Hello!

 

This week we will be finishing Unit 9. Students have been collecting, reading, and graphing data based on the data's mean, median, and mode. The video attached covers the concepts we have been reviewing during this month. 

 

https://youtu.be/B1HEzNTGeZ4?feature=shared 

 

Mrs. Lounsbury

Hello! 

 

I hope you all had a happy weekend. This week we will be focusing on making box and whisker plot graphs. Students will be using their knowledge of mean, median, and mode to graph data points onto a box and whiskers plot.  This video will discuss what we will be working on.

 

https://youtu.be/jurdqZEfbec?feature=shared 

 

Mrs. Lounsbury

Dear Family,
In this chapter, your student will study different forms of statistical 
measures. One of the most common statistical measures is finding the mean 
of a set of data. Another word for mean is average. Think about ways you use 
the word average outside of the classroom. Consider the examples below 
before brainstorming your own ideas.
Have you ever said, "today is an average day"? What does that mean? You are 
probably comparing that particular day to a day that went really great or 
maybe to a day that did not turn out so good. So, what determines whether 
a day is good, average, or bad? Do you think your average day would be the 
same as a sibling or a parent? Spend some time thinking about the difference 
between a good, average, and bad day. 
How about temperatures? How does a meteorologist determine what the 
average high or low temperatures are for any given day? Do some research 
on the Internet as a family to discover how meteorologists keep track of 
average temperatures for your city.
Some other questions to consider:

How would a record high or low temperature affect the average 
temperature on a given day?

What other factors could affect an average temperature?
Now it is your turn! Think about other situations, activities, or events in 
which averages are used as a form of measurement or comparison. Make a 
list as a family and discuss how averages are used in each of the situations. 
Then consider what is being measured and how knowing the average is 
beneficial to you.
May you have above average luck

Hello!

 

This week we will continue working on test taking strategies. We will also continue working in our reading groups on our different strategies.  

 

Here is a video that discusses types of test questions. https://youtu.be/yCgZtc4iNY4?feature=shared 

 

Mrs. Lounsbury 

Hello!

 

We will be continuing our work on Unit 8. Students will be working on ordering integers, graphing integers in a four-quadrant graph, and finding the absolute value of integers. 

 

Here is a video coving some of the topics we will be working on. https://youtu.be/VW6UrPKPInA?feature=shared 

 

Mrs. Lounsbury 

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!

 

Mrs. Lounsbury

Hello,

 

We have completed our Geometry unit on Surface are and volume. We will be taking a test on Wednesday, March 6th. Students will review on Monday. They can practice their work on Skill Trainer on Big Ideas.  Here a video that reviews some of the concepts we have covered. 

 

 

Mrs. Lounsbury

Hello!

 

This week students will be using what they know about finding area of different polygons to find the surface area of 3D shapes like pyramids and prisms.  The following videos will show the topic that we are discussing.  Students are welcome to practice their skills on https://www.bigideasmath.com/ by selecting the Skill Trainer section and reviewing under the Geometry section of 6th grade for this unit. 

 

 

Mrs. Lounsbury

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

Hello!

 

This week, students will be starting Unit 6, Equations. We learned about variables last week. This week we will be solving for those variables and using inverse (opposite) operations. 

Students who would like to retake their chapter 4 or 5 tests, will be given practices to take home before being reassigned their test. 

Mrs. Lounsbury 

Hello!

 

This week, students will have their first round of Math groups. Students have been placed in groups and will work with myself and Mrs. Cundari on specific skills for each group. We will continue to work on solving expressions that have coefficients and variables by learning about the distributive property and factoring using the Greatest Common Factor.   Here is a video that shows how these two items are connected. 

 

https://youtu.be/-y0-vf0zsMg?feature=shared 

 

Mrs. Lounsbury 

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

 

Mrs. Lounsbury 

Hello!

 

Happy New Year! This week, we will be finishing up Unit 4 or fractions and percentages. Our unit test will be on Wednesday. We will then begin Unit 5, writing algebraic expressions.  Here is video that reviews converting fractions, decimals, and percentages. https://youtu.be/-Xt4UDk7Kzw?feature=shared

 

Mrs. Lounsbury