Grade 6 Math Unit 1 2015
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Georgetown International Academy Unit Plan 20142015 Understanding by Design Teacher: M. Hill Subject: Math Grade: 6 Topic: The Number System: Operations Start Date: August 24, 2015 End Date: October 2, 2015 Desired Outcome Goals: MACC.6.NS.1 MACC.6.NS.2 MACC.6.NS.3 MACC.6.NS.4 Understandings Students will understand that The magnitude of numbers affects the outcome of operations on them. Factors and multiples can be used to solve real world problems. Decimal computation is necessary to solve real world application problems. Essential Questions: 1. How can I explain and justify procedures for adding, subtracting, multiplying, and dividing fractions and decimals? 2. When and why would it be useful to know the greatest common factor of a set of numbers? 3. How can I multiply and divide fractions and decimals efficiently? Knowledge & Skills Students will know and be able to fluently divide multidigit numbers using the standard algorithm. fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation. solve realworld problems involving multiplication and division of fractions and decimals. find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two wholenumbers less than or equal to 12. use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
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Grade 6
Transcript of Grade 6 Math Unit 1 2015
Georgetown International Academy Unit Plan 20142015 Understanding by Design
Teacher: M. Hill Subject: Math Grade: 6
Topic: The Number System: Operations Start Date: August 24, 2015 End Date: October 2, 2015
Desired Outcome Goals: MACC.6.NS.1 MACC.6.NS.2 MACC.6.NS.3 MACC.6.NS.4 Understandings Students will understand that The magnitude of numbers affects the outcome of operations on them. Factors and multiples can be used to solve real world problems. Decimal computation is necessary to solve real world application problems.
Essential Questions: 1. How can I explain and justify procedures for adding, subtracting, multiplying, and dividing fractions and decimals? 2. When and why would it be useful to know the greatest common factor of a set of numbers? 3. How can I multiply and divide fractions and decimals efficiently?
Knowledge & Skills Students will know and be able to fluently divide multidigit numbers using the standard algorithm. fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation. solve realworld problems involving multiplication and division of fractions and decimals. find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two wholenumbers less than or equal to 12. use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
Georgetown International Academy Unit Plan 20142015 Understanding by Design
Assessment Evidence Performance Tasks: 1. Students will extend their previous understanding of multiplication and division to divide fractions by fractions. 2. Students will determine quotients through visual models, such as bar diagrams, tape diagrams, arrays, and number line diagrams. 3. Students will construct division stories and solve word problems involving division of fractions. 4. Students will revisit all decimal operations. 5. Students will find that sums and differences of large mixed numbers can be more efficiently determined by first converting to a decimal and then applying the standard algorithms. 6. Students will apply estimation to place value and determine that the standard algorithm is simply a tally system arranged in place value columns. 7. Students will make connections to division of fractions and rely on mental math strategies in order to implement the division algorithm when finding the quotients of decimals. 8. Students will explore and discover that Euclid’s Algorithm is a more efficient means to finding the greatest common factor of larger numbers and determine that Euclid’s Algorithm is based on long division.
Additional Evidence: 1. Diagnostic preassessment 2. Written responses to questions relating to Big Ideas and Essential Questions 3. Weekly homework to assess students’ understanding of concepts covered in class 4. Vocabulary reviews 5. Notebook checks 6. Weekly lesson reviews and quizzes 7. Math drills 8. Teachercreated rubrics 9. Unit reviews, practice tests, and accompanying tests
Learning Plan Learning Activities: 1. Students will find the difference in length of times to the nearest hundredth of a second to run a 100 meter race. 2. Students will a create visual vocabulary, definitions, written in the appropriate math vernacular. 3. Students will reinforce the classification of numbers by their properties by making a diagram and compare this to the classification of living things. 4. Students will compare square miles of neighboring states/countries. 5. Students will use a spreadsheet to track the number of medals the US Team won at the 2014 Olympics.
Georgetown International Academy Unit Plan 20142015 Understanding by Design
Learning Materials and Resources Technology Integration
* Textbooks * Digital interactive notebooks * IXL * Enrichment worksheets * The Decimal Cruncher: website for decimal addition, subtraction, multiplication, and division http://www.coolmath.com/prealgebra/02decimals/decimalscruncheraddition.html * BBC Division Strategy Practice http://www.bbc.co.uk/skillswise/numbers/wholenumbers/division/written/game.shtml * LearnAlberta “Division of Whole Numbers” Video Tutorial http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=9 * NCTM Illuminations: The Factor Game http://illuminations.nctm.org/LessonDetail.aspx?ID=L620 * LearnAlberta Spy Guys “Factors, Multiples, and Prime Factorization” Video Lesson http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell07.swf
* Digital interactive notebooks * IXL
