The Avery Bunch

6th Grade Class

Category: Pictures (page 1 of 3)

Say Cheese!

We’ve been doing so many incredible things in the classroom this year. Students have been working so hard on all of our math and science concepts. We’ve done some great projects and we’ve gotten to work with some great classes from around the world. We’ve been able to share a lot of what we do through our blog. However, we wanted to be able to show you in other ways as well.

We now have our own class Instagram. Students are able to take pictures using one of our tablets in class and it will automatically be shared with you if you are following our account or if you find our Instagram slideshow on the right sidebar of this blog. You can follow us by clicking here or by searching for our account, mraverystudents, in the Instagram app.

We’ll continue to add pictures to our account throughout the year so you’ll be able to see us during all different types of activities. So give us a follow and check out what we’re working on! Or, you can also check out our slideshow below which will update with our pictures as we add them on to Instagram.

Also, don’t forget to check out the interactive 360° panorama of our classroom! You can take a spin around our room by clicking here.

If you like taking or viewing pictures, we’d also like to recommend Mrs. Yollis’ 365 project. Last year either Mrs. Yollis or her students posted one picture and information about it every day for the entire year! They’re continuing the project again this year but are now accepting pictures from people around the world to add to their 365 project for 2013. If you’re interested in adding a picture, you can find more information here.


What would you like to see pictures of?

Do you have any way that your class shared pictures?


Time for Summer!

On Friday, our school year came to a close. It was a tough day for all of us as the sixth grade students entered and exited the classroom for the last time. Next year they’ll be combining with students from two other towns and heading up to the middle school. However, there was no way we were going to let them leave school without giving them a proper sendoff.

In order to make the end of the year special for our students, we had so many end of the year activities. The sixth graders had a cookout where our principal, Mr. Veneto, brought in a grill and make hamburgers and hot dogs for all of them. After field day we flew our kites that we had made during math thanks to an idea Mr. Salsich shared with us last year. We took part in our annual Field Day which is always a favorite of the students. Also, thanks to a wonderful idea by Miss Girard, we had a carnival to celebrate the completion of our state testing. Everyone had a chance to participate in numerous carnival games and even have their picture taken in a special way that you can see below.

We had two amazing field trips. Our first was to Sandy Neck Beach where students waded through tide pools and strolled through the salt marshes, collecting and categorizing different species of crabs, fish, and shrimp.

The second field trip was aboard the OceanQuest Discovery Cruise. We headed out into the harbor and students brought up lobster pots filled with lobsters and crabs. They also learned how to take all sorts of tests with the water including checking salinity and the pH balance.

The final step to our year was our sixth grade graduation. Students received awards for all their hard work throughout the course of the year. Everyone then received their diplomas and graduation was complete, or so everyone thought. We may have been working on a little surprise for a couple weeks before our graduation. Watch the video below to see what the surprise was that we had in store for everyone. The second video is the same thing which we did again for the entire school on the last day.

Thank you everyone for an incredible year. Have a wonderful summer!


What was your favorite part of the year?

Have you ever been in a flash mob before?


2012 Spelling Bee

Every year, shortly after our Geography Bee, we also have our school Spelling Bee. The winner of the school Bee has the opportunity to then move on to a regional Spelling Bee. The winner of that then continues to move on until the Scripps National Spelling Bee, which you can actually see on ESPN every year.

The Bee always begins with initial rounds in each grade level. Every round, students are given a word. If it’s spelling incorrectly, they’re out. If they spell it correctly, they move on to the next round. Within the grade level, we continued until we were down to 10. Those 10 then moved on to the finals where they were able to compete in front of the school.

The finals worked much like in the classroom. If you spelled a word correctly, you continue on. If you spell one incorrectly, you’re out. That would continue all the way down until the championship round which would consist of the final two students remaining. Once someone spelled a word incorrectly, the other would have to spell that word correct. Then, they’d get a championship word. If they spelled that word correctly, they’d be the 2012 Spelling Bee winner!

This year, we had a battle unlike ever before with the final two students, Alyxandra and Faith. They lasted an incredible 35 rounds before a winner was crowned! You’ll have to watch the video below to find out who our champion was!

Congratulations to Faith, Alyxandra, and Emma, as well as all the other participants!

Do you have anything like a spelling bee at your school?

What’s your favorite word that we may not have heard of before? What does it mean?

The Great Circle Hunt of 2012

They’re mysterious. They’re ominous. They’re elusive. Those circles are impossible to track down. Ok, well maybe not really. Circles are actually all over the place. Almost everywhere you turn you can find a circle. Take a look at the clock. It’s a circle. A basketball hoop? Circle. Traffic Lights? Circles. The home button on an iPad, iPhone, or iPod. Again, a circle. They’re everywhere. And every single one of those circles has it’s own radius, diameter, circumference, and area.

We had just started to learn previously about radius, diameter, and circumference. Now, this week, we also learned how to find the area of a circle!

To find the area of a cirlce, the first thing you need to do is find your radius. Then, you’re going to square your radius. That means if your radius is 3 inches, you’ll do 3 x 3. Finally, you’ll multiply that by pi which is about 3.14. 3 x 3 is 9 and 9 x 3.14 is 28.26. So the area of a circle with a radius of 3 inches would be 28.26 inches squared (don’t forget to write squared just like any other time you find the area).

In order to help us practice finding the radius, diameter, circumference, and area, we had our Circle Hunt. The way it worked was that we had 6 circles located in various places around the school. Students worked in groups of 3 and each group had one of the iPods that were donated to us on Donors Choose. On every piece of paper was a different sized circle and a QR code. A QR code is essentially a barcode that can display a website, dial a phone number, or display text. In the case of our circle hunt, when each QR code was scanned with an iPod, it displayed a clue to where the next circle was located.

Each student had a worksheet that they brought around with them so they could fill out the information about each circle. They began at circle 1, finding the radius. Once they measured the radius, they scanned the QR code which gave the message, “The curtains have drawn and it’s time for a show. It’s now off to circle number 2 you must go.” Students then went and found circle 2 on stage in our auditorium. They continued on until they had located all the circles and had measured the radius of each. Once complete, the group returned back to the classroom to then figure out the diameter, circumference, and area based upon the size of the radius!

Based upon the work done in class, everyone’s understanding all the parts of a circle quite well. Based upon the slideshow below, it looked like everyone had a wonderful time!

What are some other things in math you may use a formula for?

Can you name the formulas for how to find radius, diameter, circumference, and area?

Playing with Proportions

We’ve done many projects over the course of the past two years. One of the favorites of the students though was the Angry Birds posters we created last year. While learning about angles, students were asked to create their own Angry Birds level. They then had to use protractors to measure the launch angles of each bird. It was a fun way to learn about how to measure an angle!

When we created those poster last year, Mr. Avery was teaching fourth grade. Now teaching sixth grade, we wanted to do the Angry Bird posters but we needed to add something else to them to tie in to what we were currently learning about. So, this year, instead of just measuring angles, we also used it to learn about proportions!

A proportion is another term that refers to similar figures. Students had previously learned that similar figures have the same shape but are not the same size. You can always tell if figures are proportional to each other based upon whether they are similar.

Sometimes we have to create proportional shapes. We can do so by measuring the shape that we are given and then multiplying or dividing the sides by the same number. For example, in the picture below, our first square is one unit by one unit. If we multiply the sides by 2, our proportional square becomes 2 units by 2 units.

You could also multiply your sides by 4 and have a square that is 4 units by 4 units. You could multiply your sides by 10 and have a square that is 10 units by 10 units. You could even multiply it by 1,000 and you would have a square that is 1,000 units by 1,000 units! All of those squares would be proportional to our original shape because the figures are similar. They’re the same shape, just different sizes!

For our project, students paired up and then because of the time of year, they were asked to design an Angry Bird level based on the Angry Bird Seasons game. Students started out with a 15 unit by 12 unit grid. They had to sketch the layout of their design.

After students figured out their designs, it was time to create our actual posters. The measurement of the posters was 30 units by 24 units, twice the size of the original grid. Students had to double the size of everything in their layout for their final product! In doing so, the poster was proportional to the original sketch.

We still kept the angle aspect of the project as well. After the posters were completed, students had to use a compass to show the trajectory of each bird. We then used a protractor to show the angle that each bird would have to be launched from the slingshot to complete the level.

Take a look at our finished product in the slideshow below!

*Where might proportions come in handy outside of school?*

*What was your favorite game you played growing up?*

A Change of Appearance

Hair is neatly combed and brushed. Clothes have been straightened out and arranged in the nicest fashion. That sounds like your typical picture day at school, right?

Well, our picture day just so happened to be a bit different this year. Usually students get back pictures and they’re sharing their best smiles. This year, when students got their pictures back, they looked just a little bit different.

See if you can find just a few difference between these pictures and regular school pictures.

*Notice anything different about student pictures this year?*

*What else do you think students could have been drawn as?*

Running in Circles

Today we discussed all things circles. We talked about the radius, diameter, circumference, and angles. Thanks to technology, we had a whole new way of learning about it!

A couple weeks ago, one of our blogging buddies, Mrs. Hembree wrote a post highlighting the changes to their library. As part of that post, she used a Microsoft program called Photosynth to create a panoramic image of their library. That sparked an idea!

Using an iPhone app called 360 Panorama, we were able to create our own panoramic images to help us learn all about circles.

In our first panoramas, we find the radius. You’ll be able to see yarn stretching from the center of our classroom to the front of the room. The radius is a line segment extending from the center of a circle out to the edge of the circle. To navigate through the picture, just click and hold down on the mouse, then move it from left to right or right to left!

If these have trouble loading on your computer, you can also access our panoramas by clicking here. You can load any of the panoramas by simply clicking on them.

Our next panoramas show us the diameter. The diameter of a circle is a line segment that stretches from one side of the circle to the other. The diameter has to pass through the middle point of the circle. In the image, you'll be able to see yarn stretching across our image to represent our diameter.

The next group of panoramas show the circumference of our circle. The circumference is the distance around a circle. Look for a black piece of yarn stretching all the way around our classroom to mark our circumference.

Our fourth group of panoramas represent the many angles within a circle. We often hear the term of someone doing a 360 in basketball, skateboarding, or snowboarding. That refers to 360 degrees, or 360° which represents the distance all the way around a circle. That means that half way around a circle would be 180°. Start with 0° in the front of the room. Work your way around clockwise until you end up back at 360°. You'll be able to see the many angles along the way! If you can't see an angle well, you can zoom in by hitting the plus button on the left side of the panorama or by using the scroll bar on your mouse.

For our final panorama, we decided just to have a little bit of fun. Students were able to pose however they wanted as long as they were still along the circumference.

*What else do you think we could use a panorama for to help us learn?*

*What do you think the length of our radius and diameter might be?*

A New Year…A Few Changes!

I hope everyone has enjoyed their summer! I know mine has certainly been busy getting ready for the new school year. This year will definitely be a little bit different though. I’m no longer teaching fourth grade and have moved up to sixth grade! I also have a new teaching partner, Ms. Girard. This will be her first year at our school and I’m very excited to work with her!

In changing grade levels, that also means changing rooms. Today was the first opportunity I had to get into my new classroom. One of my favorite parts of the room is a giant blank wall that I have. My old classroom barely had any blank wall space! I decided that instead of using cloth for a green screen next year, we’ll have our own green screen wall! Below you can find some before and after pictures as I introduce you to “The Green Monster.”

Another big change this year is the addition of Mr. Avery’s Classroom Wiki. Last year we expanded our classroom with the creation of this blog. We’ve been able to share our classwork, projects, and videos with the rest of the world. Our wiki will serve a different purpose. The wiki will be used to host videos created by both myself and students, that will be used as tutorials for different topics that we’re learning about in class. This will allow both the students and the parents to be able to watch videos at home that will help prepare each individual for different topics that we will be covering throughout the school year. I’m very excited about this new project and hopes it’s beneficial to everyone’s success this year.

We have exactly two weeks until the first day of school and even less time until Open House. I hope everyone enjoys the rest of your summer! I look forward to seeing all of you in a couple weeks!

*What was your favorite thing you did this summer?*

*What are you looking forward to most next year?*

Mystery Skype – Who Could it Be?

Today we had a chance to Mystery Skype! The students had no idea what class we were skyping with. Their goal was to cooperate as a team to try to figure out the location of that class.

There were a few rules to the Mystery Skype. Students had to ask closed questions (yes or no answers). Classes went back and forth asking questions to help them find the location. If a class asked a question that received a yes answer, they got to ask a follow up question.

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In order to be as efficient as we possibly could, students chose different roles for the afternoon. Each of these jobs had their own importance in the attempt to solve our mystery. We started with our inquirers. The inquirers were in charge of asking relevant, closed questions that would help others to narrow down where the other class could be found. The inquirers tried to use their knowledge of geography to hone in on the other classes location. They asked questions such as “are you east of the Mississippi River?” The response was “no” which helped us to remove quite a few states!

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We also had two question keepers. The role of these two students was to work at the laptops. They typed in each question as it was asked as well as the response. This allowed for us to review the information that had already been shared.

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Once our inquirers got answers to their questions, we had three Google Mappers who used online maps to search based upon the clues. They were able to use the computers to zoom in on different regions, states and cities. They could share information they found to help create new question.

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Our runner was quite the multi-tasker. She was in charge of solving any problems that other students encountered. She also took information and questions from the other students and shared it with our inquirers. She was called the runner for good reason!

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Our last two jobs were our logical reasoners and clue keepers. Our logical reasoners were in charge of using given information to try to remove possible states. They used a puzzle of the United States to pull away states that we knew it could not be. While they worked on this, our clue keepers used maps to mark down any relevant information. They could cross out, circle, or dot areas to help us figure out the location of the mystery class.

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So many great questions were asked on each side. The other class was able to narrow down that we lived in Massachusetts. We were able to figure out that they lived in California. We started running out of time though so we had to each give one large clue that would help the other class determine the location. We shared that we were right next door to Plymouth, which is where the Pilgrims landed when they first arrived in North America. After taking a closer look at the map, they were able to determine that we lived in Plympton! They then shared the hint that where they lived had the largest population in their state. Our Google Mappers switched over to Google Search to find their information. We decided that they lived in Los Angeles, California. We were correct!

The next step was to try to figure out whose class we were skyping with. We thought about who we knew that taught out there and guessed that it was Mrs. Yollis’ class. We were right again! We’ve spent a lot of time this year learning from Mrs. Yollis’ blog so we were able to be great detectives and solve the mystery!

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We want to thank Mrs. Yollis and her class for taking the time to skype with us! They had amazing questions and worked incredibly well as a class. Mrs. Yollis is a very lucky teacher to have those students!

*What clue helped you figure out they lived in Los Angeles?*


*What was your favorite part about mystery skyping?*


*If we mystery skyped again, what job would you like to have?*

Angry Bird Angles

This post has been moved to the new home of our blog, Please click here to visit this post and view all the rest of our posts on our blog as well!


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