math placement letters

I'm confused. My 5th grader got her placement letter for 6th grade math. It says she's been "accelerated to grade 7 honors". What does this mean? does this mean she's skipping 6th grade math? All three levels and going on to take a 7th grade class? or is she in the middle level for 6th grade kids... the honors math level? or could it mean she's in the accelerated 6th grade class?

I believe it means that she will be skipping 6th grade math and doing 7th grade math in the honors level. Call the middle school to verify.

It means that she is in the highest math level next year, i.e. "accelerated math" (the other levels being "honors" and "college prep"). Being in accelerated math means that she is going to do 7th grade math, i.e. the equivalent of 7th grade honors. She will be skipping 6th grade math.

We were in the same situation last year and decided to take the summer class that covers 6th grade math even though we didn't have to in order to get to accelerated math. Some kids are offered to take the summer class to be able to move to the next higher level if they came really close. It seems in your case, your daughter got straight into accelerated in which case she doesn't have to take the summer class (if there is one this year?) but she might want to.

Good luck. We found accelerated math to be a great class at MMS - very motivated kids, smooth sailing through the curriculum, good teacher.

It means your child is one of the top roughly 2%-5% of the incoming 6th graders who would be taking 7th grade-level math. Congrats and good luck.

1. One of my kids skipped sixth grade math and had a great experience in that accelerated track in middle school and high school. The one that gets them to calculus in their junior year.)

Does anyone know the options for moving up to the accelerated track during or after 6th grade? My child was offered the summer class, but will be away at camp and can't do it.

"It means your child is one of the top roughly 2%-5% of the incoming 6th graders who would be taking 7th grade-level math." Hi Weirdbeard. I'm curious where you get this data? I have seen this posted anywhere. I must have missed it. Also, do you happened to also know of the 2%-5% of incoming 6th graders, what percentage, or how many, are coming from each of the five elementary schools? I know this is a kind of math problem, but if someone had the raw numbers, we could probably figure out the percentage! Thanks.

yonti23 said:
Does anyone know the options for moving up to the accelerated track during or after 6th grade? My child was offered the summer class, but will be away at camp and can't do it.

There is a test that is offered at the end of 6th grade for acceleration to 8th grade math. In addition, at the high school, there are several opportunities to do summer step up classes to accelerate one grade level up. There are some pre-reqs for these step up programs. You might want to look at the math dept. area of the website or call the math supervisor to find out the details.

yonti23 said:
Does anyone know the options for moving up to the accelerated track during or after 6th grade? My child was offered the summer class, but will be away at camp and can't do it.

There is another chance next year (to skip 7th grade math) but my observation is that if the skip can happen at sixth grade, that's the best time to do it. (Fewer really new topics in 6th grade than 7th, at least when my kids were going through a few years ago.)

Forgive the typos in my post above. Just to reiterate: I really would like to find out the source of the data cited by Weirdbeard, or any additional data, on acceleration and honors math in 6th grade. Does anyone by chance have it? Thanks.

amyhiger said:
Forgive the typos in my post above. Just to reiterate: I really would like to find out the source of the data cited by Weirdbeard, or any additional data, on acceleration and honors math in 6th grade. Does anyone by chance have it? Thanks.

I could be mis-remembering from last year when the levels were explained by the head of math curriculum, but I recall that the number at each middle of school of kids who skip 6th grade math is around 10-15 per year. So given that I think there are about 300 per grade at each school, that's roughly 2-5%. Plus, I think it's currently about 25% in honors. No idea about which elementary schools these kids may come from. Of course, my memory could be inaccurate about this, and there may be more up-to-date figures.

Weirdbeard's numbers are incorrect.

Thank you for sharing your memory of that. It's not valid data, though, right? It may be an accurate memory of something stated once at a district meeting, but it's anecdotal.

If someone else on this board has official district data on placement--how many 5th graders are placed in 6th grade accelerated math, and how many from each school, would you please share. Also, if anyone knows what the difference is between honors and college prep math in 6th grade (content? Pacing? Class size? Assignments?) could you share that too? And while I'm at it, if anyone knows how much "weight" the district gives to each of the tests that "count" toward placement, that would be most welcome too. Has anyone seen the results of their child's one-day "PT" test, or the test itself? As you can see, I'm seeking more (or some) transparency from the district about our math program, but aside from individual people's stories about their own children, or numbers coming from people's recollections, there is no official data. As a 5th grade parent myself, I don't know how I'm supposed to make a good decision about my child's math education here without more information about the placement policy and the leveling curriculum. Thank you for anything anyone would like to post about this!

Amy: I'm curious if you've spent any time on the District website? There's a whole lot of information about math levels, placement, and the curriculum available there. For example:

What criteria are used to determine placement for 6th Grade?

Students are assessed in Fifth Grade to determine the mathematics level placement most appropriate as they enter Sixth Grade. Placement is determined by each student’s performance on a combination of factors:

• Fifth Grade Common Assessments (CA-5) given over the course of the fifth grade year;

• Sixth Grade Placement Test (PT-6) given to all students in March, composed of mathematical concepts taught in grades 5 and 6; and

• NJASK Grade 4 mathematics score.

Criteria are specified in Board of Education policy and regulations.

Use the navigation on the left column here to see more: http://www.somsd.k12.nj.us/Domain/22

Thanks. Yes, I've spent an enormous amount of time going over that information. It doesn't say anything about the content or scope of the different math levels, it doesn't tell me how many kids are placed from each elementary school, or what weight is given to each assessment or to teacher recommendation. There's quite a lot of numbers and precision, but not a lot of useful information.

I too think the information could be much more transparent. I do believe the curriculum for the math sequencing and the levels is on the District website, under the Department of Math area (or at least it was a while ago), so one can gauge the difference between the three levels at the middle school. But I think there are a lot of problems in how this placement works, and our curriculum:

1) We have been told that all data is used to determine placement--both the CA-5 and the PT-6--we are not told exactly how they are used. For instance, is the PT-6 the only thing that's used for accelerated? Is there a cut-off? What of those who are invited to participate in the summer step up? Is it only the PT-6 or is all data used?

2) Mid year changes--what are the criteria? Is this only from College Prep to Honors? Or is this also potentially Honors to Accelerated (probably not)

3) Why are the results of the PT-6 not revealed to families? If there is a clear criteria, why the secrecy?

4) Why don't we have a clear sense of the numbers of kids in each level, or invited into either the Accelerated or the step up programs? A sense of movement between levels?

5) If, as one poster says, the Honors is approximately 25% of students, why does that track not lead to Calculus? How can that be considered an Honors track when, if a kid stays on that, it only leads to pre-calculus?

6) Why does our pre-algebra and Discovering Algebra/Algebra Honors stretch over two years, and why does it contain units on Geometry? What is the sequential logic of the Honors track?

One more procedure that I find befuddling: one piece of information says that one has to be invited for the summer step up program. Then, if you go to the District website, it says that you can request to take the summer course. Which is it?

Thank you for raising all those questions, mtam, in a much clearer and precise way than I did. I will check the district website once again to mine for some answers, but I think i will be frustrated. Can we do some crowd-sourcing here? Can anyone reading this answer mtam's questions, even anecdotally?? Thanks.

Anecdotally I know that while kids are invited to take the summer course, parents can call and press their case of having their child attend if not invited if there is room. They most often do have room because many invited children do not attend due to previous summer plans.

Found information on the website about the differences between the college prep and honors. Can anyone make sense of these 12 pages (cut and pasted below) and put it into terms that are useful for a parent seeking to make good decisions? What difference does everyone think these distinctions make in the classroom? Are these distinctions with or without a difference? The same concepts are being taught. What is the point of the separation? I wonder what would happen if we observed the teaching in both classrooms. How would the experience of teaching and learning be different if teachers are teaching the same concepts?

It seems these parallel structure enables movement between these two levels, but movement into accelerated doesn't seem possible since it's an entirely different curriculum. Just an observation.

Take a look:

School District of South Orange and Maplewood

Mathematics Department

Appendix C: Level Distinctions in Grade 6

Leveling is not a function of intelligence or mathematical talent or the ability to learn. Leveling in math begins with a consideration of the mathematical content that has to be developed, takes a measure of students’ prior learning, and enacts a plan to maximize learning across a spectrum of student achievement.

This appendix addresses two categorical distinctions regarding the variation in students’ preparation to do mathematics in the various levels. The first are the parameters of content by level for each learning objective based on the content outline. At each level, students will address every learning objective prescribed by State Standards. Variations and modifications in the content outline are based on evidence of foundational knowledge, the instructional time required for students to obtain mastery of essential aspects of content, and the opportunity to make mathematical decisions as the content is developed.

In a broader sense, the second distinction addresses the Mathematical Practices, that is, the processes and strategic competencies students need to use in order to think mathematically and develop mathematical concepts and skills. This section describes the distinctions in instructional approach within and across levels. The Mathematical Practices are defined and required by national and state standards.

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

1. Expand the understanding of the number system and the sense of magnitudes of number to include integers, and negative rational numbers.

NJ CCSS 6 NS 5, 6

Concepts

All work with integers values and negative rational numbers limited to common fractions (8ths, 10ths, 25ths)

Relations

1.Represent equivalent forms of integers and negative rational numbers(values that are reasonable to model; symbolic extensions limited to reasonable patterns: -125, -200, -50.5, -37 ½ , and negative rational numbers (restricted to fractions listed above).

2.Order and sequence integers and negative rational numbers (restricted to fractions listed above).

3. Write, interpret, and explain statements of order for common rational numbers in real world contexts.

Concepts

No restrictions on the range of integers and negative rational numbers.

Relations

1.Represent equivalent forms of integers and negative rational numbers with no restrictions.

2.Order and sequence integers and negative rational numbers.

3.Write, interpret, and explain statements of order for any rational numbers in real world contexts.

2. Represent, order, and interpret in real situations involving the absolute value of rational numbers.

NJCCSS 6 NS 7

1. Represent the absolute value of restricted to common rational numbers on a number line.

2. Interpret or determine absolute value as magnitude for a positive or negative quantity in a familiar real-world situation.

3. Recognize and create select equivalent values in an absolute value expression.

4. Explain the meaning of zero in context.

1. Represent the absolute value of any

rational number on a number line.

2. Interpret or determine absolute value as

magnitude for a positive or negative

quantity in any real-world situation.

3. Recognize and create unrestricted

equivalent values in an absolute value

expression.

4. Explain the meaning of zero in context.

5. Recognize that the opposite of the

opposite of a number is the number itself.

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

3. Solve real world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Use coordinates and absolute value to find the distance between points with the same first or the same second coordinate.

NJCCSS 6 NS 8, 6 G 3

1.Represent points in the plane with integers and limited negative rational number coordinates. (common fractions only)

2.Find and position integers and select rational numbers on the coordinate plane.

3.Investigate and express that signs of numbers in ordered pairs indicate locations in quadrants.

4.Solve real world and select mathematical problems by graphing

5.Draw polygons in the coordinate plane given selected rational numbers coordinates for the vertices.

6.Use coordinates to find distance between points with the same first coordinate or the same second coordinate-integer values only

7.Investigate that when 2 ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

1.Represent points in the plane with any integers and negative rational number coordinates.

2.Find and position integers and any rational numbers on the coordinate plane.

3.Describe from applications signs of numbers in ordered pairs indicate locations in quadrants.

4.Solve real world and unrestricted mathematical problems by graphing

5.Draw polygons in the coordinate

plane given any rational coordinates for the vertices. Use coordinates to find distance between points with the same first coordinate or the same second coordinate. Any rational number values

6.Generalize that when 2 ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

7.Enrich with other transformations

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

4. Apply number theory concepts to real-world and mathematical problem situations.

NJCCSS NS 4

1.Refresh and extend GCF, LCM, prime factorization and divisibility.

2.Find the GCF of 2 numbers less < 100 & the LCM of 2 numbers < 12.

3.Use the distributive property to express a sum of 2 selected whole numbers 1-100 with a common factor.

1. Briefly review GCF, LCM, prime factorization, and divisibility.

2. Find the GCF of 2 numbers less < 100 & the LCM of 2 numbers < 12.

3. Use the distributive property to express a sum of 2 whole numbers 1-100 with a common factor.

4. Represent prime factorization with exponents.

5. Extend the understanding of the number system by constructing meanings for fractions.

Concepts Review and Expansion

1. part/whole representations

a. linear, area, and discrete models

2. for all models: emphasize the connection between unit and non-unit fractions and values exceeding 1

3. density and magnitude

4. negative number coordinates

Relations

Lessons: guided discovery

1. equivalence

2. relation to half

3. order and sequence

Concept Review

a. Primarily a review

1. Focus review on positive and negative non-unit fractions and values exceeding 1

2. density and magnitude

Relations

Lesson: review through challenging problems (e.g., SAT samples) and pre-Algebra extensions

1.equivalence

2. relation to half

3. order and sequence

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

6. Extend the understanding and use of arithmetic operations to fractions; develop, apply and explain procedures for computation and estimation with fractions.

NJCCSS 6 NS 1

Addition & subtraction -

1.Estimation w/ benchmarking

2.focus on subtraction w/regrouping

3.use contexts to review and extend

Multiplication & division -

1.Recognize logical distinctions

2.Estimate

Review/ extend through familiar contexts

3.Interpret and compute quotients for division of fraction problems

a.mult/div by whole no.

b. mult./div by fractions

4.Represent/interpret stories and visual models, and compute

Review at a brisk pace:

Addition & subtraction -

1.Estimation w/ benchmarking

2.focus on subtraction w/regrouping

3.use contexts to review and extend

Multiplication & division -

4. Recognize logical distinctions

5.5. Estimate, compute and interpret and quotients for

c.mult/div by whole no.

d. mult./div by fractions

Develop Prealgebra examples with mixed operations

6.Investigate properties in operations on fractions with and without variables.

7. Develop the number sense necessary for computation.

Compute fluently with multi-digit numbers, including decimals.

NJCCSS 6 NS 2,3

1. Id. the number of places in solutions

2.Use computational patterns to reason about and reinforce place value

3.Represent division as a fraction. If possible, divide out common factors in dividend and divisor before dividing

4.Students informally model select division situations w/ Base 10 to make sense of the standard algorithm.

5.Fluently divide multi-digit numbers w/ standard algorithm-prompt w/B-10s

Extended time required for this obj.

6.Fluently add, subtract, multiply, and divide multi-digit decimals.

7.Recognize the advantage of using properties: commutative, associative, distributive, identity

1.Demonstrate a flexible approach to computation. E.g., when possible, divide out common factors; use metal math strategies, such as decomposition to find solutions.

2.Fluently divide multi-digit numbers using the standard algorithm.

3.Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

4.Select and apply properties to solve problems: commutative, associative, distributive, identity

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

8. Develop meaning for ratios and proportions; develop, apply, and explain methods for solving problems involving proportions in a variety of situations.

9. Develop meaning for percents; develop, apply, and explain methods for solving problems involving percents in a variety of situations.

NJCCSS 6 RP 1,2,3

Continuation of…

8. Develop meaning for ratios and proportions; develop, apply, and explain methods for solving problems involving proportions in a variety of situations.

9. Develop meaning for percents; develop, apply, and explain methods for solving problems involving percents in a variety of situations.

NJCCSS 6 RP 1,2,3

1.Ratios

1. Review the concept of ratio. Distinguish part to part and part to whole
2. Limited exploration in the development of the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use real examples to show relationships, such as 21/0 (girls to boys)
3. Determine equal ratios and rates

Learn unit rates and chunking strategies

2.Proportions (with the focus on proportional reasoning)

1. Develop conceptual meaning
2. Make representations
3. Reason through select qualitative comparisons
4. Use proportional language in describing, explaining, justifying or evaluating examples and situations

3.Applications:

1. Make tables with equivalent ratios relating quantities with whole number measurements; use the tables to compare ratios.
2. Use proportional reasoning to convert measurement units, emphasizing the multiplicative nature of this activity.
3. Plot pairs of values on the coordinate plane; compare to find equal ratios on a line.
4. Solve unit rate problems, including those involving unit pricing and limited examples of constant speed.
5. Solve problems involving scale drawings
6. Solve problems involving similar figures

4.Percents

1. Conceptual meaning using percent bars
2. Representations- area and discrete models
3. Find the percent of a quantity as a rate per 100.
4. Estimate the percent of a given whole.
5. Solve problems involving finding the whole, given the part and percent.
6. Applications

5.Build patterns so that students recognize relationships using, eg, 1/10 &1/20, 1/25, 1/50, & 1/100.

6.Cue with percent bars.

7.Memorize equivalence of fractions, decimals, and percents ½ - 1/10

1.Ratios

1. 1-1 ½ period review of part to part and part to whole, the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use ratio language in the context of a ratio relationship and determine equal ratios and rates

2.Proportions (with the focus on proportional reasoning)

1. Develop conceptual meaning by reasoning through qualitative comparisons
2. Use proportional language in describing, explaining, justifying or evaluating challenging (SAT) examples and situations

3.Applications:

1. Make tables with equivalent ratios relating quantities with integer and rational number measurements; use the tables to compare ratios.
2. Use proportional reasoning to convert measurement units
3. Plot values on the coordinate plane to compare equal ratios and lay a foundation for slope.
4. Generate the relationships between coordinates of dilated or expanded shapes.
5. Solve unit rate problems, including those involving unit pricing and constant speed.
6. Solve SAT-like problems involving scale drawings
7. Solve SAT-like problems involving similar figures

4.Percents

1. Conceptual meaning using percent bars
2. Find the percent of a quantity as a rate per 100.
3. Solve problems involving finding the whole, given the part and percent.
4. Applications

5.Memorize equivalence of fractions, decimals, and percents ½ through 1/12, and 1/20, 1/25, 1/50, and 1/100.

L3- Focus on ratios and proportions (Groundworks better buy, SF examples, some everyday math activities). Percent focus on application to real life situations (shopping, gratuity, mark up, using easy percents to estimate)

L4- Focus on proportions (everyday math activities for unit rates, Groundworks better buy, comparing quantities activities). Percent focus on mark down and mark up, various strategies for solving using proportional reasoning.

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

10. Develop, explain, and apply a variety of strategies for determining areas of right triangles, other triangles, special quadrilaterals, and other polygons. Solve real world problems involving area and surface area.

NJCCSS 6 G 8

1. Using visual and concrete models, identify the relationship between triangles and rectangles. Use this to find the area of right triangles and other triangles.

2. Relate and justify formula for area of triangles using models of right, acute and obtuse triangles.

3. Apply all of the above in the context of solving real world/math problems.

4. Informally determine the area of special quadrilaterals and other polygons by decomposing these shapes, rearranging or removing pieces, and relating the shapes to triangles and rectangles.

5. Relate and apply formulas for these.

6. Apply all of the above in the context of solving select applications of real world/math problems.

1.Find the area of right triangles, other triangles, special quadrilaterals, and other polygons by composing into rectangles or decomposing into triangles and other shapes.

2.Apply all of the above in the context of solving real world/math problems.

3. Transform formulas to solve in terms of a specified dimension or variable.

4.Use algebraic expressions to specify dimensions of given shapes (e.g., Given the area of a rectangle with sides of x and ½ x, find x.)

5.Use algebraic expressions to define a dimension or relationship of dimensions in a given problem context (e.g., Given the area, determine the base of an isosceles trapezoid with sides two-thirds the length of the larger base.)

11. Develop, explain, and apply a variety of strategies for determining surface area, and volume of prisms and pyramids. Demonstrate and explain the impact of the change of an object’s linear dimensions on its perimeter, area, surface area, or volume.

NJCCSS 6 G 9

1. Represent 3D figures using nets; use the nets to find surface area of the figures. Apply in limited contexts.

2.Develop selected formulas for vol. Relate vol. formula for rectangular prisms to other volume formulas.

3.Solve real world/ math problems by finding the volume of a right rectangular prism with selected fractional edge lengths.

4. Distinguish the effect of change of

dimension on volume.

1. Use nets to find surface area of 3D figures. Apply in real/math contexts.

2. Generalize formulas for solving problems related to volume.

3. Solve real world/ math problems by finding the volume of a rectangular prism with any fractional edge lengths

4. Model & explain the impact of change of linear dimensions on volume.

5. Transform formulas to solve in terms of a specified dimension.

6. Use variables in dimensions.

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

12. Understand and use variables and expressions.

NJCCSS 6 EE 1,2,3,4

Variables

1.Represent and solve problems generated from pictorial and symbolic representations

Expressions

A.Develop an intuitive/logical meaning, with reference to time and position.

B.Apply and extend prior knowledge of arithmetic to algebraic expressions

1.Write and evaluate numerical expressions involving whole numbers & some exponents.

2.Write and evaluate simple expressions in which a variable is a placeholder.

a.Translate between simple & select real world expressions written in words&symbols

b.Identify parts of an expression using mathematical terms

c.Evaluate expressions at specific values of their variables, including expressions that arise from formulas used in selected real-world problems.

d.Perform arithmetic operations, including those involving exponents of 2, in the conventional order with and without parentheses. (3-step maximum)

3.Apply the properties of operations to generate equivalent expressions.

4.Identify when 2 expressions are equivalent, regardless of which value is substituted into the variable. Simple expressions

Variables

1.Represent and solve problems generated from pictorial and symbolic representations

Expressions

A.Develop an intuitive/logical meaning, with reference to time and position.

B.Apply and extend prior knowledge of arithmetic to algebraic expressions

1.Write and evaluate numerical expressions involving rational number and exponents.

2.Write and evaluate complex expressions in which a variable is a placeholder.

a.Translate between real world expressions written in words& symbols

b.Identify parts of an expression using mathematical terms

c.Evaluate expressions at specific values of their variables, including expressions that arise from formulas used in a wide variety of real-world problems.

d.Perform arithmetic operations, including those involving any whole number exponents, in the conventional order with and without parentheses. More than 3steps

3.Apply the properties of operations to generate equivalent expressions.(incl.Distributive prop)

4.Identify when 2 expressions are equivalent, regardless of which value is substituted into the variable. Complex expressions

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

13. Solve simple linear equations using concrete, informal, and graphical methods, as well as appropriate paper-and-pencil techniques.

NJCCSS 6 EE 5, 6, 7, 8

Equation

1.Build structure and logic through balance representations w/ problems

a.Focus on and emphasize equivalence as key across selected tasks.

b.Recognize substitution as a logical approach to finding simple solutions.

2.Solve real world and other math problems by writing and solving equations in the form of x + p = q, and px = q for cases in which p, q, and x are all whole numbers.

Inequalities

1.Approach solving an inequality as a process of answering the question: which values from a specific set, if any, make an inequality true?

2.Represent solutions of inequalities on number line diagrams. Coefficient =1

3.Substitute to determine if a given number in a set makes an inequality true.

4.Recognize that the inequalities ( x>c or x

5.Write an inequality of the form x>c or x

Equation

1.Build structure and logic through balance representations w/ problems

a.Focus on and emphasize equivalence as key across varied tasks.

b.Recognize substitution as a logical approach to finding any solutions.

2.Solve real world and other math problems by writing and solving equations in the form of x + p = q, and px = q for cases in which p, q, and x are all non-negative rational numbers.

Inequalities

1.Approach solving an inequality as a process of answering the question: which values from a specific set, if any, make an inequality true?

2.Represent solutions of inequalities on number line diagrams. Any coefficient

3.Substitute to determine if a given number in a set makes an inequality true.

4.Recognize that the inequalities ( x>c or x

5.Write an inequality of the form x>c or x

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

14. Understand and describe the relationships among various representations of patterns and functions.

NJCCSS 6 EE 9

1.Use variables to represent two whole number quantities in a real world problem that change in relationship to one another; write an equation to express one quantity (dependent variable), in terms of the other quantity (independent variable).

2.Analyze the relationship between the dependent & independent variables using

a.Tables and graphs

b.Relating selected examples to one another

1.Use variables to represent two quantities (Rational numbers) in a real world problem that change in relationship to one another; write an equation to express one quantity (dependent variable), in terms of the other quantity (independent variable).

2.Analyze the relationship between the dependent & independent variables using

a.Tables and graphs

b.Relating any examples of these to one another

15. Select and use appropriate graphical representations and measures of central tendency for sets of data.

NJCCSS 6 SP 3

1. 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.

2. Distinguish measures of center (w/selected rational numbers)

Mean mode median

3. Examine range, spread, gaps, and (effect of) outliers (simple examples)

4.Graphic representations

5. Limited and selected real applications

1. 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.

2. Distinguish measures of center (any rational number)

Mean mode median

3. Examine range, spread, gaps, and (effect of) outliers (wide variety of examples)

4.Graphic representations

5. All real world applications

Mathematics Curriculum: Grade 6

Objective

College Prep

Honors

16. Make inferences and formulate and evaluate arguments based on data analysis and data displays.

Develop understanding of statistical variability.

NJCCSS 6 SP 1, 2, 4, 5

Summarize and describe distributions

1.Display limited numerical data in plots on a number line, dot plots, histograms, and box plots.

2.Summarize limited, selected numerical data sets in relation to their contexts; e.g. :

a.Reporting a small number of observations

b.Describing the nature of the attribute under investigation, including how it was measured and its unit of measurement. Select examples

c.Given quantitative measures of center (median and/or mean) and variability (interquartile range), as well as describing an overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

d.Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. Limited range and examples

Variability – primarily exposure, simple examples

1.Recognize that a measure of variation describes how its values vary with a single number.

2.Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answer.

3.Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread and overall shape.

Summarize and describe distributions

1.Display any numerical data in plots on a number line, including dot plots, histograms, & box plots.

2.Summarize any real numerical data sets in relation to their contexts; e.g. :

a.Reporting the number of observations

b.Describing the nature of the attribute under investigation, including how it was measured and its unit of measurement. Wide variety

c.Given quantitative measures of center (median and/or mean) and variability (interquartile range and /or mean absolute deviation), as well as describing an overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

d.Relating the choice of measures of center and variability to the shape of the data distribution and the context in which data were gathered.

Variability – including wide range of real examples

1.Recognize that a measure of variation des-cribes how its values vary w/a single number

2.Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answer.

3.Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread and overall shape.

Thanks Mamabear. FWIW: I heard the from last year (anecdotal!) that kids who were invited got Mr. Beattys, and those who were not, were separated into another group and got another teacher. According to this particular parent, kids not invited were not made to feel welcome.

amyhiger said:
Thanks Mamabear. FWIW: I heard the from last year (anecdotal!) that kids who were invited got Mr. Beattys, and those who were not, were separated into another group and got another teacher. According to this particular parent, kids not invited were not made to feel welcome.

I only know one kid who went uninvited and had a positive experience and did wind up moving up and having a greAt year in honors. So much for anecdotes!

The detailed criteria about how the different assessments count used to be on the district website, but that link is now broken. It was quite complex, partly so that a strong performance in one area could make up for a slightly weaker performance in another.

When I was making a decision about summer school for both my kids, I called Dr. Beattys to find out "how close?" and was given a breakdown of their results. She was extremely helpful.

In our experience (limited to 2 kids currently in the system) the number of students in the accelerated program shows huge variation from year to year, and from what I can see, this is because of a true, random variation in the student population.

It is possible to move into the accelerated program at the end of 6th grade, but these students often have a harder time at the beginning of the following year. There are also summer step up programs throughout high school.

Both my kids loved the summer program, but some kids do fail, so if you plan to send them they should be reasonably self-motivated. Many of the opt in kids for the summer program are those not required to attend because they made the criteria for acceleration without it, but who want to make sure they have a secure base on which to build the following year.

Hope this helps a little.

Not a single child from Clinton placed into the Accelerated program this year. My son, with perfect 4th grade NJASK math scores (300), and excellent scores in CA-5 (all 4s), placed into the Honors program. As we all know, there were serious problems (again) with several questions in the 6th grade Placement test and apparently those questions were eliminated from assessment but as someone mentioned, there is absolutely no transparency about the test itself. I'm reaching out to Candice Beattys for some clarification and answers.

Janea, did your children attend the step-up program to move up from the Honors to the Accelerated program? Or does the district discourage this? My son's math teacher at Clinton was very discouraging about the Accelerated program and insisted that Honors was the better place to be, which surprised me. My overall sense is that the district does not want to encourage even the high performing students to participate in the Accelerated program.

I would also recommend speaking with Dr Beattys. I've always heard her advocate for students to take the most challenging MAth course they're able to handle.

compmama said:
My son's math teacher at Clinton was very discouraging about the Accelerated program and insisted that Honors was the better place to be, which surprised me. My overall sense is that the district does not want to encourage even the high performing students to participate in the Accelerated program.

That's good to know, tbd. Thanks!

compmama, both my kids did the summer program to enter the accelerated class. The oldest is in 8th grade (taking 10th grade geometry) and the youngest is in 6th grade (taking 7th grade). When I spoke to Dr. Beattys, both were at the top end of the group who were offered summer school, and both really wanted to be in the accelerated program, so I was happy for them to participate. I would definitely call Dr. Beattys, and find out how close your child was.

I think that for a child to succeed in the accelerated program, they have to love math as well as being good at it. From what I'd heard anecdotally, the crunch comes in 10th grade geometry, where my older one is now. Fortunately, she is thriving and still loving it, but several of her friends have started to struggle despite working hard. I think this is why some recommend staying in honors rather than accelerated, and then stepping up later in high school when they have a really solid foundation.

I too am torn about the Honors versus the Accelerated, and also have a high performing kid who loves math, has been placed in Honors, but not accelerated. I have heard some bad stories about Accelerated--it's a bit sink or swim. On the other hand, the sequencing if you stay in Honors, is very problematic. Personally I would want my kid to be able to get into Advanced Honors, thus skipping to eighth grade--I have been through the regular honors sequence with another child and it is highly problematic. I was also not that impressed with the math instruction at the middle school.

Much thanks, Janea. My older son, soon to be a 9th grader, did extremely well in the Accelerated program at SOMS. As you note, he did have a bit of trouble with 10th grade Geometry but got over the hurdle pretty quickly. He both enjoys math and is good at it--we'll see how he does at CHS.

I just wrote a long email to Dr. Beattys requesting a meeting for my rising 6th grader--or at least a phone conversation-- which I hope she honors. I'll have to find out how "close" he was and then plan the next move. The summer step-up program can only benefit him, I think, but he hasn't been invited to participate, or at least not yet, so I might have to request it. Thanks again for all the helpful advice and information!