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6th Grade Math Course Syllabus, 2016 - 2017

Stone Mountain Middle School, 4301 Sarr Parkway, Stone Mtn. GA 30083

Main Office Number: (678) 676-4802

                                             Classroom:  (678) 676-4918 

Sophia H. Saxon, Mathematics Instructor

Email Address:

Course Description:

The curriculum offers students the opportunity to experience real-world applications, hands-on labs and interdisciplinary investigations. All students will be actively engaged in developing mathematical understandings in real and relevant contexts.

In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.


The following mathematical concepts will be covered. 

Semester One

Semester Two

Unit 1 – Number System Fluency

Unit 5 – Area and Volume

Unit 2 – Rate, Ratio and Proportional Reasoning Using Equivalent Fractions

Unit 6 – Statistics

Unit 3 – Expressions

Unit 7 Rational Explorations: Numbers and their Opposites

Unit 4 – One-Step Equations and Inequalities

Unit 8 Show What We Know

The Georgia Standards of Excellence supporting instructional materials are available at

Georgia Standards of Excellence

For an explanation of each unit, please view below:

The Number System 

  • Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
  • Compute fluently with multidigit numbers and find common factors and multiples.
  • Apply and extend previous understandings of numbers to the system of rational numbers.


Rate, Ratio and Proportional Reasoning Using Equivalent Fractions

  • A ratio is a number that relates two quantities or measures within a given situation in a multiplicative relationship (in contrast to a difference or additive relationship).The relationships and rules that govern whole numbers, govern all rational numbers.
  • Making explicit the type of relationships that exist between two values will minimize confusion between multiplicative and additive situations.
  • Ratios can express comparisons of a part to whole, (a/b with b ≠ 0), for example, the ratio of the number of boys in a class to the number of students in the class.
  • The ratio of the length to the width of a rectangle is a part-to-part relationship.
  • Understand that fractions are also part-whole ratios, meaning fractions are also ratios. Percentages are ratios and are sometimes used to express ratios.
  • Both part-to-whole and part-to-part ratios compare two measures of the same type of thing. A ratio can also be a rate.
  • A rate is a comparison of the measures of two different things or quantities; the measuring unit is different for each value. For example if 4 similar vans carry 36 passengers, then the comparison of 4 vans to 36 passengers is a ratio.
  • All rates of speed are ratios that compare distance to time, such as driving at 45 miles per hour or jogging at 7 minutes per mile.
  • Ratios use division to represent relations between two quantities.


Expressions and Equations

  • Apply and extend previous understandings of arithmetic to algebraic expressions.
  • Reason about and solve onevariable equations and inequalities.
  • Represent and analyze quantitative relationships between dependent and independent variables.



One-Step Equations and Inequalities

 Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules.

  • Relate and compare different forms of representation for a relationship.
  • Use values from specified sets to make an equation or inequality true.
  • Develop an initial conceptual understanding of different uses of variables.
  • Graphs can be used to represent all of the possible solutions to a given situation.
  • Many problems encountered in everyday life can be solved using proportions, equations or inequalities.
  • Students will solve one-step equations.


Geometry (Area & Volume) 

  • The area of irregular and regular polygons can be found by decomposing the polygon into rectangles and triangles.
  • Manipulatives and the construction of nets may be used in computing the surface area of rectangular and triangular prisms, and volume of right rectangular prism.
  • Formulas may be used to compute the areas of polygons and volumes of right rectangular prisms.
  • Appropriate units of measure should be used when computing the area (square units) of polygons, and surface area (square units) and volume of prisms (cubic units).
  • Views of rectangular and triangular prisms may be interpreted and sketched to provide a 2-dimensional representation (nets) of a three dimensional figure.
  • Dimensions of solid figures may have fractional lengths.
  • The volume of a solid figure is the number of same sized cubes filling the space so that there are no gaps and overlaps.


Statistics and Probability 
  • Develop understanding of statistical variability.
  • Summarize and describe distributions.


Rational Explorations: Numbers and their Opposites

  • Negative numbers are used to represent quantities that are less than zero such as temperatures, elevation, scores in games or sports, and loss of income in business.
  • Absolute value is useful in ordering and graphing positive and negative numbers.
  • Positive and negative numbers are often used to solve problems in everyday life.
  • Rational numbers are points on a number line
  • Numbers in ordered pairs indicate locations in quadrants of the coordinate plane


Textbook: Carnegie Learning Middle School Math: A Common Core GPS Course Volumes 1 & 2

Please note all books will remain in the classroom due to the cost to replace books.  However, Carnegie textbooks may be accessed online. Please see the website below.


Text w/ISBN

Middle School Math Grade 6: A Common Core GPS Course~~~

Student Text 978-1-60972-173-2


Online book and/or resources

Online student access code (this is specific to your school)

•  TBA

Our School Calendar

August 2016

8 - Monday

First Day of School


5 - Monday

Holiday Labor Day (School/Administrative Offices Closed)


6 - 7 - Thursday & Friday


Fall Break 

No School Students (Schools/Administrative Offices Open) 
Columbus Day (Schools/Administrative Offices Closed)                                                          



8 - Tuesday

Election Day (Students do not report to school) Teacher Workday

21 - 25th Monday - Friday

Thanksgiving Holiday (Schools Closed/Administrative Offices Closed)


21 - Friday

End of First Semester (Winter Holidays Begin at End of Day)

21 - 25 Monday - Monday

Holiday (School/Administrative Offices Closed)

January 2017

2 - 3 Monday & Tuesday

Holiday (School/Administrative Offices Closed)


4 - Monday

Teacher Workday (Students do not report)

5 - Tuesday

Second Semester Begins (Students Return)

16 - Monday

Holiday Dr. M. L. King, Jr. Birthday Observed (Schools/Administrative Offices Closed)


17 - Friday

20 - Monday  

February Break or Inclement Weather Make-up Day if needed (TBA).

 President's Day


10 - Friday

Professional Development Day (Schools/Administrative Offices Open.  Students do not report)


3 - 7 Monday -Friday 

Spring Break (Schools Closed/Administrative Offices Closed)


25 Thursday

Last Day of School


Students will have homework at least 1 - 2 times per week.  All other days students are expected to study and utilize websites to strengthen their mathematics abilities. Homework is expected to be completed as assigned. If the parent approves, student should collaborate with study buddy on difficult concepts. Check our class website link at top of this syllabus for additional help and more details which explain concepts for each unit. The website is a mecca of information which relay to you websites your child can get on as an aid to learning.

MAKE-UP WORK – Announced work, such as homework, quizzes, tests, and other major assessments are due the day the student returns from an absence. For each day’s excused absence, students will have one day to make up missed work. If a student is absent under extenuating circumstances, special arrangements can be made to make up work. When returning from an absence:

1.  Ask me for any missed work,

2.  Turn in any work that was due.

Remember, it is the student’s responsibility to request missed work, and turn in previous work.


1. Be on time and in your seat before the bell.

2. Bring Materials to class Daily (Math Notebook, Pencil and hand held pencil sharpener). A willingness to learn and participate is crucial for success.

3. Enter the class quietly, sit down and begin working.

4. Keep your area clean. Pick up after yourself.

5. Respect your teacher, yourself and your other classmates. Do not belittle anyone. Do things that will not prevent me from teaching, nor you or others from learning. It’s all about self-control and being responsible for yourself and your actions.

6. Study to show thyself approved. Learn all you can.

7.  Have FUN!!!!!!!!! 

Consequences for poor behavior choices:

*Warning, *Telephone Parent, *Morning/Afternoon Detention, *Parent Conference/Guidance Referral/In Team Suspension, *Referred to Team Administrator


Family involvement is an essential element for a student’s success in mathematics. Be positive and support homework, don’t do it for them. Think of yourself as a guide rather than your child’s teacher. You can help by asking questions and listening. You may also help by visiting the online resources and encouraging your child to take advantage of the tutorials, interactive activities, and other online resources listed above. For those without home web access, check with your child’s classroom teacher or the middle school library.

Students must adhere to the DCSS Student Code of Conduct, as well as specific class rules. Boys: Uniform apparel. Shirts should be tucked in at all times;

Girls: Uniform apparel at all times. Remember…be modest.


A---------------90-100 Homework------10%

B---------------80-89 Class Work-----40%

C---------------71-79 Notebook----10%

D---------------70 Tests/Quizzes/Projects---30%

F---------------69-below Final Exam------10%

Georgia Performance Standards

Unit 1 Number System Fluency…………………………………………17%

Unit 2 Rate, Ratio and Proportional Reasoning Using Equivalent Fractions …………………………….12%

Unit 3 Expressions………………………………….11%

Unit 4 One-Step Equations and Inequalities…………………………………………12%

Unit 5 Area and Volume………………………………..18%

Unit 6 Statistics............................................17%

Unit 7  Rational Explorations:  Numbers and their Opposites...........13%  


1 Students will need a 3 – 5 subject spiral notebook for this class. I prefer a notebook that does not have perforated lines (paper that can be doubled for loose leaf or notebook) and a plastic covering for durability.

2 Pencils (lead and colored)…erasable pens are the only acceptable pens to use.

3 Loose leaf paper for homework assignments

4 Quiet pencil sharpener

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