amount of money you will need to take to the theater.
You and your student can discuss how to calculate the amount of money that
will be needed to enjoy the following local family activity. For example, you
might ask your student:
“A family is going to visit the local art museum. The cost for children
is $5.50. The cost for adults is $8. What is the expression used to
determine how much money it costs for a child to visit the museum?
What is the expression used to determine how much money it costs
for an adult to visit the museum?” Your student may answer, “The
expressions will be 5.5x, where x is the number of children attending,
and 8y, where y is the number of adults attending.”
“A family has 3 children and 2 adults visiting the museum. How much
money will the family spend on each type of ticket?” Your student may
answer "The cost for the children is 5.5 × 3, which is $16.50. The cost
for the adults is 8 × 2, which is $16.”
You and your student can then talk about how to find the total cost of visiting
the art museum. This process can be used to find the cost of visiting a
number of other family activities. Have your student practice finding the
cost of visiting other local attractions. Which attraction costs the least?
Which attraction costs the most?
Enjoy exploring your city as a family
Many families enjoy exploring their own towns and cities instead of going far
away on vacation. Some of those activities may include visiting a movie
theater, a local museum, or community theater. Making sure you have enough
money to take the outing is important.
Before you head out to watch your favorite movie on the Big Screen, you can
use an expression to estimate the cost. For example, if one ticket costs you
$7, you can use the expression, 7x, where x is the number of tickets you will
need, to determine the amount of money you will need to take to the theater.
You and your student can discuss how to calculate the amount of money that
will be needed to enjoy the following local family activity. For example, you
might ask your student:
“A family is going to visit the local art museum. The cost for children
is $5.50. The cost for adults is $8. What is the expression used to
determine how much money it costs for a child to visit the museum?
What is the expression used to determine how much money it costs
for an adult to visit the museum?” Your student may answer, “The
expressions will be 5.5x, where x is the number of children attending,
and 8y, where y is the number of adults attending.”
“A family has 3 children and 2 adults visiting the museum. How much
money will the family spend on each type of ticket?” Your student may
answer "The cost for the children is 5.5 × 3, which is $16.50. The cost
for the adults is 8 × 2, which is $16.”
You and your student can then talk about how to find the total cost of visiting
the art museum. This process can be used to find the cost of visiting a
number of other family activities. Have your student practice finding the
cost of visiting other local attractions. Which attraction costs the least?
Which attraction costs the most?
Enjoy exploring your city as a family
Week of November 18th
Hello,
This week we will be finishing up our 4th unit. We will be taking our assessment on percents, decimals, and fractions. Here is a video to review what we have learned. https://youtu.be/2vjbNZaFz3c?feature=shared
Mrs. Lounsbury
Week of November 11th
Dear Family,
I hope you had a great 4-day weekend!
We often shop for groceries, clothing, school supplies, or even a car. When
we are spending our money, we always try to get the best deal. This is where
the use of percents can be valuable.
How often have we waited for a sale before making a purchase? Don’t we get
excited when we receive a coupon discounting the price of something we want
to buy? It is important to compare the prices when looking at two different
brands of something. Which item gives us more for our money (a better
value)?
Spend some time with your student looking at the sale prices or coupon
discounts for things you want to buy, and talk about how they affect the
price and the value of your purchases. For example, you and your student
might talk about the following:
This pair of shoes is regularly priced $45. It is on sale for 15% off
the regular price. How much will we save if we buy the shoes while
they are on sale?
We have two different coupons to buy that box of cereal. One coupon
is for $0.50 off the regular price. The other coupon is for 30% off
the regular price. The regular price of the cereal is $3.99. Which
coupon should we use to save the most money?
The next time you go shopping, ask your student how he or she can help you
determine the best way to save money on the purchase and how much you will
save. Have your student keep track of the total amount you save on the
shopping trip.
Enjoy your savings