# Southington

## Local Schools

### Mathematics Curriculum

GOMATH is the math curriculum we are using again this year. I am excited to use this curriculum because there are countless on-line resources that come along with it. I have set up a free on-line account for the on-line curriculum at my.hrw.com. Please allow your child to access it in order to get additional practice activities, step-by-step help and video tutorials for each lesson! If you need additional help with this please let me know.

SIMPLE SOLUTIONS: In addition to GOMATH, students will be working with Simple Solutions.  Simple Solutions is a great research-based resource that will provide a continuous review of key concepts from the previous grade level that are crucial to 6th grade success!  This will provide students with an opportunity to re-learn and practice key concepts that they may have forgotten over the summer!   Using Simple Solutions as homework will provide the maximum amount of "in-class" instruction to be focused on 6th grade content.

### ~*Week-at-a-Glance*~ 12/4/17 - 12/8/17

We are continuing our chapter on proportions and will be working on converting lengths within the two measurement systems.

MondayLesson 7.2-Proportions-Cross Multiplication ----HMWK: Lesson 58

Tuesday: Substitute---Review work on proportions---HMWK: Lesosn 59

Wednesday: Lesson 7.3---Customary System-Proportions/Conversion factors---HMWK: Lesson 60

ThursdayLesson 7.3 continued--- HMWK: Lesson 61

Friday: Lesson 7.4: Metric System: Proportions/Conversion Factor---HMWK: Lesson 62

### Common Core Standards ~Mathematics

THE NUMBER SYSTEM 6.NS

Compute fluently with multi-digit numbers and find common factors and multiples.

4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

Apply and extend previous understandings of numbers to the system of rational numbers.

5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/ negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., (3) = 3, and that 0 is its own opposite.

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

7. Understand ordering and absolute value of rational numbers.

a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.

c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.