Curriculum Map
Grade 6 Mathematics Curriculum Map 2011-2012
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 1 |Understanding the relationship among |6.N.22 Evaluate numerical expressions using order of operations (may include |Note that the CMP Teachers Guide has suggested |
| |factors, multiples, divisors, and |exponents of two and three) |questions for each Investigation. Teachers are |
|Prime Time |products. |6.N.23 Represent repeated multiplication in exponential form |recommended to read the Teachers Guide before |
| |Recognize that factors come in pairs |6.N.24 Represent exponential form as repeated multiplication |embarking on the unit. |
| |Develop strategies for finding factors |6.N.25 Evaluate expressions having exponents where the power is an exponent | |
| |Rounding rules |of one, two, or three | |
| |Recognizing and classifying numbers as |6.N.15 Order rational numbers (including positive and negative) |CMP Unit: Prime Time : |
| |prime or composite |6.N.13 Define absolute value and determine the absolute value of rational | |
| |Understand negative numbers and opposites |numbers (including positive and negative) |Investigation 1 |
| | |6.S.3 Construct Venn diagrams to sort data | |
| | |Extension |Investigation 2 |
| |Extension |7.N.10 Determine the prime factorization of a given number and write in | |
| |Prime Factorization written in exponential|exponential form |Investigation 3 |
| |form |7.N.14 Develop a conceptual understanding of negative and zero exponents | |
| |Negative and zero exponents |with a base of ten and relate to fractions and decimals |Investigation 4 |
| |Square roots of perfect squares |7.N.15 Recognize and state the value of the square root of a perfect square | |
| | |(up to 225) |Investigation 5 |
| | | | |
| | |6RP2. Understand the concept of a unit rate a/b associated with a ratio a:b |Investigation 6 |
| | |with b ≠0, and use rate language in the context of a ratio relationship | |
| | |6NS2. Fluently divide multi-digit numbers using the standard algorithm. |Impact Book 1 Section 2.1 |
| | |6NS3. Fluently add, subtract, multiply, and divide multi-digit decimals using|P78-80 Set C & D |
| | |the standard algorithm for each operation. | |
| | |6NS4 Find the greatest common factor of two whole numbers less than or equal |Teacher Handouts |
| | |to 100 and the least common multiple of two whole numbers less than or equal | |
| | |to 12. Use the distributive property to express a sum of two whole numbers |Skills Interventions Workbook |
| | |1–100 with a common factor as a multiple of a sum of two whole numbers with |Skills 18-20 |
| | |no common factor. | |
| | |6NS5. Understand that positive and negative numbers are used together to | |
| | |describe quantities having opposite directions or values. (e.g., | |
| | |temperature above/below zero, elevation above/below sea level, | |
| | |credits/debits, positive/negative electric charge); use positive and negative| |
| | |numbers to represent quantities in real-world contexts, explaining the | |
| | |meaning of 0 in each situation. | |
| | |6NS7 Understand ordering and absolute value of rational numbers. | |
| | |a. Interpret statements of inequality as statements about the relative | |
| | |position of two numbers on a number line diagram. . | |
| | |b. Write, interpret, and explain statements of order for rational numbers in | |
| | |real-world contexts. | |
| | |6EE1. Write and evaluate numerical expressions involving whole-number | |
| | |exponents. | |
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 2 |Identify fractional parts of a whole |6.N.1 Read and write whole numbers to trillions |Note that the CMP Teachers Guide has suggested |
| |Compare and order fractions |6.N.2 Define and identify the commutative and associative properties of |questions for each Investigation. Teachers are |
|Bits and Pieces I |Identify equivalent fractions |addition and multiplication |recommended to read the Teachers Guide before |
| |Identify place value from millions to |6.N.4 Define and identify the identity and inverse properties of addition and|embarking on the unit. |
| |thousandths |multiplication | |
| |Use estimation to understand a situation |6.N.5 Define and identify the zero property of multiplication |CMP unit: Bits and Pieces I |
| |Use physical models & drawings to help reason|6.N.6 Understand the concept of rate | |
| |about a situation |6.N.7 Express equivalent ratios as a proportion |Investigation 1: 1.1 |
| |Understand the link between fractions and |6.N.8 Distinguish the difference between rate and ratio | |
| |decimals |6.N.9 Solve proportions using equivalent fractions |Investigation2: 2.1, 2.2 ,2.3, 2.4, 2.5 |
| |Convert fractions to decimals |6.N.10 Verify the proportionality using the product of the means equals the | |
| |Convert decimals to fractions |product of the extremes |Investigation 3: 3.1, 3.2 |
| | |6.N.14 Locate rational numbers on a number line (including positive and | |
| | |negative) |Investigation 4: 4.1 |
| | |6.N.19 Identify the multiplicative inverse (reciprocal) of a number | |
| | |6.N.20 Represent fractions as terminating or repeating decimals |Investigation 5: 5.1 (5.3 for SP classes) |
| | |6.N.21 Find multiple representations of rational numbers (fractions, | |
| | |decimals, and percents 0 to 100) |Investigation 6: 6.1, 6.4 |
| | |6.N.27 Justify the reasonableness of answers using estimation (including | |
| | |rounding) | |
| | |6.N.2 Define and identify the commutative and associative properties of | |
| | |addition and multiplication | |
| | |6.N.3 Define and identify the distributive property of multiplication over | |
| | |addition | |
| | |6RP1. Understand the concept of a ratio and use ratio language to describe a | |
| | |ratio relationship between two quantities. | |
| | |6RP3. Use ratio and rate reasoning to solve real-world and mathematical | |
| | |problems. e.g., by reasoning about tables of equivalent ratios, tape | |
| | |diagrams, double number line diagrams, or equations. | |
| | |a. Make tables of equivalent ratios relating quantities with whole number | |
| | |measurements, find missing values in the tables, and plot the pairs of values| |
| | |on the coordinate plane. Use tables to compare ratios. | |
| | |b. Solve unit rate problems including those involving unit pricing and | |
| | |constant speed. | |
| | |c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity | |
| | |means 30/100 times the quantity); solve problems involving finding the whole,| |
| | |given a part and the percent. | |
| | |d. Use ratio reasoning to convert measurement units; manipulate and transform| |
| | |units appropriately when multiplying or dividing quantities. | |
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 3 |Compile a set of data from opinion polls, |6.N.27 Justify the reasonableness of answers using estimation (including |Note that the CMP Teachers Guide has suggested |
| |experiments etc |rounding) |questions for each Investigation. Teachers are |
|Data about Us |Select, create and use appropriate graphical |6.M.8 Justify the reasonableness of estimates |recommended to read the Teachers Guide before |
| |representations of data including: |6.S.5 Determine the mean, mode and median for a given set of data |embarking on the unit. |
| |line plots; |6.S.6 Determine the range for a given set of data | |
| |bar graphs |6.S.7 Read and interpret graphs |CMP unit: Data About Us |
| |line graphs |6.S.8 Justify predictions made from data | |
| |histograms |7.S.3 Convert raw data into double bar graphs and double line graphs |Investigation 1: 1.1, 1.2, 1.3, 1.4, 1.5 |
| |stem & leaf plots |7.S.4 Calculate the range for a given set of data | |
| |Read graphical representations of and use |7.S.5 Select the appropriate measure of central tendency |Investigation 2: 2.1, 2.2 |
| |data |7.S.6 Read and interpret data represented graphically (pictograph, bar graph,| |
| |Measures of center to describe data such as: |histogram, line graph, double line/bar graphs, or circle graph.) |Investigation 3: 3.1, 3.2 (suitable for the SP |
| |Mean |Extension |classes) |
| |Median |7.S.2 Display data in a circle graph | |
| |Mode |7.S.3 Convert raw data into double bar graphs and double line graphs |Investigation 4: 4.1, 4.2 |
| |Range |6SP1 Recognize a statistical question as one that anticipates variability in | |
| |Understand how measures of center relate to |the data related to the question and accounts for it in the answers. |Skills Interventions Workbook: Skills 66, 67, 68, 69, |
| |numerical and categorical data |6SP2 Understand that a set of data collected to answer a statistical question|71. |
| | |has a distribution which can be described by its center, spread, and overall | |
| |Extension |shape. |Impact Book 1: Chapter 5 & 6: Investigation 2 |
| |Create circle graphs, double bar graphs and |6SP3. Recognize that a measure of center for a numerical data set summarizes |Problems on p346, 348, 354, 371, 380, 400 |
| |double line graphs |all of its values with a single number, while a measure of variation | |
| | |describes how its values vary with a single number. | |
| | |6SP4 Display numerical data in plots on a number line, including dot plots, | |
| | |histograms, and box plots. | |
| | |6SP5 Summarize numerical data sets in relation to their context, such as by: | |
| | |a. Reporting the number of observations. | |
| | |b. Describing the nature of the attribute under investigation, including how | |
| | |it was measured and its units of measurement. | |
| | |c. Giving quantitative measures of center (median and/or mean) and | |
| | |variability (interquartile 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 were gathered. | |
| | |d. Relating the choice of measures of center and variability to the shape of | |
| | |the data distribution and the context in which the data were gathered. | |
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 4 |Understand percentages |6.N.11 Read, write, and identify percents of a whole (0% to 100%) |Note that the CMP Teachers Guide has suggested |
| |Convert fractions and decimals to percentages|6.N.12 Solve percent problems involving percent, rate, and base |questions for each Investigation. Teachers are |
|Bits and Pieces II |Convert percentages to decimals and fractions|6.N.16 Add and subtract fractions with unlike denominators |recommended to read the Teachers Guide before |
| |Add, subtract, multiply & divide fractions |6.N.17 Multiply and divide fractions with unlike denominators |embarking on the unit. |
| |decimals and percentages |6.N.18 Add, subtract, multiply and divide mixed numbers with unlike | |
| | |denominators | |
| |Extension |6.N.26 Estimate a percent of quantity (0% to 100%) |CMP unit: Bits and Pieces II |
| |Identify and classify subsets of real numbers|Extension | |
| |Use order of operations to solve multi-step |7.N.1 Distinguish between the various subsets of real numbers |Investigation 1: 1.1, 1.2, 1.3 |
| |fractional expressions |(counting/natural numbers, whole numbers, integers, rational numbers, and | |
| |Solve a variety of percent problems (e.g. |irrational numbers) |Teacher handouts |
| |calculate discount and sales tax) |7.N.2 Recognize the difference between rational and irrational numbers (e.g.| |
| | |explore different approximations of pi) | |
| | |7.N.3 Place rational and irrational numbers (approximations) on a number |Quick review Math Handbook: Hot Topics 2 |
| | |line and justify the placement of numbers | |
| | |7.N.17 Classify irrational numbers as non-repeating/non-terminating decimals|Skills Interventions Workbook |
| | |8.N.4 Apply percents to: Tax, percent increase/decrease, simple interest, |Skills 21 - 30 |
| | |sales price, commission, interest rates and gratuities | |
| | |6NS1 Interpret and compute quotients of fractions, and solve word problems | |
| | |involving division of fractions by fractions, e.g., by using visual fraction | |
| | |models and equations to represent the problem. | |
| | | | |
| | | | |
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 5 |Translate verbal expressions/equations into |6.A.1 Translate two-step verbal expressions into algebraic expressions | |
| |algebraic expressions/equations. |6.A.2 Use substitution to evaluate algebraic expressions |Impact Book 1: |
|Algebra |Evaluate algebraic expressions using |(may include exponents of one, two and three) |Chapter 9 |
| |substitution |6.A.3 Translate two-step verbal sentences into algebraic equations | |
| |Solve and explain one and two step equations |6.A.4 Solve and explain two-step equations involving whole numbers using | |
| |Identify and use inverse operations |inverse operations |Skills Interventions Workbook: |
| |Evaluate given formulas |6.A.5 Solve simple proportions within context |Skills 37 – 40 |
| | |6.A.6 Evaluate formulas for given input values | |
| |Extension |(Circumference, area, volume, distance, temperature, interest, etc.) | |
| |Combine like terms | |Buckle Down Workbook: |
| |Identify polynomials |Extension |Unit 2- Lessons 6 and 7 |
| |Solve multi-step equations (using |7.A.1 Translate two-step verbal expressions into algebraic expressions | |
| |distributive property, and variables on both |7.A.2 Add and subtract monomials with exponents of one | |
| |sides of the equation) |7.A.3 Identify a polynomial as an algebraic expression containing one or |Teacher Handouts |
| |Write an equation from a table of values |more terms | |
| | |7.A.4 Solve multi-step equations by combining like terms, using the |Pizzazz |
| | |distributive property, or moving variables to one side of the equations | |
| | |7.A.10 Write an equation to represent a function from a table of values. | |
| | | | |
| | |6EE2 Write, read, and evaluate expressions in which letters stand for | |
| | |numbers. | |
| | |a. Write expressions that record operations with numbers and with letters | |
| | |standing for numbers. | |
| | |b. Identify parts of an expression using mathematical terms (sum, term, | |
| | |product, factor, quotient, coefficient); view one or more parts of an | |
| | |expression as a single entity. | |
| | |c. Evaluate expressions at specific values of their variables. Include | |
| | |expressions that arise from formulas used in real-world problems. Perform | |
| | |arithmetic operations, including those involving whole number exponents, in | |
| | |the conventional order when there are no parentheses to specify a particular | |
| | |order (Order of Operations). | |
| | |6EE3. Apply the properties of operations to generate equivalent expressions. | |
| | |6EE4. Identify when two expressions are equivalent (i.e., when the two | |
| | |expressions name the same number regardless of which value is substituted | |
| | |into them). | |
| | |6EE5 Understand solving an equation or inequality as a process of answering a| |
| | |question: which values from a specified set, if any, make the equation or | |
| | |inequality true? Use substitution to determine whether a given number in a | |
| | |specified set makes an equation or inequality true. | |
| | |6EE9. Use variables to represent two quantities in a real-world problem that | |
| | |change in relationship to one another; write an equation to express one | |
| | |quantity, thought of as the dependent variable, in terms of the other | |
| | |quantity, thought of as the independent variable. | |
| | |Analyze the relationship between the dependent and independent variables | |
| | |using graphs and tables, and relate these to the equation. | |
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 6 |Measure and calculate the perimeter of |6.G.1 Calculate the length of corresponding sides of similar triangles, using|Note that the CMP Teachers Guide has suggested |
| |triangles and rectangles and non-rectangular |proportional reasoning |questions for each Investigation. Teachers are |
|Covering and Surrounding |shapes such as parallelograms and circles |6.G.2 Determine the area of triangles and quadrilaterals |recommended to read the Teachers Guide before |
| |Measure and calculate the area of triangles |(squares, rectangles, rhombi, and trapezoids) and develop formulas |embarking on the unit. |
| |and rectangles and non-rectangular shapes |6.G.3 Use a variety of strategies to find the area of regular and irregular | |
| |such as parallelograms and circles |polygons |CMP unit: Covering & Surrounding: |
| |Develop formulas or procedures stated in |6.G.4 Determine the volume of rectangular prisms by counting cubes and |Investigation 1: 1.1, 1.2, 1.3, 1.4 |
| |words or symbols |develop the formula | |
| |Identify and name polygons (with 3 to 10 |6.G.5 Identify radius, diameter, chords and central angles of a circle |Investigation 2: 2.1 |
| |sides) |6.G.6 Understand the relationship between the diameter and radius of a circle| |
| |Identify major ‘benchmark’ angles such as 30,|6.G.7 Determine the area and circumference of a circle, using the appropriate|Investigation 3: 3.1 |
| |45, 60, 90, 180, 270, 360 |formula | |
| |Name and identify acute, obtuse, right and |6.G.8 Calculate the area of a sector of a circle, given themeasure of a |Investigation 4: 4.1 |
| |straight angles |central angle and the radius of the circle | |
| |Estimate angles |6.G.9 Understand the relationship between the circumference and the diameter |Investigation 5: 5.1, 5.2 |
| |Use protractors to measure angles |of a circle | |
| |Know the sum of the interior angles of a |6.G.10 Identify and plot points in all four quadrants |Investigation 6: 6.1, 6.2 |
| |triangle is 180 |6.G.11 Calculate the area of basic polygons drawn on a coordinate plane | |
| |Measure and calculate the perimeter of |(rectangles and shapes composed of rectangles having sides with integer |Investigation 7: 7.1, 7.2, 7.3, 7.4, 7.5 |
| |triangles and rectangles |lengths) | |
| |Measure and calculate the area of triangles |6.N.27 Justify the reasonableness of answers using estimation (including |Skils Interventions Workbook Grade 6: Skills 42 – 54,|
| |and rectangles |rounding) |57 |
| |Use multiple representations of data |6.A.6 Evaluate formulas for given input values | |
| | |(circumference, area, volume, distance, temperature, interest, etc.) |Skills Interventions Workbook Grade 7: Skills 46, 47, |
| |Extension |6.M.1 Measure the capacity and calculate volume of a rectangular prism |58, 59, 60, 61, 62 |
| |Find the radius and diameter given the |6.M.2 Identify customary units of capacity (cups, pints, quarts, and gallons)| |
| |circumference or area |6.M.3 Identify equivalent customary units of capacity (cups to pints, pints | |
| |Volume of prisms and cylinders |to quarts, and quarts to gallons) |Geometer’s Sketchpad is useful for this unit |
| |Identify faces and bases of 3 dimensional |6.M.4 Identify metric units of capacity (liter and milliliter) | |
| |shapes |6.M.5 Identify equivalent metric units of capacity (milliliter to liter and | |
| |Surface area of prisms and cylinders |liter to milliliter) |Teacher Handouts |
| |Find missing angles of triangles and |6.M.8 Justify the reasonableness of estimates | |
| |quadrilaterals |6.M.6 Determine the tool and technique to measure with an appropriate level | |
| | |of precision: capacity |CMP unit: Shapes & Designs |
| | |6.M.7 Estimate volume, area, and circumference (see figures identified in | |
| | |geometry strand) |Investigation 1:1.1 |
| | |6.M.8 Justify the reasonableness of estimates | |
| | |6.M.9 Determine personal references for capacity |Investigation 3: 3.2, 3.4 |
| | | | |
| | |Extension | |
| | |7.G.1 Calculate the radius or diameter, given the circumference or area of a|Impact Book 1: Chapter 8.1, 8.2, 8.3, 8.4 |
| | |circle |Chapter 1.4 |
| | |7.G.2 Calculate the volume of prisms and cylinders, using a given formula | |
| | |and a calculator | |
| | |7.G.3 Identify the two-dimensional shapes the make up the faces and bases of| |
| | |three-dimensional shapes (prisms, cylinders, cones, and pyramids) | |
| | |7.G.4 Determine the surface area of prisms and cylinders | |
| | |7.G.7 Find a missing angle when given angles of triangles and quadrilaterals| |
| | | | |
| | | | |
| | | | |
| | |6NS6. Understand a rational number as a point on the number line. Extend | |
| | |number line diagrams and coordinate axes familiar from previous grades to | |
| | |represent points on the line and in the plane with negative number | |
| | |coordinates. | |
| | |a. Recognize opposite signs of numbers as indicating locations on opposite | |
| | |sides of 0 on the number line; recognize that the opposite of the opposite of| |
| | |a number is the number itself, e.g. –(–3) = 3, and that 0 is its own | |
| | |opposite. | |
| | |b. Understand signs of numbers in ordered pairs as indicating locations in | |
| | |quadrants of the coordinate plane; recognize that when two ordered pairs | |
| | |differ only by signs, the locations of the points are related by reflections | |
| | |across one or both axes. | |
| | |c. Find and position integers and other rational numbers on a horizontal or | |
| | |vertical number line diagram; find and position pairs of integers and other | |
| | |rational numbers on a coordinate plane. | |
| | |6NS8 Solve real-world and mathematical problems by graphing points in all | |
| | |four quadrants of the coordinate plane. Include use of coordinates and | |
| | |absolute value to find distances between points with the same first | |
| | |coordinate or the same second coordinate. | |
| | |6G1 Find the area of right triangles, other triangles, special | |
| | |quadrilaterals, and polygons by composing into rectangles or decomposing into| |
| | |triangles and other shapes; apply these techniques in the context of solving | |
| | |real-world and mathematical problems. | |
| | |6G2. Find the volume of a right rectangular prism with fractional edge | |
| | |lengths by packing it with unit cubes of the appropriate unit fraction edge | |
| | |lengths, and show that the volume is the same as would be found by | |
| | |multiplying the edge lengths of the prism. Apply the formulas V = l w h and V| |
| | |= b h to find volumes of right rectangular prisms with fractional edge | |
| | |lengths in the context of solving real-world and mathematical problems. | |
| | |6G3 Draw polygons in the coordinate plane given coordinates for the vertices;| |
| | |use coordinates to find the length of a side joining points with the same | |
| | |first coordinate or the same second coordinate. Apply these techniques in the| |
| | |context of solving real-world and mathematical problems. | |
| | |6G4 Represent three-dimensional figures using nets made up of rectangles and | |
| | |triangles, and use the nets to find the surface area of these figures. Apply | |
| | |these techniques in the context of solving real-world and mathematical | |
| | |problems. | |
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 7 |Develop an understanding of probability (the |6.S.8 Justify predictions made from data |Note that the CMP Teachers Guide has suggested |
| |likelihood of a particular outcome) |6.S.9 List possible outcomes for compound events |questions for each Investigation. Teachers are |
|Probability |Calculate theoretical probability in simple |6.S.10 Determine the probability of dependent events |recommended to read the Teachers Guide before |
| |situations with a small number of equally |6.S. 11 Determine the number of possible outcomes for a compound event by |embarking on the unit. |
| |likely outcomes |using the fundamental counting principle and use this to determine the | |
| |Compute the probability of independent events|probabilities of events when the outcomes have equal probability | |
| |Interpret statements of probability |7.S.6 Read and interpret data represented graphically (pictograph, bar graph,|CMP unit: How Likely Is It? |
| |Observe that experimental probability should|histogram, line graph, double line/bar graphs, or circle graph.) | |
| |become closer to the theoretical probability |7.S.8 Interpret data to provide the basis for predictions and to establish |Investigation 1: 1.1, 1.2 |
| |as more trials are completed |experimental probabilities | |
| |Develop an understanding of randomness (all |7.S.10 Predict the outcome of experiment |Investigation 2: 2.1, 2.2 |
| |possible outcomes are equally likely) |7.S.11 Design and conduct an experiment to test predictions | |
| |Extension |7.S.12 Compare actual results to predicted results |Investigation 3: 3.1 |
| |Compound Events | | |
| | | |Investigation 4: 4.1,4.2,4.3 |
| | | | |
| | | |Investigation 5: 5.1 |
| | | | |
| | | |Investigation 6: 6.1 |
| | | | |
| | | |Investigation 7: 7.1, 7.2 |
| | | |Impact Book 1 |
| | | |Chapter 10 |
| | | | |
| | | |Skills Interventions Workbook Grade6 |
| | | |Skills: 76 - 81 |
Post May:
|Unit Time Line |Skills |Standards |Lesson Materials |
|Unit 8 |Develop strategies for finding experimental |6.S.1 Develop the concept of sampling when collecting data from a population |Note that the CMP Teachers Guide has suggested |
| |and theoretical probability |and decide the best method to collect data for a particular question |questions for each Investigation. Teachers are |
|How Likely Is It? |Use graphs and tallies to summarize and |6.S.2 Record data in a frequency table |recommended to read the Teachers Guide before |
| |display data |6.S.4 Determine and justify the most appropriate graph to display a given set|embarking on the unit. |
|4 weeks |Extension |of data | |
| | |(pictograph, bar graph, line graph, histogram, or circle graph) | |
| | | |CMP unit: Data About Us |
| | | | |
Post May: Add, subtract, multiply & divide integers
Indicates Post-May standards
Indicates the Common Core correspondence.
CCSS not covered in the current curriculum
6EE6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6EE7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all non-negative rational numbers
6EE8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Benchmark Assessments
|Assessment # |Assessment Description |Timing of assessment |
| |Diagnostic Assessment |September |
|1 |Written Test |October |
|2 |Written Test |November |
|3 |Project |December |
|4 |Written Test |February |
|5 |Written Test |April |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- 7th grade homeschool curriculum printables
- curriculum themes for toddlers
- free toddler curriculum lesson plans
- education curriculum development
- technology curriculum for high school
- technology curriculum pdf
- school age summer curriculum themes
- free toddler curriculum by month
- online writing curriculum for homeschoolers
- minecraft curriculum homeschool free
- math curriculum for special education
- school age curriculum ideas