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The article describes an activity program for sixth graders which asked students to interpret equivalent expressions that represent ordered fries and burgers.

The article offers information on the "Designing an Earthquake-Resistant Building" problem activity provided to several sixth-grade students in the U.S. under a three-year STEM education program. It mentions that the activity requires students to design, build, and test a structure that would stay stable despite simulated earthquake. It discusses the learning goals for the project which include exploration of earthquake damage and designing a structure.

The article presents a test concerning balance and weights which was used as an activity for sixth-grade students.

The article offers information on a project-based statistics unit, Students' Ideas about Motivating Play Activities (SIMPA), which is designed to support sixth-grade students in a reliable inquiry through solving a problem they confronted in their school environment. A framework for statistical inquiry provided by the National Council of Teachers of Mathematics is stated. The four components in a statistical inquiry which include analyzing data is also cited.

The article presents information on the impact that classroom behavioral expectations have on the mathematical reasoning development of sixth grade students. The authors look at their own experiences teaching ratio comparison using pizza, persistence in mathematics, and the social norm of questioning and challenging.

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with cova-rying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Special software recorded students' online activity. Before and after the intervention, a paper-and-pencil test on early-algebra problem solving was administered. Statistical analyses showed a significant positive effect of the intervention on posttest performance when controlling for pretest performance, mathematical ability, and gender. Although boys outperformed girls in early algebra perfor-mance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed. [ABSTRACT FROM AUTHOR]

The article discusses how middle school teachers can articulate mathematical learning in their students through writing. It describes how a mathematics and a language art teachers collaborated with a secondary content area literacy professor for a writing project called How-to book. It says that the project was created to help sixth-grade students improve their knowledge of mathematics.

The article discusses the concept of basic trigonometry and evaluates its applicability to the sixth-grade class. It offers an overview of the history of mathematical ideas under the trigonometry and their development in the field of academics. It also explores on various topics in the subjects which include the right triangles, pythagorean theorem and basic trigonometric ratios.

The article presents the fifth installment in a series of write-ups that discusses the use of the publication "Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence," by the National Council for Teachers of Mathematics. The publication discusses the mathematical ideas and skills necessary in studying the subject area. Discussions about fifth- and sixth-grade mathematics which include division, area and volume, multiplication and division of decimals and fractions, area and rate are also presented.

We present a case study of teaching and learning fraction addition on number lines in one 6th-grade classroom that used the Connected Mathematics Project Bits and Pieces II materials. Our main research questions were (1) What were the primary cognitive structures through which the teacher and students interpreted the lessons? and (2) Were the teacher's and her students' interpretations similar or different, and why? The data afforded particularly detailed analyses of cognitive structures used by the teacher and one student to interpret fractions and their representation on number lines. Our results demonstrate that subtle differences in methods for partitioning unit intervals did not seem important to the teacher but had significant consequences for this student's opportunities to learn. Our closing discussion addresses knowledge for teaching with drawn representations and methods for examining interactions between teachers' and students' interpretations of lessons in which they participate together. [ABSTRACT FROM AUTHOR]

The article discusses methods of increasing student knowledge relating to angles to provide a strong basis for their later understanding of geometry. It focuses on the difficulties many students have in providing a definition of an angle and the challenge of differentiating between an angle and degrees. It provides examples drawn from a seven-day unit on angles presented to a class of sixth graders in a rural middle school. The unit featured activities and games designed to help students realize the idea of an angle as a wedge and as the representation of a turn and to help them describe what they were measuring when they measured an angle. At the end of the unit students were able to articulate a definition of an angle as two rays meeting as a vertex.

The article discusses how the use of number lines support students' understanding of fraction. It has been argued that number lines can help students in learning important properties of fractions. It has been observed that the lines can be used by fifth grade and sixth grade students as a vehicle for understanding ideas like numerical unit, relations between whole numbers and fractions, and the density of the rational program. In tutorial programs, in which twenty-one third-grade and twenty-three fifth-grade students were tutored to analyze their learning of fraction, it has been found that the number line was a great support for students in understanding fraction.

This article presents a Japanese perspective on fractions in elementary mathematics education. Grade Four curricula in Japan covers the introduction of fractions, improper fractions, mixed numbers, and comparison of fractions with equal denominators. Grade Five students tackle equivalent fractions, addition and subtraction of fractions with like denominators, fractions as quotient, and relationships among whole numbers, decimals, and fractions. Sixth-graders deal with addition and subtraction of fractions with unlike denominators, and with multiplication and division of fractions.

Reports on the outcome of several sixth grade experiments exploring the tale of John Henry and to show how mathematical box plots can be used to visually display and compare data sets. Comparison between handwriting and word processing; Manual sharpening versus electric pencil sharpener; Mental arithmetic versus calculator.

Relates the authors' experiences in developing and conducting a seven-day guided project to engage grade-6 students in activities relates to encrypting and deciphering secret messages. Role of cryptography in influencing world events; Definition of monoalphabetic substitution; One of the many benefits of the code-breaking project; Significance of code-breaking phase.

Describes a series of lessons in which Indiana sixth graders explored notions of rates of change and shapes of graphs using the Algebra Standard in Principles and Standards for School Mathematics. Collecting data about change over time; Graphing data that represent change over time; Creating secret location graphs; Discussing the shapes of graphs; Qualitative graphing solutions.

Presents examples on how algebraic thinking and reasoning can be extended over sixth graders. Situations adapted from the NCTM's Algebra Working Group (1995) that offers algebraic exploration from eighth graders and beyond; Patterns, conjectures, and questions that children find as they explore the situations; Intent of the questions on algebraic patterns or situations adapted from NCTM.

The article discusses the handling of the Dessert Dilemma activity sheet for the Common Core State Standards for Mathematics by sixth graders at the St. Pancras School in New York and at the University of Montana. Topics included are the pictorial representation of discrete units consumed in the Walter Stark classroom, the ability of students to recognize the common denominator for fractional parts, and distinction in the Bonnie Spence class as to the initial state being one or two whole units.

The article presents information on how sixth-grade students in Dover, New Jersey participate in an activity from the October 2012 issue that focuses on different combinations of clothing to dress a scarecrow in. The article discusses how the students learned about fractions, probability, and percentages throughout the activity.

The article presents the author's insights on his way in discussing fractions using drawing pictures in his sixth-grade class. The author reveals that he poses an additional problem where drawing a picture is not easy or efficient after his students had practice representations of fractions. He says that his sample fraction is placed on the board and he asked the students to represent it as a mixed number. Moreover, the process of a student name Mitchell for solving fraction is also presented.