Subject/Grade Level: Algebra/6th Grade
Grade Level: 3
Title: Numbers and Operations
Standard: 3-2
Enduring Understanding: Students will understand ways of representing numbers, relationships among numbers, and methods of computation.
Essential Questions:
• How are numbers compared? (3-2.1)
• How are numbers represented differently? (3-2.2)
• Why is it important to be able to add and subtract fluently? (3-2.3)
• How do you round to the nearest 10, 100, and 1000? (3-2.4)
• How are fractions used in the real world? (3-2.5)
• How does understanding fractions help compare values? (3-2.6)
• How is addition related to multiplication? (3-2.7)
• What is the relationship between multiplication and division? (3-2.8)
Title: Algebra
Standard: 3-3
Enduring Understanding: Students will understand numeric patterns, that symbols can represent unknown quantities, and that change occurs over time.
Essential Questions:
• What is a pattern? (3-3.1)
• How do you represent an unknown quantity in a number sentence?
(3-3.3)
• How can you tell if change has occurred over time? (3-3.4)
Title: Geometry
Standard: 3-4
Enduring Understanding: Students will understand the attributes and classification of two-dimensional shapes.
Essential Questions:
• What are the attributes of a circle? (3-4.1)
• How do you classify polygons? (3-4.2)
• How do you classify lines and line segments? (3-4.3)
• How do you classify angles and triangles? (3-4.4, 3-4.5)
• How are points, lines, line segments, rays, and angles related? (3-4.6)
• How do combining and dividing shapes create familiar figures?
(3-4.7)
• How has the shape changed? (3-4.8)
Title: Measurement
Standard: 3-5
Enduring Understanding: Students will understand different forms of measurement, relationships between systems of measurement, and the tools and techniques used to measure objects.
Essential Questions:
• How do you make change using the fewest coins possible? (3-5.1)
• What tools are used to measure objects to the nearest unit? (3-5.2)
• How can something be measured? (3-5.2)
• What units are most similar between the U.S. Customary and Metric systems? (3-5.3)
• What are common referents for measuring various units? (3-5.4)
• How do you measure perimeter? (3-5.5)
• How do you tell time? (3-5.6)
• What are common time and length equivalencies? (3-5.7)
Title: Data Analysis and Probability
Standard: 3-6
Enduring Understanding: Students will understand that data can be collected, organized, interpreted, and analyzed to answer questions.
Essential Questions:
• How can range be found in a data set? (3-6.1)
• How can data be organized, interpreted, and analyzed? (3-6.2,
3-6.3, 3-6.4)
• How do you determine which type of graph/table to use to represent data? (3-6.5)
• What is probability? (3-6.6)
• What does it mean for an event to have a probability of 0 or 1?
(3-6.7)
Grade Level: 3 Title: Time Frame:
Enduring Understanding:
Essential Questions:
| | |Vocabulary Development | |Instructional Activities/ | |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities |Resources |
|Standard 3-2: |3-2.1 Compare whole-number |-Digit |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 1.1, 1.2, 1.8, 5.2,|Standard Support Document |
|The student will demonstrate|quantities through 999,999 by using the |-Ten thousands |Module 1-1 Lesson C Assessing the |5.3, 5.5 | |
|through the mathematical |terms is less than, is greater than, and|-Hundred thousands |Lesson | | |
|processes an understanding |is equal to and the symbols , and =.|-Compare | |See Instructional Planning Guide Module 1-1 Introductory|Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
|of the representation of | |-Is greater than |Standard Support Document |Lesson C () |School Mathematics Developmentally 6th Edition, John Van de Walle (Good for all math|
|whole numbers and fractional| |-Is less than |(website in resource column) Applies | |standards) |
|parts; the addition and | |-Is equal to |to all math indicators |See Instructional Planning Guide Module 1-1, Lesson C | |
|subtraction of whole | |-Place value | |Additional Instructional Strategies |NCTM’s Principals and Standards for School Mathematics (PSSM) (Good for all math |
|numbers; accurate, | |, = | |() click Resources, Downloads, Standards|standards) |
|efficient, and generalizable| | | |Support Systems (S3) Curriculum, S3 K-8 Mathematics | |
|methods of multiplying whole| | | |Curriculum, 3rd Grade Math (bookmark this site; it’s |NCTM’s Online Illuminations |
|numbers; and the | | | |used with each indicator) | |
|relationships among | | | | | |
|multiplication, division, | | | | - Number Sense- Comparing Numbers |Everyday Math (3rd edition) |
|and related basic facts. | | | | | |
| | | | | |Everyday Math Differentiation Handbook |
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| | | | | | - Number Sense- 100 |
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| |3-2.2 Represent in word form whole |-Place value |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 2.2, 5.1, 5.2 |Everyday Math (3rd edition) |
| |numbers through nine hundred ninety-nine|-Hundreds |Module 1-1 Lesson B Assessing the | | |
| |thousand. |-Hundred thousand |Lesson | | |
| | | | |See Instructional Planning Guide Module 1-1 Introductory| |
| | | | |Lesson B | |
| | | | |() | |
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| | | | |See Instructional Planning Guide | |
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| | | | | - Number Sense- Place Value | |
| |3-2.3 Apply an algorithm to add and |-Addend |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 1.8, 2.7, 2.8 |Everyday Math (3rd edition) Lesson 2.4 |
| |subtract whole numbers fluently. |-Sum |Module 1-2 Lesson B | | |
| | |-Difference |Assessing the Lesson |See Instructional Planning Guide Module 1-2 Introductory|- Addition and Subtraction- Adding and Subtracting 10s (enrichment)|
| | |-Estimate | |Lesson B | |
| | |-Trade | |() |- Addition and Subtraction- Counting On (remediation) |
| | |-Regroup | | | |
| | |-Rounding | |Everyday Math game-Roll to 100, Name That Number, Beat |- Addition and Subtraction- Making Ten (remediation) |
| | | | |the Calculator and, Target: 50 | |
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| | | | |- Addition and Subtraction- Basic | |
| | | | |Addition | |
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| | | | |- Addition and Subtraction- Basic | |
| | | | |Subtraction | |
| |3-2.4 Apply procedures to round any |-Round |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 2.7, 7.7 |STANDARD SUPPORT DOCUMENT |
| |whole number to the nearest 10, 100, or |-Tens |Module 1-2 Lesson A | |http//:ed.apps/cso/standards |
| |1,000. |-Hundreds |Assessing the Lesson | | |
| | |-Thousands | |See Instructional Planning Guide Module 1-2 Introductory|NCTM's Online Illuminations |
| | |-Place value | |Lesson A |NCTM's Navigations Series |
| | |-Estimate | |() | |
| | | | | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |- Numbers and Operations- Rounding |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | | | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
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| | | | | |Everyday Math (3rd edition) Lesson 2.8 |
| |3-2.5 Understand fractions as parts of a|-fraction |See Instructional Planning Guide |See Instructional Planning Guide Module 3-2 Introductory|STANDARD SUPPORT DOCUMENT |
| |whole. |-numerator |Module 3-2 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| | |-denominator |Lesson |() | |
| | |-equal parts | | |NCTM's Online Illuminations |
| | |-part | |Everyday Math (3rd edition) Lessons 8.1, 8.3, 8.5, 8.6, |NCTM's Navigations Series |
| | |-whole | | | |
| | | | |Everyday Math game-Fraction Top-It |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |- Fractions- Basic Parts of a Whole | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
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| | | | | |Everyday Math (3rd edition) Lesson 5.7, 5.8, 5.9, 8.7 |
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| | | | | |fractions.html |
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| | | | | |- Ratio, Proportion, and Percent- Ratios (enrichment) |
| |3-2.6 Represent fractions that are |-fraction |See above (3-2.5) |Everyday Math (3rd edition) Lesson 8.7 |See above (3-2.5) |
| |greater than or equal to 1. |-numerator | | | |
| | |-denominator | |See above (3-2.5) |fractions.html |
| | |-equal parts | | | |
| | |-part | | | |
| | |-whole | | | |
| |3-2.7 Recall basic multiplication facts |-factors |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 4.1, 4.2, 4.5, 4.6, |STANDARD SUPPORT DOCUMENT |
| |through 12 x 12 and the corresponding |-product |Module 2-1 Lesson A Assessing the |4.7, 4.8 |http//:ed.apps/cso/standards |
| |division facts. |-quotient |Lesson | | |
| | |-divisor | |See Instructional Planning Guide Module 2-1 Introductory|NCTM's Online Illuminations |
| | |-dividend | |Lesson A |NCTM's Navigations Series |
| | |-inverse | |() | |
| | | | | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |See Instructional Planning Guide Module 2-1, Lesson A |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |Additional Instructional Strategies | |
| | | | |() |NCTM’s Principals and Standards for School Mathematics (PSSM) |
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| | | | |Everyday Math game-Multiplication Top-It, Baseball |Everyday Math (3rd edition) |
| | | | |Multiplication, Multiplication Bingo, Factor Bingo, | |
| | | | |Division |The Mailbox Superbook Grade 3 |
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| | | | |Use flashcards with a partner | |
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| | | | |Google “multiplication games” | |
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| | | | |- Numbers and Operations- Multiplication| |
| |3-2.8 Compare the inverse relationship |-inverse |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 4.3, 4.4, 4.6, 7.1, |STANDARD SUPPORT DOCUMENT |
| |between multiplication and division. | |Module 2-1 Lesson A Assessing the |7.3 |http//:ed.apps/cso/standards |
| | | |Lesson | | |
| | | | |See Instructional Planning Guide Module 2-1 Introductory|NCTM's Online Illuminations |
| | | | |Lesson A |NCTM's Navigations Series |
| | | | |() | |
| | | | | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |See Instructional Planning Guide Module 2-1, Lesson A |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |Additional Instructional Strategies | |
| | | | |() |Everyday Math (3rd edition).- Lesson 9.8 |
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| | | | |- Multiplication and Division- Making | |
| | | | |Equal Groups | |
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| | | | |- Multiplication and Division- Arrays | |
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| |3-2.9 Analyze the effect that adding, |-odd |See Instructional Planning Guide |See Instructional Planning Guide Module 2-1 Introductory|- Number Sense- Even and Odd (remediation) |
| |subtracting, or multiplying odd and/or |-even |Module 2-1 Lesson B Assessing the |Lesson B | |
| |even numbers has on the outcome. | |Lesson |() | |
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| | | | |Practice with numbers | |
| |3-2.10 Generate strategies to multiply |-factor |See Instructional Planning Guide |See Instructional Planning Guide Module 4-3 Introductory|STANDARD SUPPORT DOCUMENT |
| |whole numbers by using one single-digit |-multiple |Module 4-3 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| |factor and one multidigit factor. |-product |Lesson |() | |
| | | | | |NCTM's Online Illuminations |
| | | | |Everyday Math (3rd edition) Lessons 9.9, 9.11, 9.12 |NCTM's Navigations Series |
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| | | | |Everyday Math game-Baseball Multiplication |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
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| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
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| | | | | |Everyday Math (3rd edition) |
| | | | |- Multiplication and Division- Arrays | |
| | | | | |Read aloud Hershey’s Milk Chocolate Multiplication Book |
| |3-2.11 Use basic number combinations to |-multiples |See Instructional Planning Guide |See Instructional Planning Guide Module 4-3 Introductory|Everyday Math (3rd edition) |
| |compute related multiplication problems |-combinations |Module 4-3 Lesson B Assessing the |Lesson B | |
| |that involve multiples of 10. | |Lesson |() | |
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| | | | |Everyday Math (3rd edition) lessons 7.6, 7.8, 9.1 | |
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| | | | |Everyday Math game-Beat the Computer with Extended Facts| |
| |3-2.12 Analyze the magnitude of digits |-Magnitude |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 5.1, 5.2 |http//:ed.apps/cso/standards |
| |through 999,999 on the basis of their |-Place value |Module 1-1 | | |
| |place value. | |Lesson A |See Instructional Planning Guide Module 1-1 Introductory|NCTM's Online Illuminations |
| | | |Assessing the Lesson |Lesson A |NCTM's Navigations Series |
| | | | |() | |
| | | |-teacher observation | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | |-oral questioning |Everyday Math game-Number Top-It |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | |-written assessments | | |
| | | |-collection of work samples | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | |-games | |Everyday Math (3rd edition) |
| | | |-rubrics | | |
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| | | |See Instructional Planning Guide | | |
| | | |Module 1-1 Lesson A Assessing the | | |
| | | |Lesson | | |
|Standard 3-3: |3-3.1 Create numeric patterns that |-Whole number operation |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 1.12, 2.2, 2.3, 2.3,|STANDARD SUPPORT DOCUMENT |
|The student will demonstrate|involve whole-number operations. |-Numeric pattern |Module 1-3 Lesson A Assessing the |7.1 |http//:ed.apps/cso/standards |
|through the mathematical | |-Term |Lesson | | |
|processes an understanding | |-Missing term | |See Instructional Planning Guide Module 1-3 Introductory|NCTM's Online Illuminations |
|of numeric patterns, symbols| | | |Lesson A |NCTM's Navigations Series |
|as representations of | | | |() | |
|unknown quantity, and | | | | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
|situations showing increase | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
|over time. | | | | | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | |Everyday Math (3rd edition) |
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| | | | | |- Geometry- Patterns |
| |3-3.2 Apply procedures to find missing |-Whole number operation |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 1.12, 2.2, 2.3 |STANDARD SUPPORT DOCUMENT |
| |numbers in numeric patterns that involve|-Numeric pattern |Module 1-3 Lesson A Assessing the | |http//:ed.apps/cso/standards |
| |whole-number operations. |-Term |Lesson |See Instructional Planning Guide Module 1-3 Introductory| |
| | |-Missing term | |Lesson A |NCTM's Online Illuminations |
| | | | |() |NCTM's Navigations Series |
| | | | | | |
| | | | | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | | | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | |Everyday Math( 3rd edition) |
| |3-3.3 Use symbols to represent an |-Equation |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 2.4, 2.6 |Everyday Math (3rd edition) |
| |unknown quantity in a simple addition, |-Balance |Module 1-3 Lesson B Assessing the | | |
| |subtraction, or multiplication equation.|-Equivalency |Lesson |See Instructional Planning Guide Module 1-3 Introductory| |
| | | | |Lesson B | |
| | | | |() | |
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| | | | |See Instructional Planning Guide Module 1-3, Lesson B | |
| | | | |Additional Instructional Strategies | |
| | | | |() | |
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| | | | |- Algebra- Equations with Variables | |
| |3-3.4 Illustrate situations that show |-Increasing | | | |
| |change over time as increasing. | | | | |
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|Standard 3-4: |3-4.1 Identify the specific attributes |-Center |See Instructional Planning Guide |See Instructional Planning Guide Module 3-4 Introductory|STANDARD SUPPORT DOCUMENT |
|The student will demonstrate|of circles: center, radius, |-Circle |Module 3-4 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
|through the mathematical |circumference, and diameter. |-Circumference |Lesson |() | |
|processes an understanding | |-Diameter | | |NCTM's Online Illuminations |
|of the connection between | |-Radius | |Everyday Math (3rd edition) Lesson 3.9 |NCTM's Navigations Series |
|the identification of basic | | | | | |
|attributes and the | | | |- Geometry and Measurement- Circles |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
|classification of | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
|two-dimensional shapes. | | | | | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | | |
| | | | | |Everyday Math (3rd edition) |
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| | | | | |Read aloud Sir Cumference and the First Round Table |
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| | | | | |- Geometry- Plane Shapes (remediation) |
| |3-4.2 Classify polygons as either |-Hexagons |See Instructional Planning Guide |See Instructional Planning Guide Module 3-4 Introductory|STANDARD SUPPORT DOCUMENT |
| |triangles, quadrilaterals, pentagons, |-Octagons |Module 3-4 Lesson B Assessing the |Lesson B |http//:ed.apps/cso/standards |
| |hexagons, or octagons according to the |-Pentagons |Lesson |() | |
| |number of their sides. |-Polygons | | |NCTM's Online Illuminations |
| | |-Quadrilaterals | |Everyday Math (3rd edition) Lessons 6.5, 6.6 |NCTM's Navigations Series |
| | |-Triangles | | | |
| | | | |Everyday Math games-Shading Shapes, and Touch-and-Match |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |Quadrangles |School Mathematics Developmentally 6th Edition, John Van de Walle |
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| | | | |- Geometry and Measurement- Polygons |NCTM’s Principals and Standards for School Mathematics (PSSM) |
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| | | | | |Everyday Math (3rd edition) |
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| | | | | |Polygon-Game.html |
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| | | | | |- Geometry- Plane Shapes (remediation) |
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| | | | | |- Geometry- Solid Shapes (enrichment) |
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| |3-4.3 Classify lines and line segments |-Lines |See Instructional Planning Guide |See Instructional Planning Guide Module 3-3 Introductory|See above (3-4.6) |
| |as either parallel, perpendicular, or |-Line segments |Module 3-3 Lesson C Assessing the |Lesson C | |
| |intersecting. |-Intersecting lines |Lesson |() |Make examples using glue, construction paper, and uncooked spaghetti noodles |
| | |-Parallel lines | | | |
| | |-Perpendicular lines |Hands-on activity |See Instructional Planning Guide Module 3-3, Lesson C |Everyday Math (3rd edition). Lesson 6.1 |
| | | | |Additional Instructional Strategies | |
| | | | |() | |
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| | | | |Everyday Math (3rd edition) Lessons 6.2 | |
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| | | | |- Geometry and Measurement- Parallel and| |
| | | | |Perpendicular Lines | |
| |3-4.4 Classify angles as either right, |-Angle |See Instructional Planning Guide |See Instructional Planning Guide Module 3-3 Introductory|See above (3-4.6) |
| |acute, or obtuse. |-Acute Angle |Module 3-3 Lesson B Assessing the |Lesson B | |
| | |-Obtuse Angle |Lesson |() |Read aloud Sir Cumference and the Great Knight of Angleland |
| | |-Right Angle | | | |
| | | | |Everyday Math (3rd edition) Lessons 6.3 |math/knowledgebox/player.html?movie=sfw41448 |
| | | | | | |
| | | | |- Geometry and Measurement- Angles | |
| |3-4.5 Classify triangles by the length |-Equilateral Triangle |See Instructional Planning Guide |See Instructional Planning Guide Module 3-4 Introductory|crickweb.co.uk/assets/resources/flash.php?&file=triangles |
| |of their sides as either scalene, |-Isosceles Triangle |Module 3-4 Lesson C Assessing the |Lesson C | |
| |isosceles, or equilateral and by the |-Scalene Triangle |Lesson |() | |
| |size of their angles as either acute, |-Acute Angle | | | |
| |obtuse, or right. |-Obtuse Angle | |See Instructional Planning Guide Module 3-4, Lesson C | |
| | |-Right Angle | |Additional Instructional Strategies | |
| | | | |() | |
| | | | | | |
| | | | |Everyday Math (3rd edition) Lessons 6.4 | |
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| | | | |- Geometry and Measurement- Types of | |
| | | | |Triangles | |
| |3-4.6 Exemplify points, lines, line |-Angle |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 6.1 |STANDARD SUPPORT DOCUMENT |
| |segments, rays, and angles. |-Line |Module 3-3 Lesson A Assessing the | |http//:ed.apps/cso/standards |
| | |-Line Segments |Lesson |See Instructional Planning Guide Module 3-3 Introductory| |
| | |-Point | |Lesson A |NCTM’s Online Illuminations |
| | |-Ray | |() |NCTM’s Navigations Series |
| | | | | | |
| | | | | |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | | | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | |Everyday Math (3rd edition) |
| | | | | | |
| | | | | |Read aloud Sir Cumference and the First Round Table |
| | | | | | |
| | | | | |Make examples out of straws and twist ties |
| | | | | | |
| | | | | |- Geometry and Measurement- Geometry (enrichment) |
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| |3-4.7 Analyze the results of combining |-Circles |-Teacher observation | |preview/Grade3DividePolygons.pdf |
| |and subdividing circles, triangles, |-Combine | | | |
| |quadrilaterals, pentagons, hexagons, and|-Hexagons |-hands-on activity | |Everyday Math (3rd Edition) Lesson 6.9 |
| |octagons. |-Octagons | | | |
| | |-Pentagons | | | |
| | |-Quadrilaterals | | | |
| | |-Subdivide | | | |
| | |-Triangles | | | |
| |3-4.8 Predict the results of one |-Flip (Reflection) |See Instructional Planning Guide |See Instructional Planning Guide Module 4-1 Introductory|STANDARD SUPPORT DOCUMENT |
| |transformation—either slide, flip, or |-Predict |Module 4-1 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| |turn—of a geometric shape. |-Slide (Translation) |Lesson |() | |
| | |-Turn (Rotation) | | |NCTM's Online Illuminations |
| | |-Transformation | |- Geometry- Slides, Turns, and Flips |NCTM's Navigations Series |
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| | | | |- Geometry and Measurement- |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |Transformation |School Mathematics Developmentally 6th Edition, John Van de Walle |
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| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
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| | | | | |abc.html |
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| | | | | |activity/slidesflipsturns |
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| | | | | |Everyday Math (3rd Edition) Lesson 6.7 |
|Standard 3-5: |3-5.1 Use the fewest possible number of |-Fewest possible |See Instructional Planning Guide |See Instructional Planning Guide Module 2-3 Introductory|Everyday Math (3rd Edition) Lesson 1.10 |
|The student will demonstrate|coins when making change. |-Changes |Module 2-3 Lesson B Assessing the |Lesson B | |
|through the mathematical | | |Lesson |() |- Money- Counting Coins (remediation) |
|processes an understanding | | | | | |
|of length, time, weight, and| | | |Everyday Math (3rd edition) Lesson 1.11 |- Money- Dollars and Cents (remediation) |
|liquid volume measurements; | | | | | |
|the relationships between | | | | | |
|systems of measure; | | | | | |
|accurate, efficient, and | | | | | |
|generalizable methods of | | | | | |
|determining the perimeters | | | | | |
|of polygons; and the values | | | | | |
|and combinations of coins | | | | | |
|required to make change. | | | | | |
| |3-5.2 Use appropriate tools to measure |-Meters |See Instructional Planning Guide |See Instructional Planning Guide Module 3-1 Introductory|STANDARD SUPPORT DOCUMENT |
| |objects to the nearest unit: measuring |-Fluid ounces |Module 3-1 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| |length in meters and half inches; |-Pints |Lesson |() | |
| |measuring liquid volume in fluid ounces,|-Liters | | |NCTM's Online Illuminations |
| |pints, and liters; and measuring mass in|-Grams | |See Instructional Planning Guide Module 3-1, Lesson A |NCTM's Navigations Series |
| |grams. |-Estimate | |Additional Instructional Strategies | |
| | |-Nearest (closest) | |() |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | |-Half inches | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |Everyday Math (3rd edition) Lessons 3.2, 10.1, 10.5 | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | |- Measurement- Cups, Quarts, Pints, | |
| | | | |Gallons |Everyday Math (3rd edition) Lesson 3.3 |
| | | | | | |
| | | | |- Measurement- Inches and Feet |The Mailbox Superbook Grade 3 |
| | | | | | |
| | | | |- Measurement- Ounces, Pounds, Tons | |
| |3-5.3 Recognize the relationship between|-Kilometers |See Instructional Planning Guide |Everyday Math (3rd edition) Lessons 3.3 |STANDARD SUPPORT DOCUMENT |
| |meters and yards, kilometers and miles, |-Miles |Module 3-1 Lesson A Assessing the | |http//:ed.apps/cso/standards |
| |liters and quarts, and kilograms and |-Liters |Lesson |See Instructional Planning Guide Module 3-1 Introductory| |
| |pounds. |-Quarts | |Lesson A |NCTM's Online Illuminations |
| | |-Kilograms | |() |NCTM's Navigations Series |
| | |-Pounds | | | |
| | |-Equivalent | |See Instructional Planning Guide Module 3-1, Lesson A |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |Additional Instructional Strategies |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |() | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | |Look at items that measure with these units. | |
| | | | | |Everyday Math (3rd edition) |
| |3-5.4 Use common referents to make |-Common referent |See Instructional Planning Guide |Everyday Math (3rd edition) Lesson 3.1 |STANDARD SUPPORT DOCUMENT |
| |comparisons and estimates associated |-Estimate |Module 3-1 Lesson A Assessing the | |http//:ed.apps/cso/standards |
| |with length, liquid volume, and mass and| |Lesson |See Instructional Planning Guide Module 3-1 Introductory| |
| |weight: meters compared to yards, | | |Lesson A |NCTM's Online Illuminations |
| |kilometers to miles, liters to quarts, | | |() |NCTM's Navigations Series |
| |and kilograms to pounds. | | | | |
| | | | |See Instructional Planning Guide Module 3-1, Lesson A |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |Additional Instructional Strategies |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |() | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | | |
| | | | | |Everyday Math (3rd edition) |
| |3-5.5 Generate strategies to determine |-Perimeter |See Instructional Planning Guide |See Instructional Planning Guide Module 4-2 Introductory|STANDARD SUPPORT DOCUMENT |
| |the perimeters of polygons. |-Sides |Module 4-2 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| | |-Polygons |Lesson |() | |
| | | | | |NCTM's Online Illuminations |
| | | | |Everyday Math (3rd edition) lesson 3.4 |NCTM's Navigations Series |
| | | | | | |
| | | | |- Measurement- Perimeter |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | | | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | | |
| | | | | |Everyday Math (3rd edition) Lesson 3.6 |
| | | | | | |
| | | | | |The Mailbox Superbook Grade 3 |
| |3-5.6 Use analog and digital clocks to |-Analog |See Instructional Planning Guide |See Instructional Planning Guide Module 2-3 Introductory|STANDARD SUPPORT DOCUMENT |
| |tell time to the nearest minute. |-Digital |Module 2-3 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| | |-Nearest Minute (closest, |Lesson |() | |
| | |almost) | | |NCTM's Online Illuminations |
| | | | |Play “What’s My Time?” with analog clocks |NCTM's Navigations Series |
| | | | | | |
| | | | |Everyday Math (3rd edition) Lesson 1.4 |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |- Time- Time to the Hour | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | |- Time- Time to the Quarter and Half |Read aloud What Time Is It Mr. Crocodile? By Judy Sierra |
| | | | |Hour |Read aloud Game Time by Stuart J. Murphy |
| | | | | | |
| | | | | |- Time- Parts of a Clock (remediation) |
| |3-5.7 Recall equivalencies associated |-Second |See Instructional Planning Guide |Everyday Math (3rd edition) Lesson 3.3 |STANDARD SUPPORT DOCUMENT |
| |with time and length: 60 seconds = 1 |-Minute |Module 3-1 Lesson A Assessing the | |http//:ed.apps/cso/standards |
| |minute and 36 inches = 1 yard. |-Inches |Lesson |See Instructional Planning Guide Module 3-1 Introductory| |
| | |-Yard | |Lesson A |NCTM's Online Illuminations |
| | | | |() |NCTM's Navigations Series |
| | | | | | |
| | | | |See Instructional Planning Guide Module 3-1, Lesson A |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | |Additional Instructional Strategies |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |() | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | | |
| | | | | |Everyday Math (3rd edition) |
|Standard 3-6: |3-6.1 Apply a procedure to find the |-Data |See below (3-6.2) |Everyday Math (3rd edition) Lesson 1.5 |See below (3-6.2) |
|The student will demonstrate|range of a data set. |-Range | | | |
|through the mathematical | | | |lessons/vol8/range.html | |
|processes an understanding | | | | | |
|of organizing, interpreting,| | | |- Probability- Mean, Median, Mode, and | |
|analyzing and making | | | |Range | |
|predictions about data, the | | | | | |
|benefits of multiple | | | | | |
|representations of a data | | | | | |
|set, and the basic concepts | | | | | |
|of probability. | | | | | |
| |3-6.2 Organize data in tables, bar |-Bar graphs |See Instructional Planning Guide |See Instructional Planning Guide Module 4-4 Introductory|STANDARD SUPPORT DOCUMENT |
| |graphs, and dot plots. |-Dot plots |Module 4-4 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| | |-Label |Lesson |() | |
| | |-Scales | | |NCTM's Online Illuminations |
| | |-Title | |See Instructional Planning Guide Module 4-4, Lesson A |NCTM's Navigations Series |
| | |-Horizontal axis | |Additional Instructional Strategies | |
| | |-Vertical axis | |() |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | | | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |Everyday Math (3rd edition) lessons 1.5, 3.5, 11.2 | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | | | |
| | | | | |Everyday Math (3rd edition) |
| | | | |- Data and Probability- Tally Charts | |
| | | | |and Bar Graphs |- Data Analysis- Problem Solving Using Tables (enrichment) |
| |3-6.3 Interpret data in tables, bar |-Bar graphs |See above (3-6.2) |Everyday Math (3rd edition) Lessons 1.5, 11.2 |See above (3-6.2) |
| |graphs, pictographs, and dot plots. |-Dot plots | | | |
| | |-Key | | |Students create their own bar graph by graphing hair color, eye color, and age. |
| | |-Label | | | |
| | |-Scales | |- Data Analysis- Graphs |- Data and Probability- Tally Charts and Bar Graphs |
| | |-Symbols | | | |
| | |-Title | | | |
| | |-Horizontal axis | | | |
| | |-Vertical axis | | | |
| |3-6.4 Analyze dot plots and bar graphs |-Bar graphs | See above (3-6.2) |Everyday Math (3rd edition) Lesson 1.5 |See above (3-6.2) |
| |to make predictions about populations. |-Dot plots | | | |
| | |-Label | | | |
| | |-Scales | | | |
| | |-Table | | | |
| | |-Title | | | |
| | |-Horizontal axis | | | |
| | |-Vertical axis | | | |
| | |-Population | | | |
| |3-6.5 Compare the benefits of using |-Bar graphs |See above (3-6.2) |Everyday Math (3rd edition) Lessons1.5 |See above (3-6.2) |
| |tables, bar graphs, and dot plots as |-Dot plots | | | |
| |representations of a given data set. |-Label | | | |
| | |-Scales | | | |
| | |-Table | | | |
| | |-Title | | | |
| | |-Horizontal axis | | | |
| | |-Vertical axis | | | |
| |3-6.6 Predict on the basis of data |-Certain |See Instructional Planning Guide |See Instructional Planning Guide Module 4-5 Introductory|STANDARD SUPPORT DOCUMENT |
| |whether events are likely, unlikely, |-Event |Module 4-5 Lesson A Assessing the |Lesson A |http//:ed.apps/cso/standards |
| |certain, or impossible to occur. |-Experiment |Lesson |() | |
| | |-Likely | | |NCTM's Online Illuminations |
| | |-Impossible | |See Instructional Planning Guide Module 4-5, Lesson A |NCTM's Navigations Series |
| | |-Predict | |Additional Instructional Strategies | |
| | |-Probability | |() |Teaching Student-Centered Mathematics Grades K-3 and Teaching Elementary and Middle |
| | |-Unlikely | | |School Mathematics Developmentally 6th Edition, John Van de Walle |
| | | | |Everyday Math (3rd edition) Lessons 1.7, 8.2, 11.3 | |
| | | | | |NCTM’s Principals and Standards for School Mathematics (PSSM) |
| | | | |Everyday Math games-Soccer Spin, The Block-Drawing game,| |
| | | | |and Spinning to Win |Everyday Math (3rd edition)- Lessons 4.10, 11.4 |
| | | | | | |
| | | | |- Data and Probability- Basic |mathweb/probability.htm |
| | | | |Probability | |
| | | | | |- Probability- Basic Probability (enrichment) |
| | | | | | |
| |3-6.7 Understand when the probability |-Probability |See above (3-6.6) |Everyday Math (3rd edition) Lesson 11.3 |See above (3-6.6) |
| |of an event is 0 or 1. |-Event | | | |
| | |-Impossible | |See above (3-6.6) |2009/08/three-fun-probability-games-and.html |
| | |-Certain | | | |
| | | | | |Everyday Math (3rd edition)- Lesson 11.5 |
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