Ms. Lounsbury, Math, 6th Grade


Week of November 27th

Dear Family,
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
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!

Week of 10/30

Dear Family,
Sports and games provide an opportunity to relax and have fun with our
families and friends. The nature of competition gives us an opportunity to
explore mathematics at the same time.
When we are competing, we are often thinking about how we are doing. Are we
hitting the ball as well as we did last year? Are we running faster now than at
the beginning of the season? Are we currently winning, or is our opponent
winning? Even if we are only watching a game, many of us tend to obsess over
our favorite player’s and team’s performances.
Spend some time with your student talking about your family’s favorite sport
or game. What kinds of “stats” are kept about the players and events? How
does that help you understand the game? For example, you and your student
might talk about the following:
 How are batting averages figured out in baseball and softball? What
does this tell you about the next time your favorite player is at bat?
 What does the ratio of red pieces to black pieces tell you about how a
game of checkers is going? Who’s winning?
 How fast can you run a 100-meter sprint? Do you think you could run
the same speed in the 200-meter or the 400-meter?
Next time your team is playing their big rival, ask your student how he or she
could predict who will win. Do you think it matters more what each team’s
average score is, or what the win-loss ratio is for the two teams? What kind
of information could help you decide which team is better?
Enjoy the game! 
Here is a video that shows what we will be focusing on in this unit. 

Week of September 11th

This week we are going to continue reading Hatchet. we have been identifying figurative language in the story. Students will use descriptive language to describe moments and places they have experienced
Here is a video of some of the types of figurative language students have been reading and using. .  
~Mrs. Lounsbury

Week of September 11th

We will be beginning our 2nd unit on Fractions and Decimals. Below is a message on how fractions and decimals are used everyday!
~ Mrs. Lounsbury
Dear Family,
Many of us have a number of recipes
that we enjoy preparing. Perhaps
they are old family recipes or simply
someone's favorite meal. Some recipes
we can prepare without much effort:
a quarter cup of butter, a quarter cup
of flour, and two cups of milk for a
white sauce.
However, when we have guests over for
dinner, we find these familiar recipes
have to be adjusted. Maybe we have to make three times as many servings.
Now we need three quarter cups of butter, three quarter cups of flour, and
so on.
Sometimes we want to make a smaller portion, such as when part of the family
is away. Now we find ourselves using half a quarter cup of butter, half a
quarter cup of flour, and so on.
You and your student can discuss strategies for preparing a meal when you
have to change the recipe. For example, you might ask your student:
 “We have to use two quarter cups of sugar. Should we use the 1/4 cup
measure twice, or use the 1/2 cup measure?” Your student may answer,
“The amount will be the same either way.”
 “The recipe calls for 2/3 cup of milk, but we only want a half batch.
What measuring cup should we use?” Your student may answer, “Use the
1/3 cup measure, but only once.”
 “Grandma's brownie muffin recipe makes enough for three dozen
muffins, but we only want one dozen. What should we do?” Your student
may answer, “We can divide the recipe measures by three.”
Sometimes you have to make a judgment call. How do you cut the recipe in half,
if it calls for three eggs? Talk with your student about different strategies
for changing a recipe like this.
Enjoy your cooking time together!

Week of September 5th

This week in Math, students will be taking their unit 1 assessment on Wednesday, September 6th. We have been reviewing, and will complete our final review on Tuesday focusing on word problems. Here is a video that shows how to find the answer to word problems for Least Common Multiple and Greatest Common Factor. 
Mrs. Lounsbury

Week of 8/28

This week we will be reviewing Greatest Common Factor, Least Common Multiple, Prime Factorization, and Order of Operations. I have attached a video that reviews most topics we have covered. It is beneficial for students to review their multiplication facts to have ease with this information. 
Christine Lounsbury