6th Grade Important Documents

2019/2020 Rowan County Middle School Lesson Plan

Week of: AUGUST 12

Teacher: M FANNIN

Subject: MATH 6th grade

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)       Focus on number sense~ building a foundation and addressing misconceptions. Engaging students in math talks to identify current knowledge of math looking for knowledge and misconceptions.  Modeling of expectations for partner work, group work, and independent work will be practiced.                                                             

Standard being taught/assessed:  6.NS.B.2

 

Pre-Planned Questions: (2-3)

DO: Instructional activities each day (How will they learn it)

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: Daily Calculations 1/175, 2/175, & 3/175:  Divide each fraction~ quotient in decimal form, round to nearest thousandths, & convert to percent.

Mini Unit~ division, patterns of multiples of 175, even/odd, place value, def of ratio, ways to write ratios

ORGANIZATION OF BINDERS~ students will organize binders so that the binder will act as a toolkit throughout the year.  Reference sheets will be added as lessons are taught.

Tens Frame Flash~ students will begin developing a sense of combinations of 10 to aid w/ combos of 100 and 1000.  PLAY CLOSE TO 100.

ASSIGN IXL skills~ DUE August 23

A1~ PLACE VALUE IN WHOLE #

A7~ ADD & SUB WHOLE #:  WORD PROBS

B1~ MULTIPLY WHOLE #

B2~ MULTIPLY WHOLE #: WORD PROBS

C2~ DIVISION PATTERNS W/ ZEROES

 

 

Bell Ringer: Daily Calculations  4/175

Tens Frame Flash

PLAY CLOSE TO 100/1000

FOCUS on PLACE VALUE building number sense:  decimal after every whole #; fraction discussion, focus on size of decimal and what it means and looks like. (Using 1000 chart)

DIVISIBILITY RULES DISCUSSION/reference sheet

FOOTBALL EQUATIONS act to set expectations of partner work.

 

Bell Ringer: Daily Calculations  5/175

Tens Frame Flash

PLAY CLOSE TO 100/1000

Divisibility rules/ FOCUS on multiples of 2, 4, & 8.  Identify patterns, sing songs, record on multiplication sheets.

PLACE MULTIPLICATION turnover cards to practice these facts.

Continue w/ Football Equations

Begin Scavenger Hunt

 

 

Bell Ringer: Daily Calculations 6/175

Tens Frame Flash

PLAY CLOSE TO 100/1000

Multiplication turnover cards~ 2, 4, & 8.

Divisibility Rules

Begin identifying patterns for 3, 6, & 12.  Add to multiplication chart, songs, & turn over cards.  Each table will have 2, 3, 4, 6, 8, & 12 to use for practice after bellringer each day.

Scavenger Hunt

 

 

 

Bell Ringer: Daily Calculations  7/175

Tens Frame Flash

PLAY CLOSE TO 100/1000

TURN OVER CARDS

DIVISIBILITY RULES

PRACTICE MULTIPLICATION FACTS

 

 

 

 

 

 

 

Assessment(How Can We Measure That They’ve Learned It)

Students will not be assessed w/ this week’s skills~ focus is on building number sense.  During this mini unit, students will organize materials, learn how to work w/ partners, groups, & independently.  Time spent w/ number sense building and addressing misconceptions will be advantageous in the long run.  This week will also allow insight to the knowledge the students have about numbers and will allow opportunities to address misconceptions.

Interventions:  (What steps are in place if they haven’t learned it)

Based on assessment data - student specific.

By giving students various strategies to help aid in their inabilities w/ number sense and/or multiplication facts, students will be able to be successful. The use of a multiplication chart, songs & chants, turn over cards, and calculators.

Specific Skills (non-negotiables) standard and student need specific

Vocabulary Focus/Word Wall

(Critical Vocabulary)

Ratio      Convert     Percent

Division  Fraction    Decimal

Place Value       Simplify

Divisibility    Factors

Multiples

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mon: 

Tue:  6.NS.1, 6.NS.2, 6.NS.3, 6.NS.4

Wed: 6.NS.1, 6.NS.2, 6.NS.3, 6.NS.4

Thu: 6.NS.1, 6.NS.2, 6.NS.3, 6.NS.4

Fri: 6.NS.1, 6.NS.2, 6.NS.3, 6.NS.4

 

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations

 

 

 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? )  Share bi-weekly in PLC and do it

 

 

 

 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan.  What do the students say worked?  What Didn’t work?  Share bi-weekly in PLC