District 65 –Math 6 Syllabus

Teacher: Jena Barber

Room: 202A

Phone: (847) 859-8616  *Phone rings before 8 am & after 3:35 pm, voicemail during school day*


The Chute Choice in Ms. Barber’s Class

Be Responsible

Be Respectful

Be Successful

Be on time and in your seat

Wait your turn to speak

Stay on task

Be prepared

Work well together

Stay positive


Course Expectations

This course is problem-based, which means that students will do a lot of exploring,conjecturing, reasoning, and communicating mathematics while workingpredominantly in small groups. 

Class Materials

Everyday I need to come to class with…


Provided by School

My Own

Connected Mathematics Project,

1 ½ inch 3-ring binder

Pencils & calculator

Second Edition


Spiral Graph Notebook



Lined paper


Grading Policy

How your grade is calculated:  75% Assessments and 25% Assignments

-Assessments:  It’s all about showing what youknow.  Assessments can be formal,like a test or quiz, or informal, like an exit slip or in class assignment.

- Assignments: Thiscan be work done in class or at home.

-Homework:  There is assignmentfor each investigation that could be counted as                            eitheran assessment, an assignment, or simply as credit for completion.  Do your best every time!

Scope and Sequence

Our textbook is actually 8 small books.  Each book focuses on a differentmathematical topic or unit. Inside, each unit is divided up into 3-5 investigations.  Additional information can be found at http://connectedmath.msu.edu.  A link to a site for parent informationcan be found there.

CMP2 Scope and Sequence – Math 6

While working through investigations, students will be askedto think about these questions:

Prime Time

Factors and Multiples

Bits and Pieces I

Understanding Fractions, Decimals, & Percents

·        Will breaking a number into factors help me solve the problem?

·        What relationships are revealed by doing that?

·        What do the factors and multiples of the numbers tell me about the situation?

·        How can I find the factors of the numbers?

·       How can I find the multiples

·       What common factors and common multiples do the numbers have?

·             When do we need to consider amounts that do not represent whole numbers?

·             How can we represent parts of a whole?

·             Why can there be different fraction names for the same quantity?

·             How can we tell which of two fraction is greater?

·             What are some situations in which fractions are commonly used?

·             When is a decimal name for a fraction quantity useful?

·            How can we change a fraction name to the equivalent decimal name?

·            Why are fractions with a denominator of 100 useful?

·            How is a percent like a fraction?

·            What techniques can be used to find fraction, decimal, or percent names for the same quantity?

Shapes and Designs

Two-Dimensional Geometry

Bits and Pieces II

Understanding Fraction Operations

·        What kinds of shapes/polygons will cover a flat surface?

·        What do these shapes have in common?

·        How do simple polygons work together to make more complex shapes?

·       How can angle measures be estimated?

·       How much accuracy is needed in measuring angles?

·        What kinds of models can be used to show computation with fractions?

·        Will the strategies and algorithms we have developed apply to all fractional quantities?

·        What do whole number operations reveal about the meaning of operations with fractions?

·        Do results from algorithms support those found with the models?

·       How can estimation help in this situation?

Covering and Surrounding

Two-Dimensional Measurement

Bits and Pieces III

Computing with Decimals and Percents

·        How do I know whether area or perimeter of a figure is involved?

·        What attributes of a shape are important to measure?

·        What am I finding when I find area and when I find perimeter?

·       What relationships involving area or perimeter, or both, will help solve the problem?

·       How can I find area & perimeter of an irregular shape?

·       Is an exact answer required?

·        What is the whole (unit) in this situation?

·        How big are the numbers in this problem?

·        About how large will the sum (difference, product, or quotient) be?

·        How do these decimals compare to fractions that I know?

·        Why are percents useful in this problem?

How Likely is It?

Understanding Probability

Data About Us


·        What are the possible outcomes that can occur for the events in this situation?

·        How could I determine the experimental probability of each of the outcomes?

·       Is it possible to determine the theoretical probability of each of the outcomes?

·       If so, what are these probabilities?

·       How can I use the probabilities I have found to answer questions or make decisions about this situation?

·        What is the question being asked?

·        How do I want to organize the data?

·        Which representation is best for analyzing the distribution of the data?

·       Do I want to determine a measure of center or the range of the data? If so, which statistic do I want to use and what will it tell me about the distribution of the data?

·       How can I use graphs and statistics to describe a data distribution or to compare two data distributions in order to answer my original question?





Last Modified: Oct 14, 2011
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