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  1. Welcome! 2011 - 2012 School Year Connolly Middle School Mr. Sonnenberg 6th Grade

  2. Agenda/Topics to Be Covered • Who’s Who • Classroom Policies • Grading • Math Review • Cornell Notes • Math Goals • Summary

  3. Who’s Who • Principal Kathy Mullery • Principal on Special Assignment Ardie Sturdivant • Teacher on Special Assignment Mindy Udall • Office Manager Sferra, Gerrie • Attendance Clerk Marie Scholing • Nurse Theresa Busch • Counselor MaryKay Keller and Ruth Sharpe • Language Arts Coach Greta Olsen • Math Coach Denise Dorn • Safety Officer Carter Hernandez

  4. Policies • ID Cards (One temporary ID per quarter handled by library) • Agenda • Write assignments • If homework is unfinished students receive a stamp (h) • If students are tardy after first hour they receive a stamp (t) • Agendas should be signed once a week by Thursday. • Dress Code • Textbooks • Organization • Homework • Absences (Students are responsible for getting missed work. Parents can call for assignments 24 hours in advance)

  5. Classroom Policies Rules • Respect yourself and others. (Treat others the way you want to be treated) • Respect school property and the property of others. • Come to class on time, prepared with your ID and Agenda. • Participate actively. (Try your best) • Leave all personal items at home. No Gum, food, or drinks in the classroom.

  6. Classroom Policies Consequences • Warning • Reflection Sheet • Lunch Detention • Infringement (Parent Signature) One Minute After Class Severe Sent to Principal’s Office.

  7. Grading • Educators use grades purposes, (1) to give students feedback about their progress and achievement, (2) to provide guidance to students about future course work, (3) to provide guidance to teachers for instructional planning, and (4) to motivate students. • A 90 - 100% B 80 - 89% C 70 – 79% D 60 – 69% • √ + Outstanding √ Average √ - Below Average • Late Work will result in a deduction of 10%

  8. Class Web Page •

  9. Math Review

  10. Cornell Note-Taking The AVID Way

  11. Name Date Class Period Cornell Notes • Write your name, date, class, and period in the upper right hand corner (see above). • Write the topic of the notes (ex. WWII, Cells, Nouns, etc.) on the top line (see above).

  12. Name Date Class Period Cornell Notes • Read the objective of the day. • Use the objective of the day or formulate an essential question using the objective of the day. • The essential questions should help guide your note taking.

  13. Page setup Draw a horizontal line about five lines up from the bottom. Name Date Class Period Cornell Notes • Draw a horizontal line about two lines from the top. • Draw a vertical line down the page about one third of distance from the left.

  14. Main Idea Key Question (after notes are completed) Key words & ideas Important dates/people/places Repeated/Stressed Info Ideas/brainstorming written on board / overhead projector Info from textbook/stories Diagrams & Pictures Formulas Name Date Class Period Cornell Notes Essential Question or Objective

  15. Helpful Hints for Straight A Notes Abbrev. , Paraphrase. Use symbols (arrows, circles, underlining) or highlighting to emphasize important ideas and relationships. Name Date Class Period Cornell Notes • Skip lines between ideas. • Within 24 hours, review notes and develop study questions on the left side. • Be aware of teacher clues.*

  16. How do I know if what the teacher says is important? Repetition or stressed inflection Voice gets louder/softer or faster/slower Writing on the board or overhead “This will be on the test.” Gestures (hand/arm movements) “This is important.” Name Date Class Period Teacher Clues

  17. Name Date Class Period So, what about the bottom of my paper? What belongs in the bottom space? • Summary - review notes as soon as possible after class and write a summary in your own words about the main ideas. Are there any gaps in your understanding? (see next point) • Questions for the teacher. • Doodles - down here they won’t get in the way of the important stuff. Summary, questions, doodles

  18. Academic Goals for Math • Foundations Unit • Identify place value • Identify all whole number factors • Determine multiples of a given whole number • Measure lengths to the nearest unit.

  19. Academic Goals for Math • Rational Numbers • Integers and Roots • Apply and interpret the concepts of addition and subtraction with integers using models • Express that a number’s distance from zero on the number line is its absolute value • Express the inverse relationships between exponents and roots for perfect squares and cubes • Operations on Decimals and Fractions • Provide a mathematical argument to explain operations with two or more fractions or decimals • Multiply multi-digit decimals • Divide multi-digit whole numbers and decimals by decimal divisors with and without remainders • Multiply and divide fractions • Make estimates appropriate to a given situation and verify the reasonableness of the results

  20. Academic Goals for Math • Rational Numbers • Comparisons and Conversions • Demonstrate an understanding of fractions as rates, division of whole numbers, parts of a whole, parts of a set, and locations on a real number line • Use prime factorization to express a whole number as a product of its prime factors • Convert between expressions for positive rational numbers, including fractions, decimals, percents, and ratios • Compare and order integers; and positive fractions, decimals, and percents • Use benchmarks as meaningful points of comparison for rational numbers. (3/4 = 0.75) • Represent a problem situation using multiple representations; describe the process followed; verify the reasonableness of the solution

  21. Academic Goals for Math • Data Analysis and Statistics • Data Displays • Formulate and answer questions by interpreting, analyzing, estimating and drawing inferences from data displays • Solve problems by selecting, constructing, and interpreting data displays. • Analyze a problem situation; determine the question to be answered • Identify information related to the solution of a problem: relevant, missing, and extraneous • Statistics • Use extreme values, mean, median, mode, and range to analyze and describe a data set’s distribution. • Compare two or more sets of data by identifying trends

  22. Academic Goals for Math • Probability and Discrete Mathematics • Probability • Use theoretical probability to: •  predict experimental outcomes •  compare the outcome of the experiment to the prediction •  replicate the experiment and compare results • Determine all possible outcomes (sample space) of a given situation • Build and explore tree diagrams where items repeat • Use data collected from multiple trials of a single event; conjecture about the theoretical probability • Discrete Mathematics • Analyze and compare mathematical strategies for efficient problem solving; select and use one or more strategies to solve a problem • Explore counting problems with Venn diagrams using three attributes

  23. Academic Goals for Math • Probability and Discrete Mathematics • Discrete Mathematics • Solve simple logic problems, including conditional statements, and justify solution methods and reasoning • Investigate properties of vertex-edge graphs: Hamilton paths and circuits, and shortest route

  24. Academic Goals for Math • Graphing • Graphing • State and justify the missing coordinate of a given figure on the coordinate plane using geometric properties. • Graph ordered pairs in a coordinate plane. • Transformations • Identify a simple translation or reflection and model its effect on a 2-dimensional figure on a coordinate plane. • Draw a reflection of a polygon in the coordinate plane using a horizontal or vertical line of reflection.

  25. Academic Goals for Math • Algebraic Representations • Language of Algebra • Translate both ways between a verbal description and an algebraic expression or equation. • Evaluate an expression involving the four basic operations by substituting given fractions and decimals for the variable • Use an algebraic expression to represent a quantity in a given context • Simplify numerical expressions (involving fractions, decimals, and exponents) using the order of operations • Create and solve two-step equations that can be solved using inverse properties with fractions and decimals • Patterns • Recognize and describe a relationship between two quantities, given by a chart, table, or graph, using words and expressions.

  26. Academic Goals for Math • Algebraic Representations • Patterns • Recognize, describe, create, and analyze a numerical sequence involving fractions and decimals using all four basic operations • Determine a pattern to predict missing values on a line graph or scatterplot

  27. Academic Goals for Math • Geometry • Measurement • Determine the appropriate unit of measure for a given context and the appropriate tool to measure to the needed precision (including length, capacity, angles, time, and mass) • Solve problems involving conversion within the U.S. customary and within the metric system • Estimate the measure of objects using a scale drawing or map • Geometric Properties • Define π (pi): the ratio between a circle’s circumference and its diameter. Explain the relationship among diameter, radius, and circumference • Solve problems related to the properties of supplementary, complementary, and vertical angles

  28. Academic Goals for Math • Geometry • Two- and Three-Dimensional Figures • Create and justify an algorithm to determine the area of compound figures using parallelograms and triangle • Solve problems involving the area of simple polygons using formulas for rectangles and triangles • Solve problems related to area and perimeter of regular and irregular polygon • Describe the relationship between volume of a figure and the area of its base