Variables and Algebra Test - THURSDAY (am)

We are working hard to finish up all of our language and math units before March break. This will allow students to fully relax over the break and to start fresh with new units when they return. We began our mini-unit on variables and algebra last week and plan to finish it up this coming Thursday (March 7). The topics covered on this test include:- recognizing if a variable is representing an unknown quantity OR a changing quantity- determining the value of an unknown in an algebraic equation- using strategies (completing the opposite operation) to solve one-step equations- substituting values into algebraic equations- using formulas to solve problems- writing simple algebraic equations from words and pictures

Here is a list of online practice sites that students are encouraged to explore over the next few days:
1) One-Step Equation Game 
2) One-Step Equation Pong
3) A Collection of Algebra Games
4) Solving Equations
5) Equation Match
6) Late Delivery
7) Algebraic Expressions Millionaire
8) Writing Algebraic Equations

Hexaflexagons (am)

Today, we got distracted by some amazing math! The hexaflexagon is a folded device that can alternate between three (in a trihexaflexagon) or six (in a hexahexaflexagon) different faces. We discussed how this beautiful regular hexagon comes equipped with six lines of symmetry and a rotational order of six. The students created one for themselves BUT just in case you wanted to try yourself, check out the links below:



Click HERE for a template to make the basic tri-hexaflexagon.
Click HERE for a template to build the complex hexa-hexaflexagon.

Click HERE to view a video on how to make the yummy hexaflexamexigon.

Coordinates (am)

In preparation for our upcoming unit on transformations, students are becoming re-acquainted with the coordinate graph. This graph was introduced as part of the patterning unit back in September. In class on Monday, we will revisited the structure of this graph (x-axis = horizontal, y-axis = vertical) and how to identify and plot points as ordered pairs.

Listed below is a series of games and online interactives that students can use to practice their graphing skills:

1) Coordinates
2) ThatQuiz: Points (click on "both" under Cartesian and "I" under Quadrants)
3) Greg's Grid Graphs
4) Billy's Bug
5) Hit the Coordinate (select "medium")
6) Cops and Robbers (make sure to read the instructions before playing!)

IXL also has some great practice interactives available. For coordinate planes, check out:

• Coordinate graphing: Coordinate graphs review (Grade 6 - O.1)
• Coordinate graphing: Coordinate graphs as maps (Grade 6 - O.3)
• Coordinate graphing: Relative coordinates (Grade 6 - O.4)

For those students wanting to take it to the next level (that is, grade 7 and 8), try out these games involving all four quadrants:

1) Billy's Bug 2
2) Catch the Fly
3) Homer's Donut

Math Test - Friday (am)

This coming Friday, the grade 6 students will be writing their Geometry test. The test will include the following topics:

• measuring, drawing, and estimating angles up to 180 degrees
• sorting polygons using lines of symmetry and order of rotational symmetry
• classifying and constructing triangles
• classifying and constructing quadrilaterals

On Wednesday and Thursday, we will be completing review questions in class. Students are encouraged to read through their Geometry notebooks throughout this week. If students would like any clarification or extra help on any of the topics, I am available to meet with them during recess or after school on any day except for Wednesday.

The picture shown in this post is of our anchor chart for quadrilaterals - students will have similar chart in their math notebooks. 

Here are some helpful online links that students can use to practice the concepts at home:

Measuring Angles (ThatQuiz - set to Level 8 and click "Measure")

Estimating Angles (Squirt the Dog OR Angle Angles)

Lines of Symmetry (Symmetry Game OR Shape Lab - click on "Really Hard")

Sorting Shapes (BBC Shapes - this also includes 3D shapes)

Classifying Quadrilaterals (Math Interactive OR Quadrilateral Quest)

Interactive Math Notebooks (am)

We have started an interactive math notebook for the geometry unit. This book is "interactive" because it includes pieces that can be manipulated to show the math concepts. Each note begins with the learning goal. Students must then write out the learning goal in their own words and write what they know about the topic before we complete the lesson and activities. Once the lesson and teacher notes (right side of the page) are completed, students are asked to complete the "what I learned", "proof" and "reflection" sections of the left side of the page. Take a look at your child's math notebook for more details. See below for images of the first four pages of a few of the students' notebooks. I am so impressed with the effort and care that the students are putting into organizing their work.

  

Many of the pages and ideas for this concepts were found at the following site: http://www.rundesroom.com/

Graphs DUE tomorrow - Wednesday (am)

Each student (even those working in pairs) must hand in their own copy of a pictograph, bar graph, and line graph for their chosen data. Today in class we were working towards designing criteria for these graphs.

As a reminder to students:

• the pictograph is for the class data only
• the bar graph is to compare the class and Canadian (and South African) data
• the line graph is to show the Canadian data over the years

For the bar and line graph, students should be including a legend to indicate which set of data (e.g. class, Canadian) is represented.

click HERE for the success criteria for pictographs

1. click HERE for the success criteria for bar and line graphs

Math Test - tomorrow! (am)

Tomorrow, the grade sixes will be writing a math quiz on data terminology and collecting data. Concepts the students should be proficient in include:

• primary versus secondary data (know definitions and examples)
• qualitative versus quantitative data (know definitions and examples)
• discrete versus continuous data (know definitions and examples)
• collecting data in tally charts and frequency tables
• converting from a fraction to percent

Today, students were given a practice test today (download a new copy HERE).... students are encouraged to check their answers to this practice test HERE.

Data, Data, Data! (am)

On Friday, students were introduced to using a spreadsheet to organize data. Each student received a copy of the class data (via google docs) and were asked to play around with the functions (e.g. taking an average, sorting) of the application. As part of our math project, students are to organize the data for their specific question into a frequency table.

We will also be looking at the Canadian data over the past several years. Students will be asked to organize the historical data (results) from their specific survey question. Some questions go back all the way to 2003 and others are relatively new. The date written beside the question (on the project outline) refers to the first year the question was asked.

Finally, some of the students have been asked to look at data from South Africa. They will have to create a frequency table for the South African data.

We will be using the netbooks on Monday to collect all of the above data but students are encouraged to get a jump on this by working over the weekend to collect some of the data (e.g. class data) into a table.

Here are some links to the data and to some helpful templates:
- find a helpful template (word doc) to help organize the data HERE
- access the class data (spreadsheet) HERE
- access the Canadian data through the links HERE
- access the South African data (spreadsheet) HERE

Please note that the Google documents in the links above must be saved "as a copy" before students can edit the data. To do this, the student must be logged into their google account, and then go to "File" and "Make a copy".

Survey Introduction DUE tomorrow! (am)

The first part of our survey project is due tomorrow (Friday). Students are to have written (or typed) an introduction to their survey question. The introduction should include:
- the question that they will be investigating in the project
- the possible choices (if any) that were offered on the survey
- a prediction and supporting explanation of the most popular and least popular choice from the class data
- a prediction and supporting explanation of the most popular and least popular choice from the Canadian data
- a prediction and supporting explanation of the most popular and least popular choice from the South African data (only for those questions which have SA data)

We will be hanging our introduction up in the hallway so students are advised to write neatly or to type out their responses.

Complete Online Survey! (am)

Students that did not complete the Census at Schools survey in class today due to iPOD issues are to complete the survey before math class tomorrow (period 2). Click HERE to access the survey. The class code is 550 and the password is holyred.

Students who do not complete the survey tonight are to complete it during first recess tomorrow.

Census at Schools Analysis Project (am)

Over the final weeks before Christmas, the grade six students will be choosing ONE question from the Census at School questionnaire. They will be looking at the class results as well as comparing this to Canadian and in some cases, South African results. By the end of the this project, students will have the follow SIX items in their analysis:
1) An introduction outlining the question and their predictions
2) A frequency table of the class results and a table showing Canadian results over the past several years
3) A pictograph of the class results
4) A double bar graph which shows how our class results compare to Canadian results
5) A line graph which shows the Canadian results over time
6) A conclusion which comments on the results and on the validity of their initial predictions

As students progress through this project, criteria for each of the items will be developed and posted. While in the school, look at our data wall which will show the project in action!

Deadlines for each of the components of the project are as follows:
- December 7 = Introduction and predictions
- December 11 = Data tables
- December 14 = Pictograph of class results
- December 17 = Double bar graph of Class versus Canadian results
- December 18 = Line graph of Canadian results over time
- December 19 = Conclusion and reflections on the data

To view possible topics and download the project outline, click HERE.

Math Tests - sent home (am)

The unit test for place value and decimals were handed back today. WOW - the class did fantastic! In class, we completed an analysis of the questions and set goals for how to improve on future tests of this nature. Students should have completed all of the corrections in class and are asked to review the test with their parents. Parents are asked to sign on the front index sheet in their math assessment duotangs.

Math Test - tomorrow! (am)

As noted on the calendar, tomorrow (Thursday) the grade six students will be writing a math test on place value and decimals. They have been given a review package of questions which we will be taking up tomorrow. Students are encouraged to check over their answers and to identify any questions that require further clarification. We will be discussion those "flagged" questions tomorrow during period one. The test will be during period two.

To download a copy of the review package, click HERE.

To see the answers to the review questions, click HERE.

Math Prep for Tuesday (am)

During math on Tuesday, we will be completing activities and applications on the topics of rounding decimals and plotting decimal numbers on a number line. In order to prepare for this class, I am asking all students to view the corresponding videos from Khan Academy and to complete the practice questions. Students should aim for completing 10 consecutive questions correctly. A reminder that our math test on place value and decimals is this coming Thursday and the concepts discussed in these videos will be included on the test.

Concept #1: Decimals on the Number Line (view video, complete practice questions)

Concept #2: Rounding Decimal Numbers (view video, complete practice questions)

A reminder to students that they are encouraged to watch at their own speed and may pause, rewind, or fast forward where needed. The goal is for students to have an understanding of these concepts so that they can apply them during the class time. 

Math Riddles (am)

Today in math class, we expanded our discussion about place value to include decimal numbers. We talked about how each column in the place value chart is separated by one power of ten. By looking at these concepts in terms of money, the tenths column would represent dimes (since one dime makes up one tenth of a dollar) and the hundredths column would represent pennies (since one penny makes up one hundredth of a dollar).

We also complete a math riddle in which the students had to use four clues to determine a mystery number.

The clues given included:
- The digit in the hundredths place is double the digit in the tenths place
- The digit in the tenths place is odd
- The digit in the thousandths place is the sum of the digits in the tenths place and the hundredths place
- The digit in the ones place is four times the digit in the hundredths place.

Students worked in class to develop their own riddles. I am asking that each student submit their own riddle for tomorrow's class. Many students have completed this but those that haven't must complete this at home.

Parents, please sign (am)

The students received their place value of whole numbers quiz today. The class (as a whole) did FANTASTIC! We will be continuing our exploration of place value by extending our learning to include decimal numbers. I am hoping that parents have a chance to review and sign the assessment summary tonight.

Math Quiz - tomorrow (am)

The grade sixes will be writing a quick quiz tomorrow on place value of whole numbers. This quiz will be knowledge based (no word problems) and will include the following concepts:
- identifying the place value of digits in numbers up to one million
- determining the value of digits in a large number
- writing a number in words
- writing a number in standard and expanded form
- ordering whole numbers from least to greatest
- using rounding and estimation techniques to determine a reasonable estimate to a problem

Students are encouraged to complete the practice quiz that was sent home today. We will be taking up the practice test first thing tomorrow morning.

QUIZ Wholenumber Placevalue PRACTICE

Khan Academy - flipping the lesson (am)

Today, the students were introduced to an online resource called Khan Academy. This resource has instructional videos and exercises for math, science, finance, and history. We will be using it this year for math. The students are also encouraged to use this resource as they move into high school as it contains excellent tutorials of higher math such as vectors and calculus. We will also be using these videos to "flip the lesson". This concept takes the normal format of teacher-led lessons in the school and the work b being completed at home and flips it.... therefore, having the students learn the lesson at home and complete the work in the classroom.

Over the weekend, I am asking students to view the following three videos on rounding. They are to watch at their own pace and may pause, rewind, or fast-forward where necessary. Once they finish watching all three videos, they are to complete the practice exercise. I am hoping that by completing this "lesson" at home, we will have more time to apply the concepts and work towards solving problems during class time.

Video Lessons:

• Rounding Whole Numbers - 1
• Rounding Whole Numbers - 2
• Rounding Whole Numbers - 3

Practice Exercises

• Rounding Whole Numbers (practice)

For more information, I invite parents and students to view the video of Salman Khan (founder of the Khan Academy) speaking at a TED conference in 2011.

Place Value Practice (am)

We have begun our unit on place value and decimals. Today in class, we reviewed the patterns in the place value chart for whole numbers (up to one million). The students are working on some practice questions and although some students finished these in class, the work has been assigned for homework tonight. For students to practice these fundamental concepts I am posting four good practice sites that students are encouraged to play for practice. As an aside, at parent-teacher night, some parents expressed their desire to have a math resource (e.g. textbook) at home. If this is something that would be helpful, families are welcome to sign out a grade 6 textbook which can be kept at home until the end of the year. Please send in a written request with your child.

Good place value games include:
1) ThatQuiz (set to level 9)
2) Mystery Numbers
3) Jumble Digits
4) Fun Brain Puzzler

Math Test - tomorrow (am)

Today in class, we completed our review of our patterning unit. We took up all of the multiple choice questions from our bell ringer as well as the practice test that was sent home over the weekend. Students are encouraged to review the lessons from class today and try some additional patterning questions.

Check out the answers to the practice test...

Practice Test Answers