grade math... · Web viewBell ringers and daily exercises. ... electric charge); use positive and....

Curriculum MapCommon Core Standards

Fulton Independent School District

Subject/Course: MathGrade: 6th Grade DavisRevision Date: December 2013

Timeline(Days or

weeks/dates()

Kentucky Core AssessmentStandard

Learning Target IntroduceProgressing

MasterReview

On Going(all must

get to “M”)

Assessment Lesson/Content

6 days CC6 NS4 Find the greatest common factor of twoWhole numbers less than or equal to 100 and theLeast common multiple of two whole numbersLess than or equal to 12.

I can identify factors of twoWhole numbers less than orEqual to 100.I can identify the multiples of two whole numbers less than or equal to 12.I can determine LCMI can apply the distributive propertyI can rewrite addition problems by factoring out the GCF

M Formative verbal Q&A observation homework short quizzes conferencingBell ringers and daily exercises

Summative Multiple choices T/F matching extended written response

Distributive property p.40-41(1-29)

GCF p.126-127 (1-27 odd)(2-28 even)

LCM p.164-165 (1-27 odd)(2-28 even)

4 days CC6 NS2 Fluently divide multi-digit numbersNumbers using the standard algorithm.

I can divide using the standard algorithm M Formative verbal Q&A observation homework short quizzes conferencingBell ringers and daily exercises

Divide by multi-digit numbers

Resource from 5th grade materials

Supplement IXL.com

8 days CC6 NS3 Fluently add, subtract, multiply, andDivide multi-digit decimals using the standards

I can add & subtract decimals using the standard algorithm.

M Formative verbal Q&A observation homework short

3-2 adding and subtracting decimals

Algorithm for each operation.I can divide & multiple decimals using the standard algorithm.

quizzes conferencingBell ringers and daily exercises


p.65-66 (2-24 even)(1-23 odd)

Supplement IXL.com

3-4 Multiply decimals p.71-72 (1-25)

3-5 Dividing Decimalsp.74-75 (1-24) all

15 days CC6 NS1 Interpret and compute quotient of Fractions and solve word problems involvingDivision of fractions using visual models andEquations

I can interpret & compute fractions.I can solve word problems dividing fractions.I can use visual models to represent equations and solve them.



Lesson 6-1 p.144-145 (1-29 odd)

Student will draw representation of fractions

Fractions to decimals 6-2 p.146-147 (2-38 even)

Fractions to decimals 6-2 p.146-147 (1-37 Even)

Quiz of fractions (review)

Adding &subtracting like denominators p.162-163 (1-25)

Adding & subtracting unlike denominators

Adding &subtracting unlike denominators

Division of fractions

Division of fractions

Division of mixed fractions

Division of mixed fractions

Review of fractions

Manipulative

2 days CC6 RP 1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example the ratio of wings to beaks in a bird house. 2:1.

I can understand the concept of a ratio. I can use ratio language to describe a ratio relationship between two quantities.


Envision (12-1)Understanding ratio (12-1)

p.300-301 (1-19)Crosswalk lesson 12

2 days CC6 RP2 Understanding the concept of a unitRate a/b associated with ratio a:b using rateLanguage in relationship to ratio

I can identify & calculate a unit rate.I can use appropriate math terminology as related to rate.


Understanding rates and unit rates (Lesson 12-3)p.306-307 (1-24)all

3 days CC6 RP3 Use ratio and rate reasoning to solve Real world and mathematical problems. I can analyze the relationship of a ratio and

a unit rate.


Equal ratio and proportions

p.303-304 (2-34)evenCrosswalk lesson 14

3 days CC6 RP3a Make tables of equivalent ratios Relating quantities with whole numbers Measurement finding missing values in tablePlot coordinate plane use table compare ratios

I can make table of equivalent ratios using whole numbers.I can find the missing values in a table of equivalent ratios.I can use tables to compare proportional quantities.I can plot pairs of values that represent equivalent ratios on the coordinate plane.


Lesson 13-1 Using ratio tables p.322-32

Crosswalk lesson 13&153 (1-20)

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2 days CC6 RP3b Solve unit rate problems involving Those of unit pricing and constant speed

I can know that a percent is a ratio of a number to 100.I can apply the concept of unit rate to solve real-world problems involving unit pricingI can apply the concept of unit rate to solve real-world problems involving constant speed.



Lesson 13-2 Using unit rates p.324-325 (1-26)

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2 daysCC6 RP3c Find percent of a quantity as a rate per 100. 30% means 30 out of 100 (30% of a quantity means 30/100 times the quantity solve finding the whole given a percent.

I can apply ratio reasoning to convert measurement units in real-world and mathematical problems.I can solve real-world problems involving finding the whole, given a part and a percent.


Lesson 13-3 ways to solve proportions p.326-327 (1-22)

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3 days CC.6.RP.3d Use ratio reasoning toconvert measurement units; manipulateand transform units appropriately whenmultiplying or dividing quantities.

I can use ratio reasoning toconvert measurement units. I can manipulate and transform units appropriately when multiplying or dividing quantities.


EvisionSection 12-2page 302-304

Crosswalk Lesson

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*greatest common factors/least common multiples*recognize vocabulary

3 days CC.6.NS.5 Understand that positive I can understand that positive M Formative Evision *recognize vocabulary

and negative numbers are usedtogether to describe quantities havingopposite directions or values (e.g.,temperature above/below zero,elevation above/below sea level,debits/credits, positive/negativeelectric charge); use positive andnegative numbers to representquantities in real-world contexts,explaining the meaning of 0 in eachsituation.

and negative numbers are usedtogether to describe quantities havingopposite directions or values.

I can use positive and negative numbers to represent quantities in real-world contexts,explaining the meaning of 0 in eachsituation.

verbal Q&A observation homework short quizzes conferencingBell ringers and daily exercises

Section 10-1page 222-223 (1-21) all

Crosswalk Lesson 3

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*add/subtract/multiply/divide whole numbers*commutative properties of multiplication and addition

2 days CC.6.NS.6a Recognize opposite signs ofnumbers as indicating locations onopposite sides of 0 on the number line;recognize that the opposite of theopposite of a number is the numberitself, e.g., –(–3) = 3, and that 0 is itsown opposite.

CC.6.NS.6a I can recognize opposite signs of numbers as indicating locations onopposite sides of 0 on the number line. I can recognize that the opposite of theopposite of a number is the numberitself.



EvisionSection 10-1page 222-223 (1-21) all

Crosswalk Lesson 3

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locate unmarked numberson number line*read/plot points in quadrant 1*use input/output tables*recognize vocabulary*use integers*add/subtract whole numberson number line*convert/compare/order between fractions/decimals/percents/whole numbers using concrete/representational materials.

4 days1st 9 weeks

CC.6.NS.6b Understand signs ofnumbers in ordered pairs as indicatinglocations in quadrants of the coordinateplane; recognize that when two orderedpairs differ only by signs, the locations ofthe points are related by reflectionsacross one or both axes.

I can understand signs ofnumbers in ordered pairs as indicatinglocations in quadrants of the coordinateplane. I can recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

M Formative verbal Q&A observation homework short quizzes conferencingBell ringers and daily

EvisionSection 10-9page 246-247(1-31) odd and even

Graph It picturesCrosswalk Lesson 10 & 11

exercisesixl.com

5 days

2nd 9 weeks

CC.6.NS.6c Find and position integersand other rational numbers on ahorizontal or vertical number linediagram; find and position pairs ofintegers and other rational numbers on acoordinate plane.

I can find and position integersand other rational numbers on ahorizontal or vertical number linediagram . I can find and position pairs ofintegers and other rational numbers on acoordinate plane.



EvisionSection 10-3page 226-227 (1-32) even and odd

Crosswalk Lesson 3

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1 day CC.6.NS.7 Understand ordering andabsolute value of rational numbers.

I can understand ordering andabsolute value of rational numbers.



Crosswalk Lesson 3

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*convert/compare/order between fractions/decimals/percents/whole numbers usingconcrete/representational materials.*use of number line*scientific notation(?)

2 days CC.6.NS.7a Interpret statements ofinequality as statements about therelative position of two numbers on anumber line diagram. For example,interpret –3 > –7 as a statement that –3is located to the right of –7 on a numberline oriented from left to right.

I can interpret statements ofinequality as statements about therelative position of two numbers on anumber line diagram.

M Formative verbal Q&A observation homework short quizzes conferencingBell ringers


Crosswalk Lesson 3

Additional resources

and daily exercises

will be used

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4 days CC.6.NS.7b Write, interpret, and explainstatements of order for rational numbersin real-world contexts. For example,write –3°C > –7°C to express the factthat –3°C is warmer than –7°C.

I can write, interpret, and explainstatements of order for rational numbersin real-world contexts.



Crosswalk Lesson 3

Additional resources will be usedixl.com

4 days CC.6.NS.7c Understand the absolutevalue of a rational number as its distancefrom 0 on the number line; interpretabsolute value as magnitude for apositive or negative quantity in a realworldsituation. For example, for anaccount balance of –30 dollars, write|–30| = 30 to describe the size of thedebt in dollars.

I can understand the absolutevalue of a rational number as its distancefrom 0 on the number line. I can interpretabsolute value as magnitude for apositive or negative quantity in a real worldsituation.




Crosswalk Lesson 3

Additional resources will be used

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4 days CC.6.NS.7d Distinguish comparisons ofabsolute value from statements aboutorder. For example, recognize that anaccount balance less than –30 dollarsrepresents a debt greater than 30dollars.

I can distinguish comparisons ofabsolute value from statements aboutorder.

M Formative verbal Q&A observation homework short quizzes conferencing


Crosswalk Lesson 3

Bell ringers and daily exercises

Additional resources will be used

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5 days CC.6.NS.8 Solve real-world andmathematical problems by graphingpoints in all four quadrants of thecoordinate plane. Include use ofcoordinates and absolute value tofind distances between points withthe same first coordinate or the samesecond coordinate.

I can solve real-world andmathematical problems by graphingpoints in all four quadrants of thecoordinate plane. I can include use ofcoordinates and absolute value tofind distances between points withthe same first coordinate or the samesecond coordinate.



10 EvisionSection 10-9page 246-247(1-31) odd and even

Graph It picturesAdditional resources used

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2 days CC.6.EE.1 Write and evaluatenumerical expressions involvingwhole-number exponents.

I can write and evaluatenumerical expressions involvingwhole-number exponents


Section 10-8 Solving Equations with integersPage 242-243

Section 2-1Page 32-33(1-18)

Crosswalk Lesson 17

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*Understand what exponentsare (and how they arederived using prime factorizationn)

3 days CC.6.EE.2 Write, read, and evaluateexpressions in which letters stand fornumbers.

I can write, read, and evaluateexpressions in which letters stand fornumbers.

M Formative verbal Q&A observation homework

EnvisionSection 2-6Page 46-47(1-29)

*understand inverse operationsof addition/subtraction/multiplication/division

short quizzes conferencingBell ringers and daily exercises

Crosswalk Lesson 18

EnvisionSection 2-6Page 48-49(1-14)

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3 days CC.6.EE.2a Write expressions thatrecord operations with numbers and withletters standing for numbers. Forexample, express the calculation“Subtract y from 5” as 5 – y.

I can write expressions thatrecord operations with numbers and withletters standing for numbers.


EnvisonSection 2-1Page 32-33(1-18)

Crosswalk Lesson 17ixl.com

*write number sentences

4 days CC.6.EE.2b Identify parts of anexpression using mathematical terms(sum, term, product, factor, quotient,coefficient); view one or more parts of anexpression as a single entity. Forexample, describe the expression 2(8 +7) as a product of two factors; view (8 +7) as both a single entity and a sum oftwo terms.

I can identify parts of anexpression using mathematical terms.



EnvisonSection 4-4Page 106-107

Crosswalk Lesson 17

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*recognize vocabulary*associative/distributive/identity properties ofaddition/multiplication

5 days3rd 9

CC.6.EE.2c Evaluate expressions atspecific values for their variables.

I can evaluate expressions atspecific values for their variables.

M Formative verbal Q&A

EnvisonSection 15-2

*Familiar with area ofsimple two-dimensional

weeks Include expressions that arise fromformulas in real-world problems. Performarithmetic operations, including thoseinvolving whole-number exponents, inthe conventional order when there areno parentheses to specify a particularorder (Order of Operations). Forexample, use the formulas V = s^3 andA = 6 s^2 to find the volume and surfacearea of a cube with sides of length s =1/2.

I can include expressions that arise fromformulas in real-world problems.

I can perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order .

observation homework short quizzes conferencingBell ringers and daily exercises

Page 376-377Crosswalk Lesson 17

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polygons

5 days CC.6.EE.3 Apply the properties ofoperations to generate equivalentexpressions. For example, apply thedistributive property to theexpression 3(2 + x) to produce theequivalent expression 6 + 3x; applythe distributive property to theexpression 24x + 18y to produce theequivalent expression 6 (4x + 3y);apply properties of operations to y + y+ y to produce the equivalentexpression 3y.

I can apply the properties ofoperations to generate equivalentexpressions.


Additional resources used website.

Crosswalk Lesson 19ixl.com

*Understand concepts of factor pairs and factoring*Understand how to divide simple single-digit anddouble-digit dividendsby a single-digit divisor

3 days CC.6.EE.4 Identify when twoexpressions are equivalent (i.e., whenthe two expressions name the samenumber regardless of which value issubstituted into them). For example,the expressions y + y + y and 3y areequivalent because they name thesame number regardless of whichnumber y stands for.

I can identify when twoexpressions are equivalent .


Crosswalk Lesson 19

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3 days CC.6.EE.5 Understand solving anequation or inequality as a process ofanswering a question: which valuesfrom a specified set, if any, make the

CC.6.EE.5 I can understand solving anequation or inequality as a process ofanswering a question: which valuesfrom a specified set, if any, make the

M Formative verbal Q&A observation homework

Envision page 389Solving inequalities

*recognize vocabulary*identify property ofaddition/multiplication*order of operations

equation or inequality true? Usesubstitution to determine whether agiven number in a specified setmakes an equation or inequality true.

equation or inequality true? CC. 6. 5. I can use substitution to determine whether agiven number in a specified setmakes an equation or inequality true.

short quizzes conferencingBell ringers and daily exercises


7th grade concept will use wbsite.

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*problem solving strategies*1-3 step problems

4 days CC.6.EE.6 Use variables to representnumbers and write expressions whensolving a real-world or mathematicalproblem; understand that a variablecan represent an unknown number,or, depending on the purpose athand, any number in a specified set.

I can use variables to representnumbers and write expressions whensolving a real-world or mathematicalproblem. I can understand that a variablecan represent an unknown number,or, depending on the purpose athand, any number in a specified set.


E nvisionSection 15-5Page 382-384 (1-21)

Crosswalk lesson 22

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*problem solving strategies

5 days CC.6.EE.7 Solve real-world andmathematical problems by writingand solving equations of the form x +p = q and px = q for cases in which p,q and x are all nonnegative rationalnumbers.

I can solve real-world andmathematical problems by writingand solving equations of the form .


Summative Multiple choices T/F matching

Section 15-6Page 386-387 (1-17)

Crosswalk lesson 22

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*problem solving strategies

extended written response

5 days CC.6.EE.8 Write an inequality of theform x > c or x < c to represent aconstraint or condition in a real-worldor mathematical problem. Recognizethat inequalities of the form x > c or x< c have infinitely many solutions;represent solutions of suchinequalities on number line diagrams.

I can write an inequality of theform x > c or x < c to represent aconstraint or condition in a real-worldor mathematical problem. I can recognizethat inequalities of the form x > c or x< c have infinitely many solutions;represent solutions of suchinequalities on number line diagrams.



Worksheet on inequalitiesAdditional resources used

Crosswalk Lesson 23

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*use of number line

5 days CC.6.EE.9 Use variables to representtwo quantities in a real-world problemthat change in relationship to oneanother; write an equation to expressone quantity, thought of as thedependent variable, in terms of theother quantity, thought of as theindependent variable. Analyze therelationship between the dependentand independent variables usinggraphs and tables, and relate these tothe equation. For example, in aproblem involving motion at constantspeed, list and graph ordered pairs ofdistances and times, and write theequation d = 65t to represent therelationship between distance andtime.

I can use variables to representtwo quantities in a real-world problemthat change in relationship to oneanother I can write an equation to expressone quantity, thought of as thedependent variable, in terms of theother quantity, thought of as theindependent variable. I can analyze therelationship between the dependentand independent variables usinggraphs and tables, and relate these tothe equation and time.


Worksheet on inequalitiesAdditional resources used

Crosswalk Lesson 23

*use graph/tables/diagrams*graph on coordinate system

3 days CC.6.G.1 Find area of right triangles,other triangles, special quadrilaterals,and polygons by composing intorectangles or decomposing intotriangles and other shapes; applythese techniques in the context ofsolving real-world and mathematicalproblems.

I can find area of right triangles,other triangles, special quadrilaterals,and polygons by composing intorectangles or decomposing intotriangles and other shapes. I can applythese techniques in the context ofsolving real-world and mathematicalproblems.


Envisionsection 17-1page 427-4281-26

Section 17-2 page 430-433 (1-29) all

Section 17-3page 434-436 (1-28)

*Familiar with area of simple two-dimensionalpolygons*recognize vocabulary*problem solving strategies*use of formulas

5 days4th 9 weeks

CC.6.G.2 Find the volume of a rightrectangular prism with fractional edgelengths by packing it with unit cubesof the appropriate unit fraction edgelengths, and show that the volume isthe same as would be found bymultiplying the edge lengths of theprism. Apply the formulas V = l w hand V = b h to find volumes of rightrectangular prisms with fractionaledge lengths in the context of solvingreal-world and mathematicalproblems.

I can find the volume of a rightrectangular prism with fractional edgelengths by packing it with unit cubesof the appropriate unit fraction edgelengths. I can show that the volume isthe same as would be found bymultiplying the edge lengths of theprism. I can apply the formulas V = l w hand V = b h to find volumes of rightrectangular prisms with fractionaledge lengths in the context of solvingreal-world and mathematicalproblems.


EnvisionSection 18-3Page 462-463(1-17) allVolume of rectangle V=B*h

Section 18-3Use formulaV=l*w*hPage 462-463(1-17) all

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*use of formulas*coordinate graphing*problem solving strategies

4 days CC.6.G.3 Draw polygons in thecoordinate plane given coordinatesfor the vertices; use coordinates tofind the length of a side joining pointswith the same first coordinate or thesame second coordinate. Apply thesetechniques in the context of solvingreal-world and mathematical.

I can draw polygons in thecoordinate plane given coordinatesfor the vertices. I can use coordinates tofind the length of a side joining pointswith the same first coordinate or thesame second coordinate. I can apply thesetechniques in the context of solvingreal-world and mathematical.


Summative Multiple choices T/F matching extended

Use 7th grade resources

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*coordinate graphing*problem solving strategies

written response

6 days CC.6.G.4 Represent three dimensionalfigures using nets madeup of rectangles and triangles, anduse the nets to find the surface areaof these figures. Apply thesetechniques in the context of solvingreal-world and mathematicalproblems.

I can represent three dimensionalfigures using nets madeup of rectangles and triangles, anduse the nets to find the surface areaof these figures. I can apply thesetechniques in the context of solvingreal-world and mathematicalproblems.


EnvisionSection 18-1Page 454-456(1-15) all

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1 day CC.6.SP.1 Recognize a statisticalquestion as one that anticipatesvariability in the data related to thequestion and accounts for it in theanswers. For example, “How old amI?” is not a statistical question, but“How old are the students in myschool?” is a statistical questionbecause one anticipates variability instudents’ ages.

I can recognize a statisticalquestion as one that anticipatesvariability in the data related to thequestion and accounts for it in theanswers.




*recognize vocabulary*read/graph data

3 days CC.6.SP.2 Understand that a set ofdata collected to answer a statisticalquestion has a distribution which canbe described by its center, spread,and overall shape.

I can understand that a set ofdata collected to answer a statisticalquestion has a distribution which canbe described by its center, spread,and overall shape.

M Formative verbal Q&A observation homework short quizzes conferencingBell ringers and daily

EnvisionSection 19-1

Page476-478(1-14)


exercises

4 days CC.6.SP.3 Recognize that a measureof center for a numerical data setsummarizes all of its values with asingle number, while a measure ofvariation describes how its valuesvary with a single number.

I can recognize that a measureof center for a numerical data setsummarizes all of its values with asingle number, while a measure ofvariation describes how its valuesvary with a single number.


response



5 days CC.6.SP.4 Display numerical data inplots on a number line, including dotplots, histograms, and box plots.

I can display numerical data inplots on a number line, including dotplots, histograms, and box plots.



EnvisionSection 19-4Page 488-4891-13 all



*read/graph data=tablesgraphs/diagrams

6 days CC.6.SP.5 Summarize numerical datasets in relation to their context, suchas by:-- a. Reporting the number ofObservations-- b. Describing the nature of theattribute under investigation,including how it was measured andit’s units of measurement.-- c. Giving quantitative measures of center (median and/or mean) and variability (inter-quartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.-- d. Relating the choice ofmeasures of center and variability to the shape of the data distribution and the context in which the data was gathered.

I can summarize numerical datasets in relation to their context.I can report the number ofObservations.I can describing the nature of theattribute under investigation,including how it was measured andIt’s units of measurement. I can give quantitative measures of center (median and/or mean) and variability (inter-quartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.I can relating the choice ofmeasures of center and variability to the shape of the data distribution and the context in which the data was gathered.



EnvisionSection 19-5Page 491-492(1-28) even & odd

EnvisionSection 19-6Page 493 all

New concept resource material

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inter-quartile range and/or mean absolute deviation

*reading data displayedon tables/graphs/diagrams

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