6th Math Syllabus (Richey)

6th Grade Math Syllabus


Instructor Information



Office Location & Hours

Patsy D. Richey


7:00 – 7:30 and 3:00 – 3:30

by appointment

General Information

Course Description & Timeline

The sixth-grade math curriculum focuses on the following concepts and skills:

August/September – Ratios and Proportional Relationships

  • Describe a ratio relationship between two quantities.
  • Use rate language in the context of a ratio relationship.
  • Use ratio and rate reasoning to solve real-world and mathematical problems.

    October/November – The Number System

  • Interpret and compute quotients of fractions, and solve contextual problems involving division of fractions by fractions.
  • Fluently divide multi-digit numbers using a standard algorithm.
  • Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.
  • Compute fluently with multi-digit numbers and find common factors and multiples.

    November/December – The Number System with an emphasis on rational numbers

  • Use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
  • Understand a rational number as a point on the number line.
  • Understand ordering and absolute value of rational numbers.
  • Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.

    January - March – Expressions and Equations

  • Write and evaluate numerical expressions involving whole-number exponents.
  • Write, read, and evaluate expressions in which variables stand for numbers.
  • Apply the properties of operations (including, but not limited to, commutative, associative, and distributive properties) to generate equivalent expressions.
  • Identify when expressions are equivalent.
  • Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
  • Use variables to represent numbers and write expressions when solving a real-world or mathematical problem.
  • Solve real-world and mathematical problems by writing and solving one-step equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers.
  • Interpret and write an inequality of the form x > c or x < c which represents a condition or constraint in a real-world or mathematical problem.
  • Use variables to represent two quantities in a real-world problem that change in relationship to one another.

    March/April – Geometry

  • Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.
  • Know and apply the formulas V = lwh and V = Bh where B is the area of the base to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
  • Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side that joins two vertices.
  • Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures.

    April/May – Statistics and Probability

  • Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
  • Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center (mean, median, mode), spread (range), and overall shape.
  • Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
  • Display a single set of numerical data using dot plots (line plots), box plots, pie charts and stem plots.
  • Summarize numerical data sets in relation to their context.

    The major content of the grade level curriculum is underlined.  The topics not underlined are supporting content.

    Course Materials

    Required Daily Materials

  • 1 to 1 device
  • School-issued agenda
  • Calculator (TI-30XIIS)

Other Materials

Throughout the year, other materials may be necessary on a temporary basis.  Those supplies and dates needed will be posted.

Required Text

We do have access to a textbook if needed.  However, we will use a digital textbook available through CK-12.org.  It can be downloaded for use offline. 

Classroom Grading Process

Text Box: Grades will be determined by the following percentages: Classwork/Homework 25% Quizzes 20% Tests 40% Final Exam/TN Ready 15% The grading scale is as follows: 

93 – 100  A

85 -92     B

76 – 84    C

70 – 75    D

0 – 69      F


Middle Schoolers gain larger benefits from homework than elementary students. (Information from edutopia.org) Therefore, students will have a reasonable amount of homework most nights.  Students should list the assignment in the agenda before leaving class.  Following our expectations of being ready, students should have homework at the beginning of the next class unless stated otherwise.

Absentee Policy

See HUS Student Handbook.  However, please make every effort to get caught up as soon as possible.  Things to do to get caught up tend to snowball quickly.

Additional Information and Resources

General Classroom Expectations and Classroom Management Plan

HUS participates in schoolwide Positive Behavior Intervention and Supports.  Thus, appropriate behavior will be acknowledged throughout the year with such things as Class Dojo points, earning feathers, and earning golden feathers.

Students should:

Be ready.

Be respectful.

Be responsible.

Students who do not cooperate with the rules and procedures of the classroom and/or school will be handled on a case by case basis.  Generally, the following actions will take place in following order:  warning, student conference, parent contact, and office referral.


Acknowledgement of Receipt of the Syllabus

Please sign and return.

I verify that I have received a copy of the 6th Grade Math Syllabus.   I understand the policies and procedures for this class.  

Student’s Name: _________________________________________________

Student’s Signature: _________________________________________________

Date:  ________________________________________________________

Student’s e-mail address: _________________________________________________


Parent/Guardian’s Name: _________________________________________________

Parent/Guardian’s Signature:  ______________________________________________

Date:  ________________________________________________________

Parent/Guardian’s e-mail address: _________________________________________________