• 6th Grade Math

    Sixth Grade

    Grade 6 classes are heterogeneously grouped.  The course covers the sixth grade curriculum and begins the seventh grade curriculum.

    Students will:

    • evaluate expressions using rational numbers (whole numbers, decimals, fractions, integers)

    • apply properties of addition and multiplication in various problem solving situations

    • solve one-step, two-step, and multi-step algebraic equations using the algebraic process with rational numbers

    • use algebra in various problem solving situations

    • explore basic number theory

    • use visualization and spatial reasoning to analyze characteristics of geometric shapes and to calculate their area and volume

    • be introduced to coordinate planes

    • use ratio, proportion and percentages for problem solving and application

    • be introduced to statistics and analysis with central tendencies

    • engage in critical and creative thinking through various problem solving activities


    Placement process for 7th grade math:
    Placements for seventh grade are made by the sixth grade teacher and shared with parents via Infinite Campus in June.  There is one section of Math 7-1 and three sections of Math 7-2 in each house.  When making recommendations to the higher level math course (Math 7-2), teachers look for these attributes in their students:
    • Displays self-advocacy skills (voluntarily seeking help and clarification when needed)
    • Able to independently initiate and sustain working on math tasks
    • Possesses an enjoyment and enthusiasm for the “challenges” of higher-level problem solving tasks
    • Willingness to take mathematical risks
    • Able to work collaboratively in groups to perform problem solving tasks
    • Able to communicate mathematical thinking and understanding
    • Exhibits resilience and a willingness to persist when faced with difficulty or struggle
    • Can view problems from multiple perspectives with multiple ways to solve
    • Displays reasoning capabilities that have shifted from a concrete to an abstract nature


    **Solid lines indicate a typical path.  Dashed lines indicate possible paths that usually occur with intermediate steps taken.