## Electronic snap kit project

**6th grade math HAL students competed in the McMillan Magnet Math Competition on November 21st and placed 2nd in the Quizizz math team competition!**

Congratulations! Go Dragons!

Congratulations! Go Dragons!

**Cookie DATES:**

**March 9th and 10th: Cookie Commercials will be played in the 6th grade classroom.**

March 10th: Make cookie dough at school, students take dough home to bake.

March 11th: Sell Cookies

April 1st: Make cookie dough at school, students take dough home to bake.

April 2nd: Sell Cookies

March 10th: Make cookie dough at school, students take dough home to bake.

March 11th: Sell Cookies

April 1st: Make cookie dough at school, students take dough home to bake.

April 2nd: Sell Cookies

January is the month we Kick off the Cookie Quest Unit!

January is the month we Kick off the Cookie Quest Unit!

Students will manage a cookie company for profit and learn about entrepreneurship, problem solving and teamwork.

The two goals for Cookie Quest are:

*To have companies work as a team to solve real world problems.

*To produce an original “quality” product for profit.

Objectives for the unit: Students will be able to:

- Analyze attributes and components of an effective product.
- Apply a decision making model appropriately in choosing a product design.
- Generate a marketing strategy by analyzing data.
- Integrate information to create a final product.
- Establish criteria for judging an effective product or process.
- Assess the products or processes based on established criteria.
- Establish criteria for effective group work and evaluate group progress.

Companies will select three cookie recipes based on the following criteria:

*Select a cookie recipe that matches their company theme (for example the Completely Chocolate Cookie company will need a recipe with chocolate).

*Select a cookie recipe that includes ingredients on the approved ingredient list.

*Select a cookie recipe that will sell to a target group of 6th, 7th & 8th grade students based on taste, texture, aroma, visual appeal and COST.

Each company must bring samples of three recipes to decide which recipe will be their winning ticket to a profitable and productive cookie company. Be warned --students will be asking you to help make cookie samples sometime in February.

At this time, cookie production and selling will probably take place the middle of March and the first of Aprill. The winning Cookie recipe will be mixed at school, baked at a company member's home and sold the following day at school from 2:45 to 3:15 I will keep you updated as the days and times are confirmed.

**November, December and January the focus is on Problem Solving skills for the Math Olympiad Competition**

Math Olympiad is designed to teach the major strategies of problem solving, to foster mathematical creativity, and to stimulate enthusiasm and love for the types of problems that students encounter in competitive mathematics.

Math Olympiad contests aim to foster an interest in math and improve the mathematical skills of participants through team-based competitions.

**Goals:**

**To stimulate enthusiasm and a love for Mathematics****To introduce important Mathematical concepts****To teach major strategies for problem solving****To develop Mathematical flexibility in solving problems****To strengthen Mathematical intuition****To foster Mathematical creativity and ingenuity****To provide for the satisfaction, joy, and thrill of meeting challenges**

**Students will learn about different strategies to solve Math Olympiad problems.**

***Find a Pattern, Make a Table, Work Backwards, Guess and Check, Draw a Picture, Make a List, Write a Number Sentence, Use Logical Reasoning.**

**Promote the following:**1.

**Student Confidence!**No one can solve a problem with a sense of dread, fear and failure looming!

2.

**Flexible Thinking!**Promote Creative Thinking and Flexibility with problem solving strategies.

3. When it comes to solving Math Problems --

**Go Slow to Go Fast! Practice, Practice, Practice problems.**

**To make problem solving meaningful and effective students will**

Turn and Teach! Which means students will orally explain their thinking and process to a partner.

Turn and Teach! Which means students will orally explain their thinking and process to a partner.

**September and October 2019!**

Can you build a water bottle rocket that flies the highest and lands the "egg-o-naut" safely back to earth?

Can you build a water bottle rocket that flies the highest and lands the "egg-o-naut" safely back to earth?

**This is the challenge facing 6th grade challenge and math challenge students in October.**

**Objectives for Rocket Unit:**

Students will use critical thinking skills in designing and launching a water rocket. Students are so involved in the experiment they won’t realize they are learning complex physical science concepts (weight distribution, the effects of variables on thrust, action vs reaction). Students will participate in the following processes: observing, collecting and recording data, interpreting data, identifying and controlling variables, predicting and generalizing. Students will study Newton's laws of motion (inertia, force and acceleration, action/reaction) other discussion topics include lift, air flow, propulsion, friction and the generation of power. During the launching of the rockets students will use clinometers to determine the slope of the angle. They will use this information in a trigonometry formula to calculate the height of the rockets.

Designing, building and flying a bottle rocket provides students with a real-world application of the scientific method. Students must research a problem, propose an answer, test the answer, and analyze the data produced by the test to figure out if they have the answer or not. Math and science studies are necessary to complete the process . . . they are tools that an engineer uses to solve a problem. When students have the tools, then they can attack a problem--that's what engineers do!

**National Standards (5-8)**

Science--

Science--

Design and conduct a scientific investigation.

Use appropriate tools and techniques to gather, analyze, and interpret data.

Develop descriptions, explanations, predictions, and models using evidence.

Think critically and logically to make the relationships between evidence and explanations.

Demonstrate an understanding of properties and changes of properties in matter.

Demonstrate an understanding of motions and forces.

Demonstrate an understanding of transfer of energy.

Implement a proposed design.

**Mathematics--**

Extend an understanding of the concepts of perimeter, area, volume, angle measure, capacity, and weight and mass.

**Technology**

Use content-specific tools, software, and simulations (Web tools) to support learning and research.