Partners for Student Success Accelerated Sixth Grade Mathematics Unit 2: The Number System In order for your child to be successful, it is important to be consistent with the mathematical vocabulary and processes that will be implemented this year in sixth grade. You may find this resource helpful when supporting your child at home. Unit Concepts Concept Explanation Example Product Greatest The result when two or more numbers are multiplied. The numbers multiplied together that result in a product A factor that two or more numbers share. The greatest factor that two or more numbers share. A multiple of a number is the product of that number and any other whole number. Zero is a multiple of every number. s of 3 are 0, 3, 6, 9, 12 A multiple that two or more numbers share. 2014-2015 1 Unit 2 Partners for Student Success
Least The smallest multiple that two or more numbers share, excluding zero. Standard Multiplication Algorithm The conventional method of multiplication using partial products. All students will be expected to use the standard algorithm. Dividend Divisor Quotient The number being divided in a division problem. The number that is dividing the dividend in a division problem. The result when two numbers are divided. Standard Division Algorithm The conventional method of division using partial quotients. All students will be expected to use the standard algorithm. Fraction A number that names a part of whole or a part of a group. Students will be multiplying and dividing fractions in this unit. 2014-2015 2 Unit 2 Partners for Student Success
Rational Number A number that can be written as a fraction (when the denominator is not 0), a repeating or terminating decimal, or an integer. Absolute Value A number s distance from zero. The 4 sections of a coordinate plane. When plotting an ordered pair (x, y): Quadrants Quadra (x, y) Example nt I (x, y) (3, 5) II (-x, y) (-3, 5) III (-x, -y) (-3, -5) IV (x, -y) (3, -5) Inequality An expression in which two values are not equal. Polygons A closed figure with at least three straight sides and angles. Students will be drawing polygons on a coordinate plane. Expression One or a group of mathematical symbols representing a quantity Equation A mathematical statement containing an equals sign to show that two expressions are equal 2014-2015 3 Unit 2 Partners for Student Success
Additive Inverse A number and its opposite. When added together, the result is 0. Can also be used instead of subtraction -x + x = 0-10 + 10 = 0 p q = p + (-q) 5 7 = 5 + (-7) Equivalent Expression Two or more expressions that, when simplified, are equal to each other 3(x + 3) is equivalent to 3x + 9 because... 3(x + 3) = 3x + 9 after you distribute the 3. Combine Like Terms Terms that have the same variable part can be combined to simplify an expression 2x + 3 + 5x - 4 7x - 1 Terminating Repeating A decimal that ends A decimal that repeats the same number or series of numbers infinitely, signified be repetend bar Terminating 7.362 91.25 Repetend Bar Repeating 4.6767... 10.333... 2014-2015 4 Unit 2 Partners for Student Success
How You Can Help Reinforce basic facts for multiplication and division with fact cards. Ask your child to order numbers on a number line. Make sure to include both positive and negative numbers. Give your child real-life scenarios dealing with negative numbers. o Discuss what having a debt means. Ask your child questions about debt. For example, if my credit card statement shows a debt greater than $200, what could be true about my balance? Have your child give possible amounts using negative numbers. o I had to borrow $55 from my friend. I paid her back $24 that I owed to her, and then I borrowed another $18. Create a number line and determine how much money I have or owe. Give your child real-life scenarios dealing with negative numbers. In January, the average temperature at the South Pole is -15 o F. In March, the average temperature is -49 o F. Is it colder in January or March at the South Pole? Explain how you know. Give your child real-life scenarios dealing with division of fractions. A recipe calls for ¼ cup of sugar to make a batch of cookies. You have 3 ½ cups of sugar in the pantry. If you have unlimited supplies of the other ingredients, how many batches of cookies could you make? Explain your answer using a visual representation. (3 ½ ¼ = 14) Additional Resources www.corestandards.org - View the math standards your child will be learning this year. Scroll down and click Mathematics Standards to download the pdf document. www.ixl.com/math/standards/common-core - Click Sixth Grade to find interactive practice opportunities aligned with each math standard. www.studyjams.com - Using the search bar, find interactive examples and opportunities for practice for any given concept. 2014-2015 5 Unit 2 Partners for Student Success