Alvarado Intermediate School
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|Teacher: |Grade & Subject: |Week of: |Unit Understandings & Essential Questions: |
|Stevenson |6th Grade General Academics/Honors Math |April 20-24, 2015 |We will finish our STAAR Blitz on Monday, April 20, 2015 and then we |
| | | |will be administering the STAAR Test, Tuesday and Wednesday, April |
| | | |21-22, 2015. The remainder of the week will be Technology TEKS |
| | | |through Think Through Math as well as STAAR make-up tests. |
| | | |How can representations and descriptions of data influence conclusions|
| | | |and/or predictions? |
| | | |A problem-solving model can be applied to critically reason through |
| | | |various problem situations in order to solve problems and analyze |
| | | |solutions. |
| | | |How can the information in a problem be analyzed to determine the |
| | | |question being asked and the relevant information provided and/or |
| | | |needed? |
| | | |What types of plans and/or strategies can be used to solve problems? |
| | | |How can solutions to problems be determined? |
| | | |How can solutions to problems be justified? |
| | | |How can the reasonableness of solutions and the problem solving |
| | | |process be evaluated? |
|TEKS/Learning Objectives: |Customized Learning for Stevenson Students |
|Mathematical Processes: Standard(s): 6.1A , 6.1B 6.1C 6.1D , 6.1E , 6.1F , 6.1G , 6.2B |Extra time for completing assignments/tests: |
|The student is expected to: |1,2,3,4,5,6,7,8,9,10,12,13 |
|6.1A: Apply mathematics to problems arising in everyday life, society, and the workplace. |Extra time for oral response: 1,6 |
|6.1B: Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a |Emphasis on major points:1,2,3,4,5,6 |
|solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. |Extra time for written response: 2,4,6 |
|6.1C: Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including |Note-taking assistance: 3,7,8,10 |
|mental math, estimation, and number sense as appropriate, to solve problems. |Preferential seating/ sit near teacher:6,7,8,9,10,11,13 |
|6.1D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, |Frequent Feedback: 1,2,3,4,6,14 |
|graphs, and language as appropriate. |Encouragement for Participation: 1,6 |
|6.1E: Create and use representations to organize, record, and communicate mathematical ideas. |Short instructions/Simplified Vocabulary: 1,2,3,4,5,6,7,912,13 |
|6.1F: Analyze mathematical relationships to connect and communicate mathematical ideas. |Opportunity to repeat and explain instructions: 1,2,3,4,5,6,14 |
|6.1G: Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral |Oral exams: 1,2,3,4,5,6,7,8,9,10,13 |
|communication. |Peer tutoring/paired working arrangement: 7,9 |
| |Visual journal/multiplication chart:1,2,3,4,5,6,9,13 |
|Reporting Category 1: STAAR |Manipulatives/Supplemental Materials: |
|Numerical Representations and |8 (overlay) |
|Relationships: |Calculator:1,2,3,4,5,6,7,8,9,10,12,13 |
|Readiness Standards: |Frequent Reminder of Rules: 1,3,13 |
|6.2(D) order a set of rational numbers arising from |Frequent Motor Breaks: 10 |
|mathematical and real-world contexts |Cooling Off Periods: 11 |
|6.4(G) generate equivalent forms of fractions, decimals, and |Implementation of BIP: 1,13 |
|percent using real-world problems, including problems |1: will tolerate minor behaviors in peers and resolve conflict without|
|that involve money |complaining in 4 of 5 opportunities |
|6.7(A) generate equivalent numerical expressions using order |13: will stay focused, reduce excessive talking and opposition to |
|of operations, including whole number exponents, and |directives |
|prime factorization |Re-teach concepts: All |
|6.7(D) generate equivalent expressions using the properties of |Organizational strategies: All |
|operations: inverse, identity, commutative, associative, | |
|and distributive properties |TELPAS Linguistic Accommodations listed at end of plans. |
|Supporting Standards: | |
|6.2(A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn | |
|diagram to describe relationships between sets of numbers | |
|6.2(B) identify a number, its opposite, and its absolute value | |
|6.2(C) locate, compare, and order integers and rational numbers using a number line | |
|6.2(E) extend representations for division to include fraction notation such as a/b represents the same numberas a ÷ b where b ≠ 0 | |
|6.4(C) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute | |
|6.4(D) give examples of rates as the comparison by division of two quantities having different attributes, | |
|including rates as quotients | |
|6.4(E) represent ratios and percents with concrete models, fractions, and decimals | |
|6.4(F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values | |
|using 10 by 10 grids, strip diagrams, number lines, and numbers | |
|6.5(C) use equivalent fractions, decimals, and percents to show equal parts of the same whole | |
|6.7(B) distinguish between expressions and equations verbally, numerically, and algebraically | |
|6.7(C) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations | |
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|Reporting Category 2 Computations and | |
|Algebraic Relationships | |
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|Readiness Standards | |
|6.3(D) add, subtract, multiply, and divide integers fluently | |
|6.3(E) multiply and divide positive rational numbers fluently | |
|6.4(B) apply qualitative and quantitative reasoning to solve | |
|prediction and comparison of real-world problems | |
|involving ratios and rates | |
|6.5(B) solve real-world problems to find the whole given a | |
|part and the percent, to find the part given the whole | |
|and the percent, and to find the percent given the part | |
|and the whole, including the use of concrete and | |
|pictorial models | |
|6.6(C) represent a given situation using verbal descriptions, | |
|tables, graphs, and equations in the form | |
|y = kx or y = x + b | |
|6.10(A) model and solve one-variable, one-step equations and | |
|inequalities that represent problems, including | |
|geometric concepts | |
|Supporting Standards: | |
|6.3(A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values | |
|6.3(B) determine, with and without computation, whether a quantity is increased or decreased when multipliedby a fraction, including | |
|values greater than or less than one | |
|6.3(C) represent integer operations with concrete models and connect the actions with the models to standardized algorithms | |
|6.4(A) compare two rules verbally, numerically, graphically, and symbolically in the form of | |
|y = ax or y = x + a in order to differentiate between additive and multiplicative relationships | |
|6.5(A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, | |
|graphs, and proportions | |
|6.6(A) identify independent and dependent quantities from tables and graphs | |
|6.6(B) write an equation that represents the relationship between independent and dependent quantities from a | |
|table | |
|6.9(A) write one-variable, one-step equations and inequalities to represent constraints or conditions within | |
|problems | |
|6.9(B) represent solutions for one-variable, one-step equations and inequalities on number lines | |
|6.9(C) write corresponding real-world problems given one-variable, one-step equations or inequalities | |
|6.10(B) determine if the given value(s) make(s) one-variable, one-step equations or inequalities true | |
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|Academic Vocabulary Analysis Grade 6 Math for 2 Week STAAR Blitz 4/6-4/17 |Accelerated Instruction: |
|STANDARDS (TEKS): academic vocabulary directly taken from the standard |M-TEKS 6.4-6.5 Ratios and Rates Lead4ward |
|STAAR: academic vocabulary used on the assessment (source released tests) |Think Through Math |
|STANDARD 6.2(D) |T: Think Through Math |
|Order Rational numbers Greatest to | |
|least | |
|Statement Equal to (=) | |
|Mathematical | |
|contexts | |
|Least to greatest | |
|Common characteristic | |
|Greater than (>) | |
|Increased Interest Less than ( (greater | |
|than) | |
|y-axis (vertical axis) | |
|< (less than) y-intercept | |
|Coordinate plane | |
|STANDARD 6.12(C) | |
|Use Mean | |
|Median | |
|Range | |
|Interquartile | |
|range (IQR) | |
|Measures of center | |
|Measures of spread | |
|Shape of data | |
|distribution | |
|STANDARD 6.12(D) | |
|Summarize Categorical data Frequency | |
|Use Summaries Graphical summary | |
|Describe Mode Numerical summary | |
|Relative frequency table | |
|Percent of values | |
|(percentage) | |
|Percent bar graph | |
|Data distribution | |
|STANDARD 6.13(A) | |
|Interpret Data Labels on graphs | |
|Dot plot Measure with ruler (cm) | |
|Stem-and-leaf plot Data distribution | |
|Histogram Interquartile range (IQR) | |
|Box plot Mean | |
|Median | |
|Mode | |
|Range | |
|Measures of center | |
|Measures of spread | |
|Numeric data | |
|Skew | |
|Symmetrical | |
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|A | |
| |Engage |Explore |Elaborate/Extend |Evaluate/Assess |
|Monday |Target: We will collaborate on mathematical rules and hints to |
|Bellwork: |create a 3 X 3 Study Guide for STAAR |
| | |
| |Engage: Writing Activity Write 3 questions that you still have |
| |about any math concepts to this date. |
|Visuals for classroom vocabulary and academic concepts |Visuals for classroom vocabulary and academic concepts |
|Adapted grade-level texts |Grade-level Texts |
|Sentence stems |Complex sentence stems |
|Pre-teaching academic vocabulary |Pre-teaching low-frequency academic vocabulary |
|Peer interaction |Peer interaction |
|Adapted writing tasks with scaffolding |Grade-level writing tasks |
|Gestures for memorization of academic concepts |Gestures for memorization of academic concepts |
|Modeling |Modeling |
|Graphic organizers |Graphic organizers |
|Manipulatives |Manipulatives |
|Use of cognates |Use of cognates |
|pronunciation of academic terms |Pronunciation of academic terms |
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