Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2013-2014
| |Unit 6: Extending the number system | |
|Grade Level: 6th grade |Essential Question(s): How are positive and negative numbers used? |Suggested Days: 13 |
| |How do rational numbers relate to integers? In what ways can rational numbers be useful? | |
|Vocabulary: | |
|Integers coordinates |Mathematical Practices: Highlighted practices to be assessed. |
|Rational numbers real-world contexts |1. Make sense of problems and persevere in solving them. |
|Quadrants plane |2. Reason abstractly and quantitatively. |
|Line diagrams inequality |3. Construct viable arguments and critique the reasoning of others. |
|Absolute value magnitude |4. Model with mathematics. |
|Positive |5. Use appropriate tools strategically. |
|Negative |6. Attend to precision. |
|Opposite |7. Look for and make use of structure. |
| |8. Look for and express regularity in repeated reasoning. |
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| Content Standard |Resources |Assessments |
|6.NS.5… Understand that positive and negative numbers are used |Check My Math and envisionMath for additional resources |Pre-test |
|together to describe quantities having opposite directions or values | |Formative assessments: |
|(e.g., temperature above/below zero, elevation above/below sea level, |6th grade Unpacking 2012-2013…complied by Mrs. Cowart |Observations, anecdotal notes, admit/exit slips, math journals, peer/self |
|credits/debits, positive/negative electric charge); use positive and | |assessments, think-pair-share, quizzes |
|negative numbers to represent quantities in real-world contexts, |Literature: |Post test (summative) |
|explaining the meaning |The Fly on the Ceiling by Julie Glass |I Can Statements: |
|of 0 in each situation. |Hottest, Coldest, Highest, Deepest by Steve Jenkins |θ I can understand that positive and negative numbers are used to describe amounts |
|6.NS.6a…. Recognize opposite signs of numbers as indicating locations |Less Than Zero by Stuart Murphy |having opposite values. 6.NS.C.5 |
|on opposite sides of 0 on the number line; recognize that the opposite| |θ I can use positive and negative numbers to show amounts in real-world situations |
|of the opposite of a number is the number itself, e.g., –(–3) = 3, and| |and explain what the number 0 means in those situations. 6.NS.C.5 |
|that 0 is its own opposite. | |θ I can recognize opposite signs of numbers as indicating places on opposite sides |
|7.NS.7a… Interpret statements of inequality as statements about the | |of 0 on the number line.) 6.NS.C.6a |
|relative position of two numbers on a number line diagram. For |θ I can understand the distance between two numbers (positive or negative) on a |
|example, interpret –3 > –7 as a statement that –3 is |8796 |number line. 6.NS.C.7a |
|located to the right of –7 on a number line oriented from left to | |θ I can write, understand and explain what rational numbers mean in real-world |
|right. |ADDITIONAL WEBSITES ARE ON THE NEXT PAGE. THESE WEBSITES ARE|situations. (Ex: -3 °C > -7°C to show that -3 °C is warmer than -7°C) 6.NS.C.7b |
|6.NS.7b… Write, interpret, and explain statements of order for |EXCELLENT RESOURCES. CHECK THEM OUT, PLEASE! |θ I can absolute value is the number’s distance from 0 on the number line. |
|rational numbers in real-world contexts. For example, write –3° C > | |6.NS.C.7c |
|–7° C to express the fact that –3° C is warmerthan –7° C. | |θ I can understand absolute values as they apply to real-world situations. (Ex: for|
|6.NS.7c..,. Understand the absolute value of a rational number as its | |an account balance of -30 dollars, write (-30) =30 to describe the size of the debt|
|distance from 0 on the number line; interpret absolute value as | |in dollars.) 6.NC.C.7c |
|magnitude for a positive or negative quantity in a | |θ I can tell the difference between comparing absolute values and ordering positive|
|real-world situation. For example, for an account balance of –30 | |and negative numbers. 6.NS.C.7d |
|dollars, write |–30| = 30 to describe the size of the debt in dollars.| | |
|6.NS.7d… Distinguish comparisons of absolute value from statements | | |
|about order. For example, recognize that an account balance less than | | |
|–30 dollars represents a debt greater than 30 dollars. | | |
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|NOTE: Websites: (6.NS.5 and 6a and 7) |
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|Integers in Real World Contexts |
|LearnAlberta - Exploring Integers and Temperatures - Interactive Video - |
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|IXL Math - Understanding Integers - Assessment - |
|Math Star - Integer Lessons - |
|Math Goodies - Integers Introduction - Tutorial and Practice - |
|UEN - “Representing, Identifying and Comparing Integers” Lesson - |
|Math Central - “Applications of Integers” - Information - |
|Helping with Math - Practice Page - |
|Absolute Value |
|Purplemath - Teacher Tutorial - |
|Math Goodies - Absolute Value - Tutorial and Practice - |
|IXL Math - Absolute Value - Assessment - |
|Shepherd‟s Software - Number Balls - Game - |
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|Integers on a Number Line |
|LearnAlberta - Spy Guys Understanding Integers - |
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|MathStar - Integer Game - |
|WebMATH - Teacher Tutorial - |
|Math Goodies - Compare and Order Integers - Tutorial and Practice – |
|Online Math Learning - Introduction - Tutorial and Videos - |
|IXL - Number Lines with Integers - Assessment - |
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