FRELINGHUYSEN MIDDLE SCHOOL

COURSE STANDARDS

COURSE: MATHEMATICS GRADE 6

I. EVALUATION

1. Homework: Daily assignments must show completion and correction when appropriate.

2. Tests and quizzes.

3. Notebook: Well-organized, complete and timely.

4. Preparedness and/or participation.

II. MATERIALS NEEDED FOR CLASS

1. Separate mathematics 3-ring binder with dividers.

2. Pencils with good erasers and a pen.

3. A dry erase marker.

III. CRITERIA FOR EXCELLENCE (Requirements for receiving an “A” in this course.)

1. Timely completion of homework with evidence of thoroughness, effort and

attention to errors.

2. A complete and well-organized notebook which adheres to class criteria.

3. Preparedness for class.

4. The mastery of concepts as assessed on tests, quizzes, and projects.

A+ = 98 – 100 A = 93 – 97 A- = 90 – 92

IV. HOMEWORK & ABSENTEE POLICIES

1. All homework, class work and notes must be made up when a student is absent.

A reasonable time will be established with the student.

The homework Tutorial Program offers the opportunity for regular assistance. This

is individualized assistance within a group setting covering all subject areas. Days

and times will be announced. Individual appointments can be arranged with

specific teachers.

2. Homework Hero is available for students and parents.

V. RESOURCES

1. Connected Mathematics.

2. Everyday Mathematics.

3. Each child has received a Student Reference Book and a template which are required to stay at home for the school year.

FRELINGHUYSEN MIDDLE SCHOOL

COURSE PROFICIENCIES

COURSE: MATHEMATICS GRADE 6

I. COURSE OVERVIEW

In designing a complete and connected middle school mathematics curriculum, it is not possible to separate the influence of what is taught from how it is taught. What students learn from the curriculum, i.e., the mathematical content of the curriculum is shaped by how they learn to work with mathematics, i.e., the mathematical processes imbedded in the curriculum. Conversely, how students learn to use mathematics shapes, what they learn about mathematics, and how concepts are understood and related.

II. COURSE GOALS

NUMBER: Number sense and reasoning with and about numbers; number theory,

properties and operations of number systems, with focus on integers and rational

numbers; number estimation; ratio, proportion, and percentage; preparation of numbers

in concrete, graphic and symbolic forms; scientific notation and exponential notation.

GEOMETRY: Spatial sense and reasoning with and about shapes and location; two-

and three-dimensional shapes and their properties; relations among shapes (congruence,

similarity, parallelism, perpendicularity, symmetry): location; coordinate systems,

transformations; visualization, and sketching of shapes.

MEASUREMENT: A sense of what it means to measure and to reason with measures; concepts of length, area, volume, mass, angle measure; common properties of measurement systems; procedures for exact, approximate and derived measurements;

estimation.

ALGEBRA: Algebraic reasoning, variables, patterns and functions, relations; modeling, representation by symbolic expressions, numerical tables and graphs; equations and inequalities; and rates of change.

STATISTICS: Decision-making with data; formulating questions, collecting, displaying, analyzing, making references from data; and sampling.

PROBABILITY: Decision-making under uncertainty; random events; equally likely events and unequally likely events; experimental and theoretical probability; expected value; simulation.

The four overarching goals in the National Council of Teachers in Mathematics Curriculum and Evaluation Standards for School Mathematics serve as the major process goals for this course.