Getting Help for 6th Grade Math Problems

Knowing that the 6th grade math curriculum is based on essential math concepts such as arithmetic and data analysis, measurement, geometry, probability amongst other things, having access to math worksheets which are also accompanied by other interactive activities like learning games, assessments and reinforcement can make learning 6th grade math a lot more fun than learning by rote.

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Instead of learning a topic and then doing lots of mathematical examples, based on what you have just learned, teachers have found that the use of interactive activities, learning games, printable worksheets, assessments, and reinforcement 4th grade go math. the math curriculum should rely on many learning tools – lessons with activities, worksheets, reinforcement exercises, and assessments will help a student to learn each math topic in a variety of ways and this should help supplement the teaching in class.

Another way of getting help for 6th grade math, as well as going a little extra homework, is to find a tutor or get access to an online learning system. There are many of these places available now a days and you can often get free access for few days to test drive a program, to see whether their method of teaching is a good fit for the way that your child learns subjects and takes in information.

Make sure you find a system that encompasses the level and breadth of subjects that your child is learning.

A lot of math students find equations, probability and algebra difficult to grasp. With probability for example, students find it bewildering taking in the concepts of probability and chance, as well as statistical inference and analysis. Imagine a child not fully understanding this topic in the class setting and then being given 6th grade math probability homework sheets. They would be completely overwhelmed.

Now, imagine the same child having access to an online math learning environment. By paying a monthly subscription, sometimes as little as $20 a month, your child will immediately have access to a system where expert tutors will explain these math topics in an engaging and easy to understand way. If you child didn’t fully understand the first time they watched an online tutorial, they can watch it over and over again.

Many online learning environments have examples that tutors will go through and also give you some example to go through at your own pace, so that you can complement your child’s learning. For many parents, having access to an online learning system to help their child with math is a lot more cost-effective than getting a personal math tutor.

Experienced seventh grade math teachers might object, “Addressing individual remedial needs is a good idea, but I don’t have time for it! There are only so many minutes in a math class, and I have to spend that time getting students through the new material. There are a huge number of content standards to be addressed, and if I slow down to accommodate individual needs, there is no way I can get through the whole book in one year’s time. And the pressure to make that happen is significant. If we don’t cover the whole seventh grade curriculum, the students will not be prepared for the eighth grade curriculum-and that’s just not right. And the students must be prepared to succeed on the standardized tests. If they don’t do well, there are nasty repercussions for my school and for me. And besides, what right do the low-achievers have to prevent the quicker learners from learning all that they can learn by monopolizing the teacher’s time?”

“I believe that all students are teachable, but you just can’t reach everybody in the time allotted, given their lack of preparedness. I don’t mean to sound hard-hearted, but the best I can do is to help the students who are prepared to succeed to learn the new material-and it’s just tough luck for the others. The most efficient use of my time is to concentrate on teaching the seventh grade curriculum, and not waste time focusing on concepts and skills that the children should have learned before. I’m teaching seventh grade math, not fourth-, fifth-, and sixth-grade math. Is it not right for me to assume that the students should know something by the time they reach seventh grade? We’re dealing with some very abstract material here. I just can’t dumb it down and still get the job done. If I slow down to insure that all the students learn the material, we would only get through half the book in a year’s time.”

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