Welcome to Mrs. Porter's Math page!
"Exercise your mind and you will become happier and smarter!"

The following are key elements of the 6^{th} grade math program.
MATERIALS: Come to every class with the following: (updated for 20152016)
 Binder with two dividers
 Pencil, a good eraser and pencil sharpener
 Red pen or any color (for correcting)
 Completed homework
 Homework planner (You receive this on the first day of school)
 Dry erase markers (*optional)
 Open mind and a good attitude. Remember you will make mistakes and that is OK!
GRADING: Grades will be determined by the following:
 Assessments: Unit Test (10 total for the year) and Quizzes. Students will be required to receive a parent signature with a score below a 70 on any unit test.
 Homework
 Class work (group work, independent work, and pop quizzes)
 Weekly Mini Tasks
 Independent Projects
HOMEWORK:
Homework extends learning beyond the confines of the school day; therefore students can expect to have homework related to the material and skills practiced in class every night Monday through Thursday, sometimes on Friday. Homework is considered on time when it is presented to the teacher completed at the beginning of the class period. Work submitted after this time will be considered late work. Students will have one day to makeup missed homework, however there will be a deduction for the tardiness. Students are responsible for writing homework assignments in their planners. Homework will also be posted on the Sapphire website. All work must be shown (IN PENCIL) for students to receive full credit for the assignment.
Late HW will be accepted the following day with a deduction in the grade:
Quarter 1: 90%
Quarter 2: 80%
Quarter 3: 70%
Quarter 4: 60%
MAKEUP WORK:
Students are responsible for requesting and completing assignments or assessments missed during an excused absence. There is an absentee bin in the classroom where students can pick up their work and a calendar with assignments listed. Students are to make up any missed work within three school days of returning to school and are responsible for turning in all assignments. This is the most challenging part. Many students complete their missed work but forget to show their teacher and hand it in; which results in a zero. Students absent for an extended period of time will need to meet with me to work out a schedule to complete the missed work.
Keys to Success in MATH:
 PRACTICE ~ PRACTICE ~ PRACTICE! Practice every day – challenge your brain.
 Ask for help when you need it. Math help is available after school, the days and times are posted on the board and the Sapphire team website.
 You may wish to refer to the Sapphire team website for nightly homework assignments, which are posted as well as other important team information.
EXTRA HELP:
All students are welcome to extra help. I will hold extra help in my classroom before a unit test. I will also be available by appointment on Mondays and Wednesdays (I will keep the website updated with what days I will be after school). Late buses begin September , 2015.
Grade 6 Units of Study
Common Core State Standards
QUARTER 1 & 2
Unit 1.1 Factors, Multiples and Decimal Computations
Compute fluently with multidigit numbers and find common factors and multiples.
6.NS.2 Fluently divide multidigit numbers using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation.
6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12.
Unit 1.2 Rates & Ratios
Understand ratio concepts and use ratio reasoning to solve problems.
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
6.RP.2 Understand 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. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”^{1}
6.RP.3 Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables. Use tables to compare ratios.
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
c. 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.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Reason about and solve onevariable equations and inequalities.
6.EE.6 Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
Unit 1.3 Division of Fractions
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
QUARTER 2 & 3
Unit 2.1 Identify, Write & Evaluate Expressions
Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1 Write and evaluate numerical expressions involving wholenumber exponents.
6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
b. 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. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. Perform arithmetic operations, including those involving wholenumber exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^{3} and A = 6 s^{2} to find the volume and surface area of a cube with sides of length s = 1/2.
Unit 2.2 Variables in the Real World
Reason about and solve onevariable equations and inequalities.
6.EE.6 Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a realworld or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Represent and analyze quantitative relationships between dependent and independent variables.
6.EE.9 Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
Unit 2.3 Simplying Algebraic Expressions through Properties of Operations
6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
QUARTER 3 & 4
Unit 3.1 Solving Equations
Reason about and solve onevariable equations and inequalities.
6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.7 Solve realworld and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
Unit 3.2 Rational Numbers & Computational Fluency
Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in realworld contexts, explaining the meaning of 0 in each situation.
6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself,
e.g., –(–3) = 3, and that 0 is its own opposite.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
Compute fluently with multidigit numbers and find common factors and multiples. Must have mastered prior to entering 7th grade.
6.NS.2 Fluently divide multidigit numbers using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation.
Unit 3.3 Rational Numbers in the Coordinate Plane
Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
 NS.7 Understand ordering and absolute value of rational numbers.
 Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
 Write, interpret, and explain statements of order for rational numbers in realworld contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than
–7 °C.
 Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real world situation. For example, for an account balance of –30 dollars, write –30 = 30 to describe the size of the debt in dollars.
 Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
6.NS.8 Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Understand ratio concepts and use ratio reasoning to solve problems.
 RP.3 Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
Unit 4.3 Statistical Variability & Graphing
Develop understanding of statistical variability.
6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Summarize and describe distributions.
6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
Mr. Vieira's Class
Unit 4.1 Polygons & Area
Solve realworld and mathematical problems involving area, surface area, and volume.
6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems.
6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems.
Unit 4.2 Surface Area & Volume
Solve realworld and mathematical problems involving area, surface area, and volume.
6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving realworld and mathematical problems.
6.G.4 Represent threedimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving realworld and mathematical problems.
Mrs. Porter's Addiction: SUDOKU
Number games like Sudoku, as well as word games, can be addicting but, unlike most addictions, they are actually good for your brain. Playing them helps to stimulate your mind; it improves your memory and may aid in delaying the effects of aging.
Playing Sudoku helps me feel smarter, and I have become addicted to the game. It is relaxing and gives me a sense of accomplishment when I finally figure out the "answers". Some people do not play because they think that it is timeconsuming and difficult, but by playing it often, you will become faster and it will help you advance to a harder level more quickly.
Visit these math websites for fun or for extra practice:

