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Ms. Lounsbury, Math, 6th Grade

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Week of May 28th

Hello!
 
It's been an amazing year! We will be wrapping up our year in Math with a variety of activities that connect to concepts we have worked on over the year. Students will be taking home their folders and notebooks. 
Mrs. Lounsbury 

Week of May 20th

Hello!
 
I hope you had a great weekend!
 
This week students will be taking the end of year post assessment for Math. Now that they have completed all the units in Math, we can see and celebrate how much they have grown over the year. They have worked very hard, and I can't wait to see their growth. 
 
Mrs. Lounsbury 

Week of April 22nd

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.
 
 
Mrs. Lounsbury

Week of April 15

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

Week of April 8th

Welcome back! We will begin our Unit 9 in Math. Students will be focused on statistics and finding the mean, median, mode, and absolute deviation of a set of data. 
 
 
Our math schedule will be a little different this week due to 5th graders taking the Science CMAS test.
 
Monday: regular schedule
Tuesday: Math will be from 2:15 to 3:15 
Wednesday: 9:15 to 11:05
Thursday: regular Math class time
Friday: Math MAP test 9:15-10:45
 
On Wednesday our schedule will be different because 5th graders will be taking the Science CMAS. We will work on a math lesson looking at drawing translations, reflections and rotations. 
 
Mrs. Lounsbury

Week of March 11th

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

Week of March 4th

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

Week of February 26th

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

Week of February 14th

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

Week of February 5th 2024

Dear Family,
Have you ever had to plan a large party—perhaps a family reunion, a wedding, 
or a community fundraiser? Planning for a large event can be quite a challenge. 
Recruiting your student to help with the planning provides a great opportunity 
for your student to use math skills.
For example, you could ask your student to figure out the following.
 How much food is needed? Should you plan on just one portion per 
person, or multiple portions? Have your student write a rule (or 
equation) to determine the number of portions of food you need. Your 
student can write a rule even if you don’t know how many people will be 
attending when you first start planning.
 Is the number of invitations needed equal to the number of people being 
invited? Have your student write a rule for the number of invitations 
you need and another rule for the cost of the postage.
 Each table can probably seat 8 or 10 people. You’ll want to figure out how 
many tables you will need. Have your student write a math rule to 
determine this amount. 
 How many tablecloths and table decorations will you need? If there will 
be serving tables, don’t forget about decorating those as well.
Event planners often say that about two-thirds to three-quarters of invitees 
can be counted on to attend. Work with your student on a strategy to guess 
how many people you think will actually attend. Then have your student use the 
rules they wrote to estimate the number of portions, invitations, tables, and 
decorations that will be needed for the event. 
Is your event a fundraiser? If so, figure out how much you will charge per 
person. Figure out how much you will spend on the whole event. Have your 
student write a rule to determine if you will make money for your cause.
You and your student can take satisfaction from your good planning—enjoy 
the event