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114300-22860000Pacing Guide6th Grade LiteratureMonth:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesAugust/September6.RI.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.S3.C1.PO4.-Identify the author’s stated or implied purpose(s) for writing expository textPurposeStatedImplied“From Exploring the Titanic”MajesticallyCollisionNoveltyWatertightPrentice Hall Text Book: “The Strange Geometry of Stonehenge”“The Loch Ness Monster”“The Shutout”“How the Internet Works”August/SeptemberS3C1.PO8 - Identify organizational features of expository textChronological OrderCompare/ContrastCause/EffectLogical Order“From Titanic”JuxtapositionStoicismAbstract“From Exploring the Titanic”“From Lou Gehrig, The Iron Horse”“The Shutout”August/September6.RI.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.S3C1.PO7 - Interpret graphic features of expository textChartsMapsDiagramsIllustrationsTablesTimelinesGraphsThe Loch Ness Monster”IllusiveAbundant“From Lou Gehrig, The Iron Horse”RenownedContemptuousEminentChronicConcludedIrrepressible“The Shutout”AnecdotesEvolvedDiverseOpposedIrrationalPrentice Hall Text Book: “From Exploring the Titanic”“The Shutout”“Jackie Robinson: Justice at Last”August/September6.W.8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourcesS3C1.PO5 - Locate specific information by using organizational features of expository textTable of ContentsHeadingsCaptionsBold PrintItalicsGlossariesIndicesGuide WordsTopic SentencesConcluding Sentences“How the Internet Works”ProtocolsTransmissionDomain“Jackie Robinson: Justice at Last”IntegrateRetaliate“Ellis Island”ExhibitsGalleriesHeirloomsPrentice Hall Text Book: “From Exploring the Titanic”“Jackie Robinson: Justice at Last”“Ellis Island”August/September6.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.S3C1.PO1 - Restate the main idea and supporting details of expository textLocate Main IdeaSupporting DetailsPrentice Hall Text Book: “From Titanic”“How the Internet Works”August/September6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. S3.C.P6.-Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, internet) for a specific purpose.Locating specific information using given reference sourceGuide WordsKeySupplemental Resources Month:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesAugust/September6.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.(continued next page)Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.S1C4.PO3 - Use context to identify multiple meaning wordsCommon Assessment Vocab/Plot, 6th GradeSynonymsComparisonsAntonymsExamplesDefinitionsRestatementsStory Vocabulary:“Stray”TimidlyTrudgedGrudginglyIgnoreExhaustedPrentice Hall Text Book:“Jeremiah’s Song”“Stray”“The King of Mazy May”September/October6.RI.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.S3C3.PO1 - Determine an author’s purpose for writing persuasive textCommon Assessment 12, Persuasive Text, 6th GradeAuthor’s PurposePersuadePersuadehhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activitiespersuasive-speeches.htmlclassroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.htmlprimaryresources.co.uk/english/englishd10.htmlapersuasivewritingintroductoryunit58htmdese.divimprove/curriculum/modelcurriculum/chief_red_jacket/?9=node/468www2.ivcc.edu/ramboleng1001/paragraph_development.htmargument.htmlwrite/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasiveinfusion.webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needsSeptember/OctoberS3C3.PO2 - Evaluate the effectiveness of the facts used to support an author’s argumentCommon Assessment Persuasive Text, 6th GradeAuthor’s PurposeFacts to Support ArgumentPersuadehhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activitiespersuasive-speeches.htmlclassroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.htmlprimaryresources.co.uk/english/englishd10.htmlapersuasivewritingintroductoryunit58htmdese.divimprove/curriculum/modelcurriculum/chief_red_jacket/?9=node/468ivcc.edu/ramboleng1001/paragraph_development.htmargument.htmlwrite/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasiveinfusion.webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needsSeptember/OctoberS3C3.PO3 - Describe the intended effects of propaganda techniquesCommon Assessment Persuasive Text, 6th GradeBandwagonPeer PressureRepetitionTestimonialTransferLoaded WordsBandwagonPeer PressureRepetitionTestimonialTransferLoaded Wordshistorymatters.gmu.edu/mse/ads/online.htmltjhsst.edu/~crepetsk/psych/propaganda/examples.phpproppage.htmpropaganda.techniques.htmlbusiness.advertising.htmlSeptember/OctoberS3C3.PO4 - Identify instances of bias in persuasive textPersuadeAuthor’s PurposePersuadeBiashhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activitiespersuasive-speeches.htmlclassroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.htmlprimaryresources.co.uk/english/englishd10.htmlapersuasivewritingintroductoryunit58htmdese.divimprove/curriculum/modelcurriculum/chief_red_jacket/?9=node/468ivcc.edu/ramboleng1001/paragraph_development.htmargument.htmlwrite/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasiveinfusion.webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needsMonth:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesSeptember/OctoberWS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusionsInterpretAnalyzeOpinionFactsFeelingsOctober/November6.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.S3C1.PO1 - Restate the main idea and supporting details of expository textLocate Main IdeaSupporting DetailsPrentice Hall Text Book: “From Titanic”“How the Internet Works”October/November6.RL.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.S3C1.PO2 - Summarize main idea of expository textCommon Assessment, Expository Text, 6th GradeSummarizeParaphraseAcademicExpositoryMain IdeaSupporting DetailsSummarizeParaphraseFactOpinionAuthor’s PurposeOrganizational FeaturesConclusionPrentice Hall Text Book: “How to Write a Letter”“The Shutout”“Hw the Internet Works”October/November6.SL.2Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study..S3C1.PO9 - Draw valid conclusions about expository textCommon Assessment Expository Text, 6th GradeDraw conclusionsText Evidence“How to Write a Letter”ConfidenceAnonymityObligatoryEpisodeSiblingPrentice Hall Text Book: “How to Write a Letter”“The Loch Ness Monster”“From Lou Gehrig, The Iron Horse”“Jackie Robinson: Justice at Last”October/November6.RI.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.S3C1.PO3 - Distinguish fact from opinion in expository textCommon Assessment Expository Text, 6th GradeProven FactsSupporting Text Evidence“The Strange Geometry of Stonehenge”ImmemorialColossalInscrutableEradicateOrientationSuccessivePrentice Hall Text Book: “The Strange Geometry of Stonehenge”“From Exploring the Titanic”“The Loch Ness Monster”November/December6.RI.10By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.AZ.6.RI.10a. By the end of the year, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.S3C2.PO1 - Use information from text to determine sequence of activities to carry out a procedureCommon Assessment Functional Text, 6th GradeProcedureSequenceFunctional Text - Determine what information is extraneous in functional textCommon Assessment Functional Text, 6th GradeSteps in DirectionsLegendsSupplies NeededIllustrationsDiagramsSequenceFunctional TextExtraneous Informationmapquest (world maps) (diagrams)environ/water/assessment/download/hohave.pdfNovember/DecemberS3C2.PO3 - Interpret details from a variety of functional textCommon Assessment Functional Text, 6th GradeWarrantiesProduct InformationTechnical manualsInstruction ManualsConsumer Safety publicationsWarrantiesProduct InformationTechnical manualsInstruction ManualsConsumer Safety publications - Evaluate the adequacy of details and facts from functional text to achieve a specific purposeSurvey facts and details-achieve a specific purposeFunctional TextFactsDetailsPurpose textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.S1C6.PO7 - Use reading strategies to comprehend textCommon Assessment Vocab/Plot, 6th GradePredictCause/effectCompare/contrastSequenceDrawing conclusionsForeshadowingQuestions while readingInferences“Jeremiah’s Song”DiagnosisDisinfectPrecociousUninspiredPerpetualPrentice Hall Text Book: “Zlateh the Goat”“Jeremiah’s Song”“Lob’s Girl”“Stray”Month:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesJanuary/February6.RL.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.S2C1.PO1 - Describe plot and its componentsConflictExposition/IntroductionRising actionClimaxFalling actionResolution“The King of Mazy May”ToilEndureProspectorsLiablePoisingDeclinedSummitPrentice Hall Text Book: “Zlateh the Goat”“Lob’s Girl”“Stray”“Thunder Butte”“The King of Mazy May”January/FebruaryWS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusionsInterpretAnalyzeOpinionFactsFeelingsAll StoriesJanuary/February6.RL.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.S2C1.PO1 - Describe plot and its componentsConflictExposition/IntroductionRising actionClimaxFalling actionResolution“The All-American Slurp”EmigrateMortifiedEtiquetteConsumptionPrentice Hall Text Book: “Aaron’s Gift”“Dragon, Dragon”“The Southpaw”“The Friends of Kwan Ming”“The Wounded Wolf”“Breaker’s Bridge”“The Phantom Toll Booth”January/February6.RL.9(continued)Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.S2C1.PO2 - Identify theme in short storiesAuthor’s messageCentral/main ideaRelate to lifeDirectly/indirectly stated“Dragon, Dragon”PlagueRavageTyrantReflectingCrane“The Stone”“The All-American Slurp”“The Fun They Had”“Grandpa and the Statue”January/FebruaryS1C6.PO4 - Use graphic organizers to clarify meaning of textCompare/contrastCause/EffectPlot PyramidVenn DiagramPrentice Hall Text Book: “Dragon, Dragon”“Aaron’s Gift”“The Wounded Wolf”“Breaker’s Bridge”January/FebruaryS6C5.PO5 - Connect information and events to experienceConnect text to personal experiencePrentice Hall Text Book: “Grandpa and the Statue”“The All American Slurp”January/February6.RL.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.S1C6.PO6 - Apply knowledge of organizational structures to aid in comprehensionChronological OrderTime SequenceCause/EffectPrentice Hall Text Book: “Dragon, Dragon”“Aaron’s Gift”January/February6.RL.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.S1C6.PO7 - Use reading strategies to comprehend textDrawing conclusionsDetermining cause/effectMaking inferencesSequencingPrentice Hall Text Book: “Aaron’s Gift”“The Stone”“Grandpa and the Statue”January/February6.RL.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolutionS2C1.PO3 - Character motivationsCompare/ContrastMan vs. manMan vs. natureMan vs. selfMan vs. societyImpulsesProtagonistAntagonistEmotionsDesires“The Southpaw”FormerTerrificLaughing StockSprainedPermanentUnreasonablePrentice Hall Text Book: “Aaron’s Gift”“The Stone”“The Southpaw”“Breaker’s Bridge”“Grandpa and the Statue”“The Phantom Toll Booth”January/February6.RL.6Explain how an author develops the point of view of the narrator or speaker in a text.1st person2nd person3rd person3rd person limitedOmniscientLimited omniscientPerspective“The Friends of Kwan Ming”MeagerRetortedWearilyStingyPrentice Hall Text Book: “The All-American Slurp”“The Southpaw”“The Wounded Wolf”January/February6.RL.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plotS2C1.PO5 - Analyze the influence of settingTimePlaceMoodEnvironmentInfluence on plot“The Phantom Toll Booth”IgnorancePrecautionaryMisapprehensionDissonanceAdmonishIridescentMaliciousThe Wounded Wolf”MassiveStoicGnashesPrentice Hall Text Book: “Dragon, Dragon”“The Friends of Kwan Ming”“The Wounded Wolf”“Grandpa and the Statue”“The Phantom Toll Booth”January/February6.W.8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.S2C1.PO6 - Draw conclusions about mood based on authors’ word choiceAtmosphereReaders’ feeling toward textBreaker’s BridgeObstacleWrithingPiersExecutionerImmortalPrentice Hall Text Book: “The Wounded Wolf”January/February6.RL.9Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.S2C1.PO8 - Identify various genres of fiction and their characteristicsMysteryScience FictionFantasyHistorical FictionDramaRealistic FictionComedyTragedyHorrorThrillerFairy TalesTall TalesMythologyFablesThe Fun They HadCalculateLoftilyDisputeNonchalantlyPrentice Hall Text Book: “Aaron’s Gift”“The Stone”“Dragon, Dragon”“The Friends of Kwan Ming”“The Wounded Wolf”January/FebruaryGrandpa and the StatueStingySubscribePeevedUncomprehendingTempestJanuary/FebruaryS2C2.PO1 & PO2 - Describe and identify common structures and stylistic elements of literature, folklore, and mythsCommon Assessment Myths, Legends…, 6th GradeSpecific genreSettingEraCharacter AnalysisNatural OccurrencesAcademic VocabularyMythMythologyFolktaleCultureA Crippled Boy”FoliageAmusePityDemonstrate“Orpheus”InspirationPresideFierce“The Gorgon’s Head”EvadePerilousVenomousAbashValorousRivuletsPrentice Hall Text Book: “Orpheus”“The Gorgon’s Head”“Arachne”“Why the Tortoise’sShell is Not Smooth”“The Ant and the Dove”“He Lion, Bruh Bear, and Bruh Rabbit”“Senor Coyote”“Why Monkey’s Live In Trees”“A Crippled Boy”“The Three Wishes”“Loo-Wit, The Fire-Keeper”January/FebruaryS2C1.PO1 - Describe plot and its componentsCommon Assessment Myths, Legends…, 6th GradeConflict“Why Monkey’s Live In Trees”SatisfiedDisturbingSemicircleAstonishedSturdyHe Lion, Bruh Bear, and Bruh Rabbit”LiarCordialPrentice Hall Text Book: “Orpheus”“The Gorgon’s Head”“Arachne”“The Emperor’s New Clothes”“The Ant and the Dove”“He Lion, Bruh Bear,and Bruh Rabbit”“Senor Coyote”January/FebruaryS2C1.PO2 - Identify theme in short storiesAuthor’s messageCentral/main ideaRelate to lifeDirectly/indirectly stated“The Emperor’s New Clothes”ExquisitePropertyDreadfulRoguesBecoming“Why the Tortoise’s Shell is Not Smooth”FamineOratorEloquent“The Ant and the Dove”Startled“Senor Coyote”GnawUngratefulReproachfullyIndignantlyPrentice Hall Text Book: “Arachne”“Why the Tortoise’s Shell is Not Smooth”“The Emperor’s New Clothes”“The Ant and the Dove”“He Lion, Bruh Bear, and Bruh Rabbit”“Senor Coyote”“Why Monkey’s Live In Trees”“A Crippled Boy”“The Three Wishes”“Loo-Wit, The Fire-Keeper”January/FebruaryS2C1.PO3 - Character motivationsCompare/ContrastMan vs. manMan vs. natureMan vs. selfMan vs. societyImpulsesProtagonistAntagonistEmotionsDesires“Arachne”ObscureImmortalMortalObstinacyThe Three Wishes”EmbraceCovetousContentCustomLodgePrentice Hall Text Book: “Orpheus”“Arachne”“Why the Tortoise’s Shell is Not Smooth”“The Emperor’s New Clothes”“The Ant and the Dove”“He Lion, Bruh Bear, and Bruh Rabbit”“Senor Coyote”“Why Monkey’s Live In Trees”“A Crippled Boy”“The Three Wishes”“Loo-Wit, The Fire-Keeper”Month:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesJanuary/FebruaryS2C1.PO8 - Identify various genres of fictionMythLegendFolk TalePrentice Hall Text Book: “Orpheus”“The Gorgon’s Head”“Arachne”“Why the Tortoise’sShell is Not Smooth”“The Ant and the Dove”“He Lion, Bruh Bear, and Bruh Rabbit”“Senor Coyote”“Why Monkey’s Live In Trees”“A Crippled Boy”“The Three Wishes”“Loo-Wit, The Fire-Keeper”January/February6.RL.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.S2C1.PO2 - Identify the theme in works of poetryCommon Assessment Poetry, 6th GradeCommon Assessment Poetry, 6th GradeAuthor’s MessageAcademicFigurative LanguageSimileMetaphorHyperboleIdiomPersonificationSound DevicesRhyme/Rhyme SchemePoem FormMood/ToneRhythmRepetitionPoint of ViewOnomatopoeiaPrentice Hall Text Book: “Books Fall Open”“Change”“Wilderness Rivers”“Life Doesn’t Frighten Me”“The Open Road”“Jimmy Jet and His TV Set”“The Geese”“The Circle of Life”Month:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesJanuary/February6.RL.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and toneS2C1.PO7 - Identify the characteristics and structural elements of poetryCommon Assessment VI, Poetry, 6th GradeFigurative LanguageSimileMetaphorHyperboleIdiomPersonificationSound DevicesRhyme/Rhyme SchemePoem FormMood/ToneRhythmRepetition“Books Fall Open”DelverVenture“Change”Crimson“I’ll Tell You How the Sun Rose”Amethyst“Wilderness Rivers”StaidRelentlessExalted“Alone in the Nets”OppositionEvaporate“Adventures of Isabelle”CavernousRavenousRancor“Was Worm”MosaicSaffronWeanedMetamorphosis“The Open Road”HenceforthWhimperQuerulous“Someone”Naught“Jimmy Jet and His TV Set”LeanAntennaePrentice Hall Text Book: “Books Fall Open”Rhyme, personification“Change”Simile, personification“I’ll Tell You How the Sun Rose”Simile, personification, mood, rhyme“Wilderness Rivers”Rhyme, personification, mood“The World is Not a Pleasant lace to Be”Personification“Alone in the Nets”Concrete form“Adventures of Isabelle”Rhyme, personification, stanza, rhythm“Life Doesn’t Frighten Me”Rhyme“Arithmetic”Simile‘Was Worm”Alliteration“The Open Road”Free verse, mood“Someone”Repetition, rhyme, personification“Jimmy Jet and His TV Set”Hyperbole, rhymeMonth:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesJanuary/February(Continued)S2C1.PO7 - Identify the characteristics and structural elements of poetry Figurative LanguageSimileMetaphorHyperboleIdiomPersonificationSound DevicesRhyme/Rhyme SchemePoem FormMood/ToneRhythmRepetition‘The Sidewalk Racer’Skimming“Two Limericks”FlueFleaFlaw“Parade”GildedLeisurely“The Kitten at Play”WitheredPreyFeatsPrentice Hall Text Book:“The Geese”Stanza, mood“The Circle of Life”Rhyme“The Sidewalk Racer”Concrete form, rhyme“Concrete Cat”Concrete form“Haiku” by BashoPoem form, rhythm“Haiku” by MusoSosekiPoem form, rhythm“Two Limericks”Rhythm, rhyme, alliteration“Parade”Alliteration, personification, consonance“April Rain Song”Personification“The Kitten at Play”Rhyme, rhythm, assonance, simile“The Shark”PersonificationJanuary/FebruaryWS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusionsInterpretAnalyzeOpinionFactsFeelingsMonth:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesMar. 7GalileoMar. 14Spring BreakBreakMar. 21Galileo Benchmark Review:Use data based on Galileo Benchmark #3 to review areas of needMar. 28Galileo Benchmark Review:Use data based on Galileo Benchmark #3 to review areas of needApr. 4AIMS TESTINGAIMSApr. 11AIMSApr. 186.W.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.WS3C6PO1; Write a summary of information from sourcesParaphraseSummarizeMain IdeaParaphraseSummarizeMain IdeaSupporting DetailsPrentice Hall Silver LevelChapter 11, Research pgs. 222-241Apr. 25WS3C6PO2: Write an informational reportTopicFactsSequenceConclusionSourcesPrentice Hall Silver LevelChapter 11, Research pgs. 222-241Month:Performance Objective to be TaughtCommon AssessmentSkillsVocabularyResourcesMay 2Research ContinuedMay 9May 16May 23Monthly Logic Problems/Problem Solving SkillsAugust: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution.September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answeredOctober: S5C2.PO1 – Analyze a problem situation to determine the questions to be answeredNovember: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoningDecember: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal mathematical languageJanuary: S5C2.PO11 – Identify simple valid arguments using if…then statementsFebruary: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problemMarch: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context ................
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