Knowledge and Skills
Baltimore City Schools
Dr. Andrés Alonso
Chief Executive Officer
Dr. Mary Minter
Chief Academic Officer
Dr. Kathy Volk
Academic Achievement Officer
Linda Eberhart
Office of Mathematics
Curriculum Writers
A special thanks to all the teachers, ISTs, and administrators who wrote, revised, and provided feedback for our curriculum.
Kim Alexander
Tara Barnes
Lisa Beckman
Melissa Boston-Jackson
Raymond Braxton
David Brelsford
Sheila Burke
Elizabeth Clark
Tiffany Cole
Shannen Coleman
Megan Cooper
Ben Crandall
Megan Delong
Keith Dysarz
Jason Eckles
Erinn Eifler
Kim Felton
Cathy Ferguson
Charlene Footman
Leila Frain
Helen Garcia
Lindsay Giel
Beth Goldscher
Nicole Hauser
Monique Hibbert
Antwonette Hooper
Felipe Jackson
Matt Kalthoff
Sarah Kenders
Ronald Krach
Tracy Larkins
Elisabeth Lim
Dr. Luis Lima
Danielle Long
Genevieve Mason
Karen Matthews
Campbell McLean
Stanley Munro
Regina Paige
Michelle Perzinski
Sarah Pessagno
Shane Prada
Michael Pugh
Brian Rainville
Ryan Reid
Beth Renwick
Courtney Robinson
Brian Schanbacher
Frances Schwartz
Clarence Scott
Patricia Storke
Heather Torretta
Siriporn Vinijkul
Smitha Viswanathan
Lembric Walker
Brent Watkins
Mary Welliver
Anne Whelan
ShaNekwa Winfield
Kim Worthington
Math Works Homework
Homework can be an effective part of your math program - giving students the practice they need to master skills. Below are some Math Works methods for utilizing homework.
Suggested Homework Procedures:
o Check homework every night
o Give students an opportunity to revise homework
o Start the homework assignment together at the beginning or end of class.
o Dedicate 10 minutes to going over 2-5 problems that students are having trouble with (they pick some, you pick some). Model how you work through the problems on the board.
o Reward students for doing homework and revising it.
Homework Tips:
o Homework should consist primarily of skills that students have already been exposed to. Skills should cycle in and out depending on what your students have been taught AND what they have mastered.
o Require students to show their work on homework problems, not just write the answer. Give credit only when there is work.
o Circulate throughout the classroom while talking about homework problems to be sure students are writing down what you are talking about and are showing work.
o At the beginning of the year, homework should consist of skills taught in the previous grade level.
6th Grade Homework
Grade 6 Math Curriculum Sequence
School Year 2008-2009
|QUARTER 1 (Aug 25 – Oct 31) |Suggested Time Frame |
|BENCHMARK 1 |Aug 26 - Sept 5 testing window |
|(same skills as June Benchmark in previous grade) | |
|UNIT 1: Fractions 1 Review |2 weeks |
| |(11 – 19 days) |
|Add and subtract fractions |2 – 4 days |
|Add fractions with unlike denominators | |
|Subtract fractions with unlike denominators without regrouping | |
|Subtract fractions with unlike denominators with regrouping | |
|Multiply fractions and mixed numbers |2 – 3 days |
|Fraction by whole number | |
|Fraction by fraction | |
|Mixed number by mixed number | |
|Ratios |1 – 2 days |
|Writing ratios | |
|Equivalent ratios | |
|Equivalent forms |3 – 5 days |
|Converting between fractions and decimals | |
|Converting between percents and fractions and decimals | |
|Compare & order fractions |3 – 5 days |
|Compare fractions, decimals, & percents | |
|Order fractions, decimals, & percents | |
|UNIT 2: Decimals 1 |1.5 weeks |
| |(5 – 9 days) |
|Review estimate sum & differences of decimals |1 – 2 days |
|Decimal estimation to whole number | |
|Decimal estimation to tenth | |
|Decimal estimation to hundredth | |
|Review add & subtract decimals |1 – 2 days |
|Mixed addition with tenths, hundredths, and thousandths | |
|Decimal addition with whole numbers | |
|Mixed subtraction with tenths, hundredths and thousandths | |
|Decimal subtraction with whole numbers | |
|Estimate products of decimals |1 – 2 days |
|Estimate products of decimals | |
|Estimate products of decimals with word problems | |
|Multiply decimals |2 – 3 days |
|Multiply decimals with a whole number | |
|Multiply decimal by decimal shading method or counting method | |
|UNIT 3: Decimals 2 |1.5 weeks |
| |(8 – 10 days) |
|Estimate quotients of decimals |1 – 2 days |
|Estimate quotients | |
|Estimate quotients with word problems | |
|Divide decimals |1 – 2 days |
|Dividing decimals | |
|Divide decimals with word problems | |
|Distributive property |2 – 3 days |
|Distributing | |
|Simplifying expression | |
|Applying distributive property with word problems | |
|Exponents |2 – 3 days |
|Exponential concept | |
|Expanded form using exponents | |
|Percent of a number |2 – 3 days |
|Percent to a decimal | |
|Percent to a ratio box | |
|Unit 4: Algebra |2.5 weeks |
| |(10 – 16 days) |
|Order of operations |3 – 5 days |
|Addition and subtraction – left to right | |
|Multiplication and division – left to right | |
|Addition, subtraction, multiplication, and division mixed review | |
|Parentheses | |
|Fraction bar | |
|Integers on a number line |2 – 3 days |
|Identifying intervals | |
|Plotting integers on a number line | |
|Compare and order integers | |
|Movement on a number line | |
|Read, write, represent integers |1 – 2 days |
|Read and write integers | |
|Draw polygon in first quadrant of grid |1 – 2 days |
|Add an order pair to complete polygon | |
|Draw a polygon in first quadrant of grid | |
|Evaluate algebraic expressions using fractions or decimals |3 – 4 days |
|Evaluate algebraic expressions with whole numbers and decimals | |
|Evaluate expressions with fractions | |
|Evaluate expressions with coefficients | |
|Evaluate expressions with word problems | |
|UNIT 5: Statistics 1 |1.5 weeks |
| |(7 – 11 days) |
|Organize & interpret frequency table |3 – 4 days |
|Organize and interpret frequency table | |
|Organize and interpret frequency table with intervals | |
|Make & interpret stem and leaf plot [0 to 1000] |2 – 3 days |
|Interpret stem and leaf plot | |
|Make stem and leaf Plot | |
|Analyze circle graphs |1 – 2 days |
|Analyze circle graphs | |
|Identify change in a linear equation [graph] |1 – 2 days |
|Identify changes in lines | |
|Identify different types of changes in lines | |
|Illustrate linear relationships based on given situations | |
|QUARTER 2 (Nov 3 – Jan 23) |Suggested Time Frame |
|BENCHMARK 2 |Nov 4 – Nov 13 testing window |
|(all Quarter 1 skills assessed) | |
|UNIT 6: Algebra 2 |3 weeks |
| |(13 – 19 days) |
|Complete function table with a given two-operational rule |1 – 2 days |
|Complete function table with a two-operational rule | |
|Determine a two-operation rule from a given word problem | |
|Interpret & write a rule for one operation |2 – 3 days |
|Function tables with Whole numbers | |
|Function tables with decimals | |
|Graph ordered pairs in 4 quadrants of coordinate plane |3 – 4 days |
|Identify and plot coordinates in quadrant 1 | |
|Identify and plot coordinates in quadrants 1 and 2 | |
|Identify and plot coordinates in quadrants 1, 2, and 3 | |
|Identify and plot coordinates all quadrants | |
|Write algebraic expression to represent unknown quantities |2 – 3 days |
|Writing algebraic expressions using addition or subtraction | |
|Writing algebraic expressions using multiplication or division | |
|Writing algebraic expressions using all operations | |
|Determine unknown in linear equation |2 – 3 days |
|Addition and subtraction | |
|Multiplication and division | |
|Mixed review of all operations | |
|Fraction bar | |
|Write equations & inequalities to represent relationships |3 – 4 days |
|Complete relationships with relational symbols | |
|Write relationships with relational symbols | |
|UNIT 7: Geometry 1 |2 weeks |
| |(7 – 11 days) |
|Triangles by angle measure or side measure |3 – 4 days |
|Identify triangles by side | |
|Identify triangles by angle measure | |
|Mixed review of triangles by both angle and side | |
|Sum of angles in a triangle |1 – 2 days |
|Prove sum of angles 180º | |
|Find missing angle with diagram (computation) | |
|Find missing angle measure (word problems) | |
|Diagonal line segments |1 – 2 days |
|Drawing diagonals | |
|Identifying number of diagonals in a polygon | |
|Area of a triangle |2 – 3 days |
|Area of triangle (concept) | |
|Area of triangle (formula) | |
|Area of triangle (word problems) | |
|UNIT 8: Probability |1.5 weeks |
| |(6 – 8 days) |
|Express probability as a decimal, fraction or percent |3 – 4 days |
|Find Probability express as fraction in simplest form | |
|Find probability with equivalent forms | |
|Probability word problems | |
|Experimental probability |3 – 4 days |
|Conducting experiments | |
|Experimental probability word problems | |
|Unit 9: Geometry 2 |1.5 weeks |
| |(7 – 10 days) |
|Identify parts of a circle |1 – 2 days |
|Identifying chord, radius, diameter and circumference | |
|Compare relationships of parts of a circle |3 – 4 days |
|Using formula | |
|Finding missing dimension to calculate area | |
|Volume of rectangular prisms |3 – 4 days |
|Finding volume by counting method | |
|Finding volume using formula | |
|Finding volume word problems | |
|Unit 10: Measurement 1 |2 weeks |
| |(8 – 12 days) |
|Measure to the nearest 1/16" |2 – 3 days |
|Drawing to the nearest 1/16" | |
|Measuring to the nearest 1/16" | |
|Identify points on a ruler (number line) | |
|Perpendicular bisectors |1 – 2 days |
|Concrete perpendicular bisectors | |
|Perpendicular bisectors in word problems and in diagram | |
|Angle bisectors |1 – 2 days |
|Identify an angle bisector | |
|Finding measures of angles | |
|Mixed Review of angle bisectors | |
|Draw triangles given sides or angles using protractor |4 – 5 days |
|Draw triangles given side, angle, side | |
|Draw triangles given side, angle, angle | |
|QUARTER 3 (Jan 26 – March 31) |Suggested Time Frame |
|Unit 11: Measurement 2 |2 weeks |
| |(8 – 12 days) |
|Missing side of quadrilateral given perimeter |2 – 3 days |
|Missing dimensions (computation with diagram) | |
|Missing dimensions (word problems) | |
|Area of a composite figure using triangles and rectangles |4 – 6 days |
|Area of composite figures | |
|Missing dimension of rectangles given the area |2 – 3 days |
|Find missing dimension of square given area | |
|Find missing dimension of rectangle given area | |
|Find missing dimension given area word problems | |
|BENCHMARK 3 – MOCK MSA |Feb 17 – Feb 20 testing window |
|(all VSC assessed skills) | |
|MSA Review |3 weeks |
|Maryland State Assessment |March 16 to March 25 |
|QUARTER 4 (April 1 – June 9) |Suggested Time Frame |
|Unit 12: Fractions, Decimals, Percents |3 weeks |
| |(10 – 19 days) |
|Divide proper fractions |2 - 4 days |
|Use models to divide fractions | |
|Understand reciprocal | |
|Divide fraction by whole number | |
|Divide fraction by fraction | |
|Divide whole number by a fraction | |
|Divide decimal by decimal |2 - 4 days |
|Divide a decimal by a decimal | |
|Convert fractions, decimals, percents |2 - 4 days |
|Division method | |
|Compare fractions, decimals, and percents |2 – 3 days |
|Compare fractions, decimals, and percents | |
|Order fractions, decimals, and percents | |
|Rational numbers on a number line |2 - 4 days |
|Proper Fractions on the number line | |
|Mixed numbers on a Number line | |
|Fraction, decimals, percents on number nine | |
|Fraction, decimals, percents on number nine - Negative Numbers | |
|Unit 13: Probability |2 weeks |
| |(9 – 12 days) |
|Identify outcomes |2 – 3 days |
|Calculate outcomes by using the counting principle | |
|Theoretical probability |4 - 5 days |
|Probability of one event (review) | |
|Probability of two independent events (extension) | |
|Probability as fraction, decimal, percent (extension) | |
|Experimental probability |3 - 4 days |
|Experimental vs. theoretical probability | |
|Write the experimental probability of an event | |
|Write the probability given a different number of trials | |
|Unit 14: Ratios & Proportions |3 weeks |
| |(11 – 21 days) |
|Ratio |1 - 2 days |
|Write ratios | |
|Equivalent rations | |
|Is it proportional? |1 - 2 days |
|Proportions | |
|Solve proportions |1 - 2 days |
|Solve proportions | |
|Equivalent rates |2 - 3 days |
|Write equivalent rates | |
|Solve word problems | |
|Unit rates |3 - 5 days |
|Solve unit rates | |
|Ratios in word problems |5 - 7 days |
|Percent of a number | |
|Sales tax | |
|Discount | |
|BENCHMARK 4 – End of Year Benchmark |May 26 – June 5 testing window |
|(all skills from Quarters 1-4 assessed) | |
| | | |
| |Add and Subtract Fractions |Add fractions with like denominators |
| |Add fractions with unlike denominators |GCF |
| |Subtract fractions with unlike denominators without regrouping |LCD or LCMP |
| |Subtract fractions with unlike denominators with regrouping |Simplify fractions |
| | |Change mixed numbers to improper fractions |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.C.1.a Add and subtract fractions and mixed numbers and express in simplest form |
| |ASSESSMENT LIMIT: Use proper fractions and denominators as factors of 60 (0 to 20) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |fraction |The numerator tells the number of parts and the denominator the type of part. |
| |numerator |Fractions follow a set of computation rules that differ from one operation to the next. |
| |denominator |Fractions can be written in different forms, but do not change in their value. |
| |equivalent |Multiplication does not always make larger numbers and division does not always make smaller numbers. |
| |common denominator |ESSENTIAL QUESTIONS |
| |equivalent fractions |How do operations with fractions compare to operations with whole numbers and decimals? |
| |whole number |CONCEPT KNOWLEDGE AND PROCESS |
| |proper fraction |Fractions must have a common denominator for students to use the standard algorithm in adding and subtracting fractions. |
| |mixed number |The numerator and the denominator must be multiplied by the same number when setting a fraction to a common denominator. |
| |convert | |
| |improper fractions | |
| |regrouping | |
| |simplify | |
| |GCF | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty regrouping fractions |THEN consider allowing students to use fraction tiles and/or concrete objects. |
| | |IF students don’t know how to line up whole numbers and fractions |THEN consider having students use a template with whole numbers on the left and fractions|
| | | |on the right. |
| | |IF students are having difficulty finding a common denominator |THEN consider allowing students to use multiplication tables. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Game | Fraction Relay Race |Students review factors of 60 by playing a relay game. |Index cards |
| |Visual |Adding Fraction Tiles* |Students use fractions tiles to visually see the process of adding |Fraction tiles |
| | | |fractions with like and unlike denominators. | |
| |Game |Fraction Grab |Students randomly select two mixed numbers from a bag to add. |Brown bag |
| | | | |Index cards |
| |Concrete |Fraction Subtraction |Students gain more practice subtracting fractions and mixed numbers. |Index cards |
| | | | |Number cubes |
| |Kinesthetic |Make the Circle |Students make fraction circles to add and subtract fractions. |Scissors |
| | |SF Grade 5 TE (p. 466B) | |6-inch diameter circles |
| | | | |Colored pencils/markers |
| |Kinesthetic |Fraction Strips for Renaming Mixed Numbers* SF |Students use fraction strips to add and subtract mixed numbers with |Fraction strips/tiles |
| | |Grade 5 TE (p. 472A) |regrouping. |Colored pencils/markers |
| | | | |Scissors |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Add fractions with unlike |MW fractions add 1 denom |CMPP Bits and Pieces II TE Inv. 4 (pp. 42d-53i) |United Streaming: “Math Mastery: Fractions” |
| |denominators |MW fractions add mult. denom |SF Grade 6 TE Lesson 4-2 (pp. 206A-209, 214-215, 231, 236-237,|United Streaming: The Zany World of Basic Math, Module 8 |
| | |MW fractions add use LCMP |240, 243) |Learning Math/ Numbers and Operations: Session 8 |
| | | |SF Grade 6 TE Lesson 4-5 (pp. 218A-219, 226-227, 230-231, |Math Drills: Various Worksheets |
| | | |236-237, 240-242, 243-245) |SF Grade 5 TE Lesson 8-2, (pp 462A-462B) |
| |Subtract fractions with |MW fraction subtract.unlike denom |SF Grade 6 TE Lesson 4-2 (pp. 206A-209, 214-215, 231, 236-237,|United Streaming: Zany World of Basic Math, The Module 8 |
| |unlike denominators without | |240-241, 243) |TeachingMath:6-8 Communication |
| |regrouping | | |Math Drills: Various Worksheets |
| | | | |SF Grade 5 TE Lesson 8-2, (pp 462-463); |
| | | | |SF Grade 5 TE Lesson 8-4, (pp 466-467) |
| |Subtract fractions with |MW Subtract fractions regroup whole |SF Grade 6 TE Lesson 4-6 (pp. 220A-223, 230-231, 236-237, |Math Drills: Various Worksheets |
| |unlike denominators with |number |241-242, 244-245) |SF Grade 5 TE Lesson 8-5, (pp472A-472B) (pp 472-473) |
| |regrouping |MW Subtract fractions regroup with | | |
| | |like denom | | |
| | |MW Subtract fractions regroup with | | |
| | |unlike denom | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Multiplying Fractions and Mixed Numbers |Multiplication |
| |Multiply a fraction by a whole number |Simplifying |
| |Multiply a fraction by a fraction |Mixed numbers |
| |Multiply a mixed number by a mixed number |Improper fractions |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.C.1.b. Multiply fractions and mixed numbers and express in simplest form |
| |ASSESSMENT LIMIT: Use denominators as factors of 24 not including 24 (0 to 20) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |fraction |Mathematical properties of our number system aid in computation. |
| |numerator |Numbers are routinely manipulated according to standardized rules. |
| |denominator |Numerical computations and their results must be judged for reasonableness. |
| |proper fraction |ESSENTIAL QUESTIONS |
| |improper fraction |What is one way that you can show how to multiply fractions? |
| |convert |CONCEPT KNOWLEDGE AND PROCESS |
| |mixed Number |Multiplying fractions is similar to multiplying whole numbers; to find the product ,you multiply the numerators and then the denominators. |
| |greatest common factor |When you multiply a fraction by a whole number, the product is less than the whole number in the problem because you are looking for part of the whole number |
| |GCF |(factor). |
| |equivalent Fraction |When you multiply two fractions, the product is less than both factors. |
| |simplify | |
| |cross cancel | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students are having difficulty multiplying mixed numbers |THEN consider re-teaching how to convert improper fractions to mixed numbers and mixed numbers |
| | | |to improper fractions by drawing models. |
| | |IF students confuse multiplying fractions with adding |THEN consider reviewing format for setting up multiplication horizontally and |
| | |fractions |addition/subtraction vertically. |
| | |IF students are having difficulty with multiplying fractions |THEN consider using cross-canceling to reduce size of numbers in the product. |
| | |with large numbers or simplifying | |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Game |Multiplication |Students mix and match proper fractions and mixed numbers to gain practice|Index cards |
| | |Mix & Match |multiplying fractions. | |
| |Kinesthetic |Multiplying Fractional Parts |Students use foldable squares to multiply a fraction by a fraction. |Paper |
| | | | |Colored pencils or crayons |
| |Visual |Fraction Counters* |Students use counters to create arrays in order to multiply proper |Counters |
| | | |fractions by whole numbers. |Pencils or pipe cleaners |
| |Game |Fraction Multiplication Roll |Students practice multiplying fractions and whole numbers by playing a |Number cubes |
| | | |game. |Index cards |
| |Kinesthetic |Fractional Parts of Sets |Students use arrays to multiply fractions by whole numbers. |Counters |
| | |SF Grade 5 TE (p. 490A) | |Pencils |
| |Kinesthetic |Paper-Folding to Find Faction Products |Students use foldable squares to multiply a fraction by a fraction. |Three 5-inch paper squares |
| | |SF Grade 5 TE (p. 496A) | |Colored pencils |
| | | | |Markers |
| |Visual |Mixed Number Circle Model |Students use circle models to multiply mixed numbers. |Small jar lid or circle models |
| | |SF Grade 5 TE (p. 500B) | |Colored pencils |
| | | | |Markers |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Multiply a fraction by a whole |MW Multiply Fraction by whole number |CMPP Bits and Pieces II TE Inv. 5 (pp. 53j-63i) |United Streaming: Math Mastery: Fractions |
| |number | |SF Grade 6 TE Lesson 5-1 (pp. 248A-251, 260-261, 288-289, |SF Grade 5 TE Lesson 8-10 (pp.490A-495) |
| | | |292, 295) | |
| |Multiply a fraction by a |MW Multiply fraction by fraction |CMPP Bits and Pieces II TE Inv. 5 (pp. 53j-63i) |United Streaming/ Zany World of Basic Math, The Module9 |
| |fraction | |SF Grade 6 TE Lesson 5-2 (pp. 252A-254, 260-261, 288, 290, |United Streaming: Discovering Math: Arithmetic (Grades 6-8) |
| | | |292, 295) |SF Grade 5 TE Lesson 8-12 (pp.496A-499) |
| |Multiply a mixed number by a |MW multiply fraction by mixed number |CMPP Bits and Pieces II TE Inv. 5 (pp. 53j-63i) |Learning Home: Numbers and Operations: Session 9 |
| |mixed number | |SF Grade 6 TE Lesson 5-4 (pp. 258A-259) |Math Drills: Various Worksheets |
| | | | |SF Grade 5 TE Lesson 8-13 (pp.500A-501), (pp.508-512) |
| | | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Ratios |Cross-multiplying |
| |Writing ratios |Read, write represent fractions |
| |Equivalent ratios |Simplifying |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.C.3.a Represent Ratios in a variety of forms |
| |ASSESSMENT LIMIT: not assessed in 6th grade |
| |6.6.C.3.b Use ratios and unit rates to solve problems |
| |ASSESSMENT LIMIT: not assessed in 6th grade |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |proportion |Fractions, decimals, and percents can be used interchangeably. |
| |ratio |A ratio is a multiplicative comparison of two quantities. |
| |equivalent |Proportional reasoning involves comparisons of the relationships among ratios. |
| |cross multiplying |ESSENTIAL QUESTIONS |
| |GCF |What determines an appropriate representation of a number? |
| |simplify |How are comparisons used in proportional reasoning? |
| |part-to-part |CONCEPT KNOWLEDGE AND PROCESS |
| |part-to-whole |Equivalent ratios are two sets of quantities that are compared and are equal. |
| |colon |A proportion is an equation showing two equivalent ratios. |
| | |Part -to-whole ratios express comparisons of a part to a whole. |
| | |Part –to-part ratios express one part of a whole to another part of a whole. |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students write ratios incorrectly |THEN consider having students underline key words that indicate part-to-part or part-to-whole.|
| | | |Then write ratio using words (e.g., green to yellow or green to total). |
| | |IF students cannot find equivalent ratios |THEN consider working on cross-multiplying. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Kinesthetic |M & M Ratio |Students express ratios of one color M&M to another color M&M or the |M&M mini packs OR M&Ms in zip lock bags |
| | | |total amount of M&M’s in the bag. Students additionally practice |Data worksheets |
| | | |expressing the ratios in equivalent forms. | |
| |Kinesthetic |Classroom Ratios |Students explore ratios by recording the number of different items in |Students data sheet |
| | | |their classroom and writing ratios using these items. |Things around the classroom |
| | | | |Transparency or chart paper |
| |Visual |Equivalent Ratios Match |Students work together in groups of three or four to create matches of |Index Cards |
| | | |equivalent ratios. | |
| |Kinesthetic |Cube:Cube* |Students explore ratios by using colored cubes to create ratios that |Colored cubes or colored counters |
| | | |match a given statement. |Chart paper |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Writing Ratios |MW Write ratios |CMPP Comparing and Scaling TE Inv. 3.1 (pp. 27–28) | |
| | |MW Demographic data for ratios |SF Grade 6 TE Lesson 6-1 (pp. 300A-301, 314-315, 342-343, |SF Grade 5 TE Lesson 11-1 pp 646A-647 |
| | | |346, 349) | |
| |Equivalent ratios |MW Equivalent Ratios |CMPP Comparing and Scaling Inv. 1.1 (pp. 5–6) |MSA Coach Grade 7, p 216 – 220 |
| | |Proportions Work 1 |SF Grade 6 TE Lesson 6-2 (pp. 302A-305, 314,-315, 342,-343,|SF Grade 5 TE Lesson 11-2 pp 648A-651 |
| | |Proportions Work 2 |346, 349) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 5 days |PREREQUISITE SKILLS |
|and Skill| | |
| |Equivalent Forms |Read, write represent decimals |
| |Converting between fractions and decimals |Read, write represent fractions |
| |Converting between percents and fractions and decimals |Understand equivalent fractions |
| | |Division |
| | |Find all the factors of 100 |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.A.1.c Identify and determine equivalent forms of fractions as decimals and percents |
| |ASSESSMENT LIMIT: Use proper fractions with denominators as factors of 100, decimals, percents, or ratios (0 to 100) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |fraction |Fractions, decimals, and percents can be used interchangeably. |
| |decimal |A ratio is a multiplicative comparison of two quantities. |
| |tenths |Proportional reasoning involves comparisons of the relationships among ratios. |
| |hundredths |ESSENTIAL QUESTIONS |
| |thousandths |What determines an appropriate representation of a number? |
| |fraction bar |How are comparisons used in proportional reasoning? |
| |division |CONCEPT KNOWLEDGE |
| |percent |A decimal cam be a tenth, hundredth, thousandth, etc. Use the decimal place to determine the denominator of the fraction. |
| |compare |To change to a decimal, convert to an equivalent fraction with a denominator of 100, and then change to a decimal. |
| |order | |
| |equivalent forms | |
| |simplest form | |
| |numerator | |
| |denominator | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF Students can’t find the factors of 100 |THEN consider giving students a list of the factors of 100. |
| | |IF students can’t convert fractions to decimals |THEN consider giving students a template that has the denominator for the equivalent |
| | | |fraction already equal to 100. |
| | |IF students confuse decimal place values |THEN consider having students write T and H above the tenths and hundredths place value. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |We are Family* |In cooperative groups students complete the conversion table by placing |Index cards |
| | | |the equivalent forms in the appropriate location. |Equivalent chart (found below) |
| |Concrete |Equivalent Switcheroo |Students each select a card from a bag and convert the given fraction |Index cards |
| | | |into a decimal. Then students pass the cards, without the answer, |Brown bag |
| | | |repeating the process. Once students have seen all the cards, the correct| |
| | | |answers will be given. | |
| |Game |Equivalent Tables |Each group of students must decide which form of the fraction, decimal, |Blank equivalent table |
| | | |and percent completes the table. |Index cards |
| |Concrete |Converting Match |Students practice converting fractions and mixed numbers to decimals and |Spinners |
| | | |percents. |Index cards |
| | | | |Paper clips |
| |Game |Bingo |Teacher calls out a fraction. Students convert the fraction to a decimal|Blank BINGO chart |
| | | |and locate the decimal on a BINGO chart. |Colored chips |
| |Auditory |What’s Your Name? |Students write the decimals and fractions in word form and standard form.|Response boards, equivalency table, and markers |
| | |SF Grade 5 TE (p. 426B) | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Converting between |MW Equivalent Forms – concrete examples |CMPP Bits and Pieces 1 TE Inv. 4.1-4.2 (pp. 38h-43, 46-47, 52a-52e) |United Streaming/ Mad Math: Adventures in Mathematics |
| |fractions and | |SF Grade 6 TE Lesson 3-10 (pp. 172A-174, 185) |Ratios and Word Problems Volume I |
| |decimals | | |Basic Fractions some above assessment limit |
| | | | |SF Grade 5 TE Lesson 7-13 (pp. 426-427, 430-431) |
| |Converting between |MW Equivalent Forms denom 100 |CMPP Bits and Pieces 1 TE Inv. 4.3 (pp. 43-44, 47, 49, 52e-52g) |United Streaming /Mathematical Eye: Fractions and Percents |
| |percents and |MW Equivalent Forms chart |CMPP Bits and Pieces 1 TE Inv. 5 (pp. 52L-66k) |Math Drills: Various Worksheets |
| |fractions and | |CMPP Bits and Pieces 1 TE Inv. 6 (pp. 66L-84d) |Basic Fractions some above assessment limit |
| |decimals | |CMPP Bits and Pieces 1 TE Inv. 6 (pp. 66L-84d) |SF Grade 5 TE Lesson 11-8 (pp.668-669) |
| | | |SF Grade 6 TE Lesson 3-10 (pp. 172A-175, 185, 190, 197, 201) | |
| | | |SF Grade 6 TE Lesson 7-2 (pp. 358A-361, 364-365, 396-397, 400, 403) | |
| | | |SF Grade 6 TE Lesson 3-10 (pp. 172A-175, 185, 190, 197, 201) | |
| | | |SF Grade 6 TE Lesson 7-2 (pp. 358A-361, 364-365, 396-397, 400, 403) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 5 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Compare and Order Fractions |Ordering decimals |
| |Compare fractions, decimals, and percents |Converting fractions to decimals |
| |Order fractions, decimals, and percents |Equivalent forms |
| | |Simplest forms |
| |VSC OBJECTIVE (calculators allowed) |
| |6.6.A.1.d Compare and order fractions, decimals alone or mixed together, with and without relational symbols (, =) ASSESSMENT LIMIT: Include no more than 4 proper fractions with denominators with factors |
| |of 100 or decimals with up to 2 decimal places and whole numbers between 0 to 100 |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |convert |Fractions can be compared using a variety of models. |
| |rational number |Fractions express a relationship between two numbers. |
| |fraction |ESSENTIAL QUESTIONS |
| |numerator |How is the ordering of fractions the same as ordering whole numbers and how is it different? |
| |denominator |How are the numerator and denominator related? |
| |fraction bar |How can the fractional parts of a set be modeled? |
| |divide |How can fractions be modeled using numerals, regions, sets, and number lines? |
| |decimal |CONCEPT KNOWLEDGE AND PROCESS |
| |tenths |Convert decimals to fractions with like denominators. |
| |hundredths |Convert to percent by multiplying decimals by 100. |
| |percent |If just comparing fractions and the denominators are different, write equivalent fractions with a common denominator. |
| |equivalent form | |
| |annex zeroes | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students can’t order decimals |THEN consider having students use graph paper for decimals that require students to line up |
| | | |decimals based on place value or use a hundredths chart. Also, consider having students annex |
| | | |zeros to have the same number of digits. |
| | |IF students can’t convert fractions to decimals |THEN consider re-teaching how to divide the denominator (divisor) into the numerator (dividend) |
| | | |and/or use the calculator. |
| | |IF students can’t order fractions |THEN consider having students use fractions tiles or a hundred chart to find common denominators. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Auditory |Comparison Court |Students compare fractions and decimals by reviewing statements to |Index cards |
| | | |determine if they are accurate. | |
| |Game |The Comparing War |Students compare fractions and decimals by determining which one is of |Index cards |
| | | |greater value. | |
| |Kinesthetic Game |Get in Line |Students order fractions and decimal in a silent comparison game. |Index cards |
| |Concrete |Pass it On? |Students determine which number is larger. They have to decide if they |Index cards |
| | | |will pass it on in hopes of selecting a larger number later. |War equivalent form cards |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Compare Fractions and Decimals |MW Compare Frac and Dec |CMPP Bits and Pieces 1 TE Inv. 4 (pp. 38h-52j) |United Streaming/ Mad Math: Adventures in Mathematics Ratios and|
| | | |CMPP Bits and Pieces 1 TE Inv. 5 (pp. 52L-66k) |Word Problems Volume I |
| | | |SF Grade 6 TE Lesson 3-11 (pp. 176A-179, 184-185, 191-192, |SF Grade 5 TE Lesson 7-13 (pp. 426-427, 430-431) |
| | | |197, 201) | |
| |Order Fractions and Decimals |MW Order Frac and Dec |CMPP Bits and Pieces 1 TE Inv. 4 (pp. 38h-52j) |United Streaming /Mathematical Eye: Fractions and Percents |
| | | |CMPP Bits and Pieces 1 TE Inv. 5 (pp. 52L-66k) |Math Drills: Various Worksheets Above Assessment Limit |
| | | |SF Grade 6 TE Lesson 3-11 (pp. 176A-179, 184-185, 191-192, |SF Grade 5 TE Lesson 11-8 (pp. 668-669) |
| | | |197, 201) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME:1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Estimate Sums and Differences of Decimals |Estimating to a whole number |
| |Decimal estimation to whole number |Rounding to the nearest tenth |
| |Decimal estimation to tenths |Estimating to the nearest hundredth |
| |Decimal estimation to hundredths | |
| |VSC OBJECTIVE (calculators allowed) |
| |5.6.C.2.a Determine the approximate sum and difference of decimals |
| |ASSESSMENT LIMIT: Not assessed in 6th grade. This is a review. |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |decimal |Computation involves combining numbers using a variety of strategies. |
| |whole number |Flexible methods of computation involve grouping numbers in a variety of ways. |
| |tenths |Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers. |
| |hundredths |ESSENTIAL QUESTIONS |
| |thousandths |What strategies can be developed to show computation with fractions, decimals, and percents? |
| |annex |What strategies can be used for finding sums and differences? |
| |difference |CONCEPT KNOWLEDGE AND PROCESS |
| |sum |Find the rounding place. |
| | |Look at the digit to the right of the rounding place. |
| | |If it is less than 5, leave the digit in the rounding place alone. If it is more than or equal to 5, increase the digit in the rounding place by 1. |
| | |Write the rounded number. |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students cannot round |THEN consider highlighting the control number and round up or stay the same based on the |
| | | |value of the number. |
| | |IF students cannot line up decimals |THEN consider giving them a template with whole numbers and decimals with tenths and |
| | | |hundredths places.e vlaue amount. the rounding place by 1. ith mentally. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Kinesthetic |Number Line Estimation* |Students use a number line to determine which number is a closer estimate|Index cards |
| | | |to the given equation. |Electrical tape |
| |Concrete |Estimating Sales |Students analyze and estimate sales data by creating statements that |Index cards |
| | | |classmates can prove or disprove. | |
| |Concrete |Let’s Make a Deal |Students plan a meal by estimating to determine if they have enough money|Index cards |
| | | |to make a purchase. |Grocery store circulars |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Decimal Estimation to Whole |MW decimal estimation to whole number |CMPP Bits and Pieces II TE Inv. 3 (pp. 30-42c) | |
| |Number | |SF Grade 6 TE Lesson 2-4 (pp. 82-83, 84-85, 128-130, 132, | |
| | | |137) | |
| |Decimal Estimation to Tenth |MW decimal estimation to tenth |CMPP Bits and Pieces II TE Inv. 3 (pp. 30-42c) | |
| | | |SF Grade 6 TE Lesson 2-4 (pp. 82-83, 84-85, 128-130, 132, | |
| | | |137) | |
| |Decimal Estimation to Hundredth|MW decimal estimation to hundredth |CMPP Bits and Pieces II TE Inv. 3 (pp. 30-42c) | |
| | | |SF Grade 6 TE Lesson 2-4 (pp. 82-83, 84-85, 128-130, 132, | |
| | | |137) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Review Adding and Subtracting Decimals |Place Value |
| |Mixed addition with tenths, hundredths, and thousandths |Adding whole numbers |
| |Decimal addition with whole numbers |Subtracting whole numbers |
| |Mixed subtraction with tenths, hundredths and thousandths | |
| |Decimal subtraction with whole numbers | |
| |VSC OBJECTIVE (calculators not allowed) |
| |5.6.C.1.e Add decimals including money |
| |ASSESSMENT LIMIT: Not assessed in the 6th grade. |
| |5.6.C.1.f Subtract decimals including money |
| |ASSESSMENT LIMIT: Not assessed in the 6th grade. |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |whole number |Fractions and decimals express a relationship between two numbers. |
| |tenths |Both fractions and decimals can represent fractional parts. |
| |hundredths |Operation strategies with decimals are similar to those used with whole numbers. |
| |thousandths |ESSENTIAL QUESTIONS |
| |annex zeroes |When is it appropriate to use fractions or decimals? |
| |decimals |How are models used to show how decimal parts are combined or separated? |
| |sum |CONCEPT KNOWLEDGE AND PROCESS |
| |difference |Line up the decimal points. |
| | |Subtract and add just like whole numbers. |
| | |Bring the decimal point straight down. |
| | |The value of a number does not change when you add a zero. |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students do not line up decimals |THEN consider having them use a template or graph paper. |
| | |IF students do not remember to annex zeros to whole numbers |THEN consider giving them a labeled place-value template. |
| | |IF students bring down digits of the bottom number when there is no |THEN consider having students annex zeros in the top number so that both the bottom |
| | |digit above it in subtraction problems |and top number have the same amount of digits. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Bargain Basement |Students use predetermined money amounts to add or subtract their |Index cards |
| | | |purchases. |Grocery store circulars |
| | | | |Newspaper advertisements |
| |Visual |Base-Ten Blocks Addition* |Students use base-ten blocks and place-value mats to practice adding |Base-ten blocks or template |
| | | |decimals. |Place value mat |
| |Game |Decimal Addition Roll |Students practice adding or subtracting decimals to and from whole |Index cards |
| | | |numbers by playing a game. |Number cube |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Mixed Addition with tenths, |MW decimal add.concrete.tenths |CMP Bits and Pieces II, Inv. 6 (pp. 63j-76j) | |
| |hundredths and thousandths |MW decimal add.sub.tenths |SF Grade 6 TE Lesson 2-5 (pp. 86A-89, 104-105, | |
| | |MW decimal add.sub concrete hundredths |128-130, 133, 137) | |
| | |MW decimal add.sub.hundredths | | |
| | |MW decimal add.sub.thousandths | | |
| |Decimal Addition/Subtraction |MW decimal add.sub.whole numbers |CMP Bits and Pieces II, Inv. 6 (pp. 63j-76j) | |
| |with whole numbers |MW decimal add.additional support |SF Grade 6 TE Lesson 2-5 (pp. 86A-89, 104-105, | |
| | |MW decimal subtract additional support |128-130, 133, 137) | |
| |Mixed Addition and Subtraction |MW decimal add.sub.mixed review |CMP Bits and Pieces II, Inv. 6 (pp. 63j-76j) | |
| | | |SF Grade 6 TE Lesson 2-5 (pp. 86A-89, 104-105, | |
| | | |128-130, 133, 137) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Estimate Products of Decimals |Estimating to a whole number |
| |Estimate products of decimals |Round to the nearest tenth |
| |Estimate products of decimals with word problems |Round to the nearest hundredth |
| | |Multiply decimals |
| |VSC OBJECTIVE (calculators allowed) |
| |6.6.C.2.c Determine the approximate products and quotients of decimals |
| |ASSESSMENT LIMIT: Use a decimal with no more than a 3 digits multiplied by a 2-digit whole number (0 to1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |estimate |Computation involves taking and combining numbers using a variety of strategies. |
| |products |Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers. |
| |decimals |Multiplication does not always make larger numbers. |
| |tenths |ESSENTIAL QUESTIONS |
| |hundredths |What strategies can be developed to show computation with fractions, decimals, and percents? |
| |factors |What strategies can be used for finding products? |
| |whole number |How can estimation skills and algorithms reinforce one another? |
| |control number |CONCEPT KNOWLEDGE AND PROCESS |
| |rounding |Round to the nearest whole number or place value that has been asked for and then multiply like normal. |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty estimating with decimals |THEN consider having them round to nearest multiple of 10 rather than the nearest whole |
| | | |number. |
| | |IF students have difficulty estimating |THEN consider having students underline the place value that they are estimating and then |
| | | |circling the control number. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Which Way |Students determine which numbers are closer product estimates of various |Index cards |
| | | |expressions. | |
| |Visual |Product Estimation Number Line* |Students use a number line to determine which number is a closer estimate|Index cards |
| | | |to the given equation. |Number line |
| |Concrete |Estimation Scenarios |Students are presented scenarios to determine which estimate best matches|Index cards |
| | | |the statement. | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Estimate Product of decimals |MW Estimate Product of Decimals |CMP, Bits and Pieces II, Inv. 6 (pp. 63j-76j) | |
| | | |SF Grade 6 TE Lesson 2-4 (pp. 82-83, 84-85, 128-129, 132, | |
| | | |137) | |
| |Estimate Product of decimals in|MW Estimate Product of Decimals.word problems |SF Grade 6 TE Lesson 2-4 (pp. 82-83, 128) | |
| |word problems | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Multiply Decimals |Multiply two-digit by two-digit and two-digit by three-digit |
| |Multiply decimals with a whole number | |
| |Multiply decimal by decimal with shading and/or counting method | |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.C.1.c Multiply decimals |
| |ASSESSMENT LIMIT: Use a decimal with no more than 3 digits multiplied by a 2-digit decimal (0 to 1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |factors |Computation involves grouping and combining numbers using a variety of strategies. |
| |products |Flexible methods of computation involve grouping numbers in a variety of ways. |
| |tenths |Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers. |
| |hundredths |Multiplication does not always make larger and division does not always make smaller. |
| |place value |ESSENTIAL QUESTIONS |
| | |What strategies can be developed to show computation with fractions, decimals, and percents? |
| | |What strategies can be used for finding decimal products? |
| | |How do operations with decimals compare to operations with whole numbers? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |Multiply as if the factors were whole numbers. |
| | |Count the digits to the right of the decimal in each factor. |
| | |Count the same number of places from right to left in the product, then place the decimal point. (Sometimes zeros will need to be added to fill in places.) |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have trouble determining the number of decimal places in the |THEN consider having them write the places next to each factor and then next to where the|
| | |product |product will go. |
| | |IF students have trouble determining the number of decimal places in the |THEN consider having students highlight the digits behind each decimal and then number to|
| | |product |show how many places to move over in the product. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Money Matters |Students use money to understand multiplying a decimal number and a whole|Money manipulatives |
| | | |number by using repeated addition. | |
| |Visual |Multiplication Grid Match* |Students understand multiplying a decimal number and a whole number by |Various multiplication grids with amounts shaded in |
| | | |using repeated addition. |Index cards |
| | | | |Multiplication of decimal problems |
| |Visual |Counting Places* |Students use highlighters to gain a deeper understanding of counting |Highlighters |
| | | |places when multiplying decimals. |Counting places template |
| |Visual |Where’s the Point? |Students count the digits after the decimal point in the product before |Centimeter grid paper |
| | |SF Grade 5 TE (p. 88B) |multiplying. |Highlighters |
| | | | |Calculators* |
| |Kinesthetic |Multiplying Decimals with Models* |Students use models to multiply decimals. |Decimal models |
| | |SF Grade 5 TE (p. 88A) | |Markers or colored pencils |
| | | | |Calculators* |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Multiply decimal by whole number |MW Decimals Multiply.decimal by whole number |CMP, Bits and Pieces II, Inv. 6.3 TE pp. 64-71 | |
| | | |CMP, Bits and Pieces II, ACE TE pp. 72-75 | |
| | | |SF Grade 6 TE Lesson 2-6 (pp. 90A-93, 104-105, 128, 130, | |
| | | |133, 137) | |
| |Multiply decimal by decimal |MW multiply decimal by decimal shading method |SF Grade 6 TE Lesson 2-6 (pp. 90A-93, 104-105, 128, 130, | |
| |(shading and counting method) |MW multiply decimal by decimal counting method |133, 137) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Estimate Quotient of Decimals |Estimating/Rounding |
| |Estimate quotients |Dividing |
| |Estimate quotients with word problems | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.6.C.2.c Determine the approximate products and quotients of decimals |
| |ASSESSMENT LIMIT: Use a decimal with no more than a 3 digits multiplied by a 2-digit whole number (0-1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |quotient |Computation involves grouping and combining numbers using a variety of strategies. |
| |dividend |Flexible methods of computation involve grouping numbers in a variety of ways. |
| |divisor |Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers. |
| |estimate |Multiplication does not always make larger and division does not always make smaller. |
| |rounding |ESSENTIAL QUESTIONS |
| |control number |What strategies can be developed to show computation with fractions, decimals, and percents? |
| |compatible |What strategies can be used for finding decimal quotients? |
| |multiples |How do operations with decimals compare to operations with whole numbers? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |Determine which method to use to estimate quotients (Front-end, multiplication relationships, or compatible numbers). |
| | |Divide like normal. |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have trouble estimating |THEN consider giving each student a multiplication chart so they can point out compatible|
| | | |numbers. |
| | |IF students have trouble estimating |THEN consider having them solve using regular division and estimate the quotient. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Quotient Estimation Match* |Students use a number line to determine which number is a closer estimate|Number line |
| | | |to the given equation. | |
| |Concrete |Decimal Division Round Up |Students estimate quotients of decimals by identifying the most accurate |Index cards |
| | | |number. | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Estimate Quotients |MW Estimate Quotients |SF Grade 6 TE Lesson 2-4 (pp. 82-83, 84-85, 128-130, 132, | |
| | | |137) | |
| |Estimating Quotients with word |MW Estimate Quotients.word problems | | |
| |problems | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Dividing Decimals |Divide two-digit by two-digit and two-digit by three-digit |
| |Divide decimals | |
| |Divide decimals with word problems | |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.C.1.d Divide decimals |
| |ASSESSMENT LIMIT: Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0 to 1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |quotient |Computation involves grouping and combining numbers using a variety of strategies. |
| |dividend |Flexible methods of computation involve grouping numbers in a variety of ways. |
| |divisor |Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers. |
| |decimal point |Multiplication does not always make larger and division does not always make smaller. |
| |multiples |ESSENTIAL QUESTIONS |
| | |What strategies can be developed to show computation with fractions, decimals, and percents? |
| | |What strategies can be used for finding decimal quotients? |
| | |How do operations with decimals compare to operations with whole numbers? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |Estimation sense can be used to determine the placement of the decimal point in division of decimals. |
| | |After students have this concept, teach students the mechanics of the computation process. |
| | |Divide normally. |
| | |Put the decimal directly above the decimal point in the problem. |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have trouble dividing |THEN consider having students list the multiples of the divisor. |
| | |IF students forget the decimal |THEN consider having students place the decimal directly above the division bar before beginning to divide. |
| | |IF students having difficulty aligning the digits |THEN consider having students turn their lined paper sideways or use grid paper to help align the digits and |
| | |properly |keep track of where the digits should be placed. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Combo Mania |Students determine combo prices at various food chain restaurants based |Combo List Chart |
| | | |on a given scenario. | |
| | | | | |
| |Literature Connection |Create a Story |Students create division-of-a-decimal-by-a-whole-number stories based on |Index cards |
| | | |a compilation of student word problems. |Tape |
| |Visual |Tens Blocks Division* |Students use tens blocks to gain visual understanding of dividing a |Tens blocks |
| | | |decimal by a whole number. | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Divide decimals |MW Decimals Divide.single digit |SF Grade 6 TE Lesson 2-7 (pp. 94A-97, 104,-105, 128, 130, | |
| | |MW Decimals Divide.double digit |133, 137) | |
| |Divide decimals – word problems|MW Decimals Divide.word problems | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Distributive Property |Multiplication |
| |Distributing |Addition |
| |Simplifying expressions | |
| |Applying distributive property with word problems | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.6.C.1.f Simplify numeric expressions using the properties of addition and multiplication |
| |ASSESSMENT LIMIT: Use the distributive property to simplify numeric expressions and whole numbers (0 – 1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |parentheses |Mathematical properties of our number system aid in computation. |
| |expression |Algebraic representations can be used to solve real world problems. |
| |distributive property |ESSENTIAL QUESTIONS |
| |sum |Why are mathematical rules necessary? |
| |factors |How do number properties assist in computation? |
| |multiply |CONCEPT KNOWLEDGE AND PROCESS |
| | |The distributive property says that multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products. |
| | |Students can use mental math when using the distributive property. They must mentally find a product and make good choices on breaking apart one of the |
| | |factors. Students need to understand compatible numbers. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students can’t distribute the number |THEN consider giving them a template that shows the parentheses with the multiplication |
| | | |and addition symbols. Students fill in the missing numbers. |
| | |IF students do not remember to distribute the number |THEN consider having them draw arrows to show the numbers that are being multiplied |
| | | |together. |
| | |IF students do not multiply both parts of the sum by the factor |THEN consider having students draw arrows from the factor to each addend in the |
| | |when using the distributive property |parentheses before multiplying. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Advertising Distributive Property |Have students make a poster with a diagram that illustrates the use of |Poster paper |
| | | |the distributive property in finding products. |Scissors |
| | | | |Construction paper |
| | | | |Glue |
| | | | |Markers |
| |Concrete |Distributive Mix and Match |Students match expressions using the distributive property to expressions|Index cards |
| | | |written in expanded form. | |
| |Visual |Roll and Distribute* |Students simplify expressions by completing a distributive-property |Number cubes |
| | | |template. |Distributive property template |
| |Literature Connection |Distribute a Story |Students create word problems in which they will create an expression |Index cards |
| | | |using the distributive property. | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Distribute Expression |MW Distributive Property.distribute |SF Grade 6 TE Lesson 1-10 (pp. 30A-31, 38-39, 62-63, 68, | |
| | | |72) | |
| |Simplify Expression |MW Distributive Property.simplify |SF Grade 6 TE Lesson 1-10 (pp. 30A-31, 38-39, 62-63, 68, | |
| | | |72) | |
| |Apply distributive property in |MW Distributive Property,word problems | | |
| |word problems | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Exponential Form |Expanded form for whole numbers (4th grade) |
| |Exponential concept |Standard form for whole numbers (4th) |
| |Expanded form using exponents |Place value (4th) |
| |VSC OBJECTIVE (calculators allowed) |
| |6.6.A.1.a Read, write, and represent whole numbers |
| |ASSESSMENT LIMIT: Use exponential form with powers of 10 (0 - 100,000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |base |Patterns and relationships can be represented graphically, numerically, symbolically, and verbally. |
| |exponent |ESSENTIAL QUESTIONS |
| |factors |How can a pattern be identified? |
| |power |What can be learned from studying patterns? |
| |cubed |What purpose does an exponent serve? |
| |squared |How does the value of an expression change when the exponent increases? |
| |place value |CONCEPT KNOWLEDGE AND PROCESS |
| |ones |When the base is 10, the exponent tells how many zeros are after the 1. |
| |tens |When the base is 10, the value of the exponent relates to a particular place value. |
| |hundreds |Exponents are used to show the number of times a factor is repeated. |
| |thousands | |
| |ten-thousands | |
| |hundred-thousands | |
| |standard form | |
| |word form | |
| |expanded form | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students do not know place value |THEN consider giving students a place-value chart that shows the relationship between the|
| | | |powers of 10 and the place-value system. |
| | |IF students do not know expanded form |THEN consider having students highlight and count the zeros to show the value of the |
| | | |exponent. |
| | |IF students can not write numbers in standard form |THEN consider giving students a template that shows the exponential form written in |
| | | |expanded form and have students add the values together. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Tower of Power* |Students create a powers of 10 chart. |Powers of 10 template |
| | | | |Paper |
| |Concrete |Exponential Match |Students match numbers written in standard and/or expanded form to |Index cards |
| | | |exponential notation. | |
| |Concrete |Exponential Guess Who |Using clues, students determine a mystery number written in standard |Index cards |
| | | |form. Students then write the number in exponential notation. | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Expanded form for whole numbers|MW whole numbers expanded form |SF Grade 6 TE Lesson 1-1 (pp. 4A-6, 22-23, 62-63, 66, 70) | |
| |Concept of Exponents |MW exponent concept |SF Grade 6 TE Lesson 1-2 (pp. 8A-11, 22-23, 62-62, 66, 70) | |
| |Expanded form using exponents |MW expanded form using exponents |SF Grade 6 TE Lesson 1-2 (pp. 8A-11, 22-23, 70) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Percent of a Whole Number |Multiplying decimals |
| |Percent to a decimal |Division |
| |Percent using ratio box |Equivalent Forms |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.6.1.1e Students will determine a percent of a whole number |
| |ASSESSMENT LIMIT: Use 10%, 20%, 25%, or 50% of a whole number (0 to 1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |percent |Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers. |
| |convert |ESSENTIAL QUESTIONS |
| |hundredths |What strategies can be developed to show computation with fractions, decimals, and percents? |
| |part |CONCEPT KNOWLEDGE AND PROCESS |
| |whole |Use manipulatives or hundredths grids to show the concept of percent. |
| |of |Change the percent to an equivalent decimal. |
| |ratio |“Of” means to multiply. |
| |constant |A percent is a special type of ratio in which a part is compared to a whole. The whole is 100%. |
| |part |A percent is relative to the size of the whole. |
| |total | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students cannot multiply a decimal by a whole number |THEN consider having students underline each decimal place in the problem and in the answer|
| | | |because they should be equal. |
| | |IF students cannot multiply a decimal by a whole number |THEN consider giving them a template showing the conversion between percents and decimals |
| | | |and then multiply. |
| | |IF students have trouble writing percents for the geometric models |THEN consider having them to use equivalent ratios. Have students write the fraction first|
| | | |and then solve a proportion setting the fraction equal to n |
| | | |100. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Catalog Sales |Students are given catalogs from stores that are having sales. They |Catalogs |
| | | |determine the price after the discount as been taken. |Percents written on index cards |
| | | | |Construction paper |
| | | | |Scissors |
| | | | |Glue |
| |Concrete |What’s the tip? |In this activity, students look at a restaurant story and determine a |Story problem |
| | | |percent to use for the tip. |Index card |
| |Social |Percent Stories |In this activity, students create word problems that relate to their |Chart paper |
| | | |lives and solve for the percent of a whole number. |Markers |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Multiply percent of a number |MW Percent of a Whole Number.change percent to |CMP Bit and Pieces I Inv. 1.1-1.4 TE (pp. 5-13, 17-17h) |United Streaming: Mastery: Decimals and Percents |
| |converting percent to a decimal|decimal |CMP Bit and Pieces I Inv. 2.1-2.4 TE (pp. 19-30) |SF Grade 5 TE Lesson 11-8 (pp. 670A-671) |
| | | |SF Grade 6 TE Lesson 7-6 (pp. 370A-371, 378-379, 396-397, | |
| | | |401, 405) | |
| |Find the percent of a whole |MW Percent of a Whole Number.using ratio box | |SF Grade 5 TE Lesson 11-9 (pp. 672A-675) |
| |number by using a ratio box | | |SF Grade 5 TE Lesson 11-11 (pp. 676A-679) |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 5 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Order of Operations |Addition |
| |Addition and subtraction –left to right |Subtraction |
| |Multiplication and division – left to right |Multiplication |
| |Addition, subtraction, multiplication, and division mixed review |Division |
| |Parentheses | |
| |Fraction Bar | |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.1.B.1.c Evaluate numeric expressions using the order of operations |
| |ASSESSMENT LIMIT: Use no more than 4 operations (+, -, X, ÷ with no remainders) with or without 1 set of parentheses or a division bar and whole numbers (0 to100) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |evaluate |Algebraic representations can be used to solve real world problems. |
| |expression |Algebraic representations generalize patterns and relationships. |
| |parentheses |ESSENTIAL QUESTIONS |
| |exponents |Why are mathematical rules necessary? |
| |multiplication |Why use variables? |
| |division |CONCEPT KNOWLEDGE AND PROCESS |
| |addition |The order of operations organizes the sequence for doing computations and is determined by exponents, sequence from left to right, type of operation, and |
| |subtraction |parentheses. |
| |fraction bar | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students apply the order of operations correctly but still make |THEN consider having them rewrite the expression as they are completing each step. |
| | |errors | |
| | |IF students do not apply the order of operations correctly |THEN consider giving them space beside each expression to write the steps for each |
| | | |operation in the problem. |
| | |IF students do not apply the order of operations correctly |THEN consider giving them a laminated desk chart that displays the correct order of |
| | | |operations to check off as they complete the each problem. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |What’s Next?* |Students use operations sticks to solve expressions with multiple |Index cards |
| | | |operations. |Popsicle sticks |
| |Game |Which One? |Students use the order of operations to determine which answer matches |Index cards |
| | | |and the given expression. |Brown bag |
| |Visual |“Eye” See You! |Students use the order of operations to solve expressions and determine |“Eye” template |
| | | |which operation to complete first. |Tape |
| |Concrete |Kingdom Court |Students use the order of operations to solve equations and determine |Crown or sentence strips |
| | | |which equations do not follow the rules. |Wand |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Add/Subtract from Left to Right |MW Order of operation - left to right | | |
| |Multiply/Divide from Left to Right |MW Order of operation - left to right | | |
| |Add/Subtract and Multiply/Divide |MW Order of operation - mixed review | | |
| |Mixed Review | | | |
| |Parentheses |MW Order of operation - parentheses |SF Grade 6 TE Lesson #1-8 (pp. 24-28B) | |
| | |Order of operation - 3operations | | |
| | |Order of operation - 4operations | | |
| |Fraction Bar |MW Order of operation - fraction bar | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Integers on a Number Line |Number line |
| |Identifying intervals |Intervals |
| |Plotting integers on a number line | |
| |Compare and order integers | |
| |Movement on a number line | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.C.1.a Represent rational numbers on a number line |
| |ASSESSMENT LIMIT: Use integers (-20 to 20) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |integers |Rational numbers are ratios of integers. |
| |positive |Fractions, decimals, and percents can be used interchangeably. |
| |negative |ESSENTIAL QUESTIONS |
| |zero |What determines an appropriate representation of a number? |
| |number line |CONCEPT KNOWLEDGE AND PROCESS |
| |opposites |Integers are whole numbers and their opposites. |
| |greater than |Negatives are located to the left of zero. |
| |less than |Positives are located to the right of zero. |
| |intervals |As you move left on a number line, the values decrease. |
| | |As you move right on a number line, the values increase. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students confuse placements on number line |THEN consider having students mark fraction/decimal benchmarks on number line. |
| | |IF students have difficulty telling positive integers and negative |THEN consider highlighting the positive integers with one color and negative integers |
| | |integers |with another color. |
| | |IF students have difficulty identifying intervals |THEN consider adding all the numbers that are between each given number. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Game |Plotting Integers |Students compete in teams to plot integers on a number line. |Index cards |
| | | | |Tape |
| |Auditory |Integer Riddles |Students listen to integer riddles in order to place the integers on a |Index cards |
| | | |number line. |Blank number line |
| | | | | |
| |Visual |Integers on the Move |Students listen to a series of statements in order to plot integers on a |Blank number line |
| | | |number line. |Colored counters |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Plotting integers on a number |MW Integers |SF Grade 6 TE Lesson 8-1 (pp. 408-409, 416-417) | |
| |line |MW Integers Intervals | | |
| |Movement on a number line |MW Movement on a Number Line |SF Grade 6 TE Lesson 8-5 (pp. 418-421) | |
| | | |SF Grade 6 TE Lesson 8-6 (pp. 422-423) | |
| |Compare and order integers |MW Compare Integers |SF Grade 6 TE Lesson 8-2 (pp. 410-411) | |
| | |MW Order Integers | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Read, Write, Represent Integers |Read, Write, Represent Positive Numbers |
| |Read and write integers |Number line |
| |VSC OBJECTIVE (calculators allowed) |
| |6.6.A.1.b Read, write, and represent integers |
| |ASSESSMENT LIMIT: Use integers from (-100 to 100) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |negative |Integers have magnitude and direction. |
| |positive |Algebraic representations generalize patterns and relationships. |
| |integers |ESSENTIAL QUESTIONS |
| |standard form |What type of situation describes a positive integer? |
| |word Form |What type of situation describes a negative integer? |
| |zero |What is the difference between word form and standard form? |
| |opposites |How can you tell the difference between a positive and a negative integer? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |Positive numbers are numbers that are greater than zero. |
| | |Negative numbers are numbers that are less than zero. |
| | |Integers include counting numbers, their opposites, and zero. So they can be positive, negative, or zero. |
| | |Zero is neither positive nor negative. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty identifying positive and negative |THEN consider reviewing clue words that pertain to each type of situation. |
| | |integers through real-life situations | |
| | |IF students have difficulty identifying positive and negative |THEN consider giving students situations that pertain to their lives (Example: football-a loss|
| | |integers through real-life situations |of yards on the play or a gain of yards on the play). |
| | |IF students apply the order of operations correctly but still |THEN consider having students rewrite the expression after each step as shown in the examples.|
| | |make errors | |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Literature Connection |Newspaper Search* |Glance through any newspaper sections that show different quantities. |Newspapers or websites |
| | | |Have students identify positive value and negative value situations. The | |
| | | |business section will have a lot of these types of situations | |
| |Literature Connection |The Visual Dictionary of the Earth |This book is filled with information about the earth. Students explore |The Visual Dictionary of the Earth |
| | | |information on temperature, which allows for work in the area of | |
| | | |integers. | |
| |Game |Funny Money |Students listen to and create statements or “mini” stories and determine |Index cards |
| | | |if the number represents a positive or negative amount. |Tape |
| |Auditory |Integer Relay |Students compete in order to read and write integers. |Index cards |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Read and Write Integers |MW Read, write, and represent integers | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Draw Polygon in First Quadrant of Grid |Types of polygons |
| |Add an ordered pair to complete polygon |Plotting coordinates in first quadrant |
| |Draw a polygon in first quadrant of grid | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.C.1.b Identify, describe, or draw a polygon |
| |ASSESSMENT LIMIT: Use the first quadrant given no more than six coordinates |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |origin |Geometric figures can change positions and maintain the same attributes on a coordinate grid. |
| |x-axis |ESSENTIAL QUESTIONS |
| |y-axis |How does the movement of a geometric figure affect its attributes? |
| |horizontal |CONCEPT KNOWLEDGE AND PROCESS |
| |vertical |Plot the given ordered pairs. |
| |positive |Connect the dots. |
| |polygon |Identify the type of polygon based on the amount of sides. |
| |triangle | |
| |quadrilateral | |
| |square | |
| |rectangle | |
| |trapezoid | |
| |rhombus | |
| |parallelogram | |
| |pentagon | |
| |hexagon | |
| |x-coordinate | |
| |y-coordinate | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty deciding which direction to move based on the |THEN consider highlighting the x-axis and the first coordinate with one color and the |
| | |ordered pair |y-axis and the second coordinate in an opposite color. |
| | |IF students have difficulty in deciding which direction to move based on the|THEN consider having students draw lines to show the direction to move for each |
| | |ordered pair |coordinate. |
| | |IF students have difficulty naming the polygon |THEN consider having them number the sides of the polygon and look at a process chart to |
| | | |determine the type of polygon. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Game |Guess that Shape |In preparation for drawing polygons on a grid, student review polygon |Polygon chart |
| | | |characteristics. |Index card |
| | | | |Chart paper |
| |Kinesthetic |Coordinate Floor Grid* |Students use a floor coordinate grid to practice drawing polygons in the |Tape (for floor coordinate grid) |
| | | |1st quadrant. |Index Cards |
| | | | |Yarn or String |
| |Game |Missing Coordinates |Students determine the coordinate(s) needed to create polygons on a grid |Index cards |
| | | |while playing a game. |Coordinate grid |
| |Concrete |A Day on the Go |This activity allows students to identify coordinates on the coordinate |Coordinate grids |
| | | |grid (quadrant 1) and to identify and classify various types of polygons.|Baggies |
| | | | |Location strips (total of 4) |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Add ordered pair to complete |MW Complete Shape in Coordinate Grid | | |
| |polygon | | | |
| |Draw Polygon in First Quadrant |MW Draw Polygon in First Quadrant | | |
| |of Grid | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Evaluate Algebraic Expressions using Fractions or Decimals |Substituting |
| |Evaluate algebraic expressions with whole numbers and decimals |Adding and Subtracting whole numbers |
| |Evaluate algebraic expressions with fractions |Multiplying and Dividing whole numbers |
| |Evaluate algebraic expressions with coefficients |Adding and subtracting fractions |
| |Evaluate algebraic expressions word problems |Adding and Subtracting decimals |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.1.B.1.b Evaluate an algebraic expression |
| |ASSESSMENT LIMIT: Use one unknown and one operation (+, -) with whole numbers (0 to 200), fractions with denominators as factors of 24 (0 to 50), or decimals with no more than two decimal places (0 to 50) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |expressions |Algebraic representations can be used to solve real world problems. |
| |fractions |ESSENTIAL QUESTIONS |
| |decimals |Why are mathematical rules necessary? |
| |substitute |CONCEPT KNOWLEDGE AND PROCESS |
| |coefficients |Algebraic expressions are similar to numerical expressions. Algebraic expressions contain numbers and one or more variables. |
| |operations |To evaluate an algebraic expression, substitute a number for the variable and simplify. Substitution is the same as replacing the variable with a number. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students do not know how to evaluate expressions with fractional|THEN consider reminding them writing the expression another way to show the division |
| | |bars |operation example: z + 7 to z ÷ 3 + 7. |
| | | |3 |
| | |IF students have difficulty substituting the value for the variable|THEN consider having them draw an arrow below the variable to show the number being |
| | |in the expression |substituted. |
| | |IF students have difficulty substituting the value for the variable|THEN consider having students replace the variable with an index card and then complete |
| | |in the expression |the operation. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Social |The Replacements* |Students replace variables with known values to evaluate the expression. |Expression Crosses template |
| |Visual |Student Substitutes |Students represent variables and “substitute” each other to evaluate |Index cards |
| | | |class-created expressions. |Clothes Pins |
| | | | |Sentence Strips |
| |Game |Change Your Mind |In cooperative groups, students switch variables with various numbers to |Index cards |
| | | |evaluate expressions. |Dry Erase Board |
| |Game |Max Out |This game reinforces building expressions, evaluating algebraic |Two paper bags |
| | | |expressions, and order of operations. |10 small squares of paper |
| | | | |Pencil |
| | | | |scorecard |
| |Game |Expressions |This activity is to have students evaluate various expressions by |20 game cards on either index cards or copied on card stock|
| | | |substituting values for variables. |Number cubes |
| | | |Note: This activity can bring in negative numbers. It may be useful to |Scoring card |
| | | |have students use a calculator. However, a calculator cannot be used on |Calculators |
| | | |the MSA for this skill. | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Evaluate Algebraic Expression |MW Evaluate Algebraic Expressions | | |
| |with Whole #s and Decimals | | | |
| |Evaluate Algebraic Expression |MW Evaluating Expressions with Fractions | | |
| |with Fractions | | | |
| |Evaluate Algebraic Expression |MW Evaluating Expressions with Coefficients | | |
| |with Coefficients | | | |
| |Evaluate Algebraic Expression |MW Evaluating Algebraic Expressions Word Problems | | |
| |Using Word Problems | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Organize and Interpret Frequency Tables |Equivalent forms of fractions, decimals, and percents |
| |Organize and interpret frequency tables |Identifying intervals |
| |Organize and interpret frequency table with intervals |Tally marks |
| |VSC OBJECTIVE (calculators allowed) |
| |6.4.A.1.a - Organize and display data to make frequency tables |
| |ASSESSMENT LIMIT: Use no more than 5 categories or ranges of numbers and total frequencies of no more than 25 |
| |6.4.B.1.a - Interpret frequency tables |
| |ASSESSMENT LIMIT: Use no more than 5 categories or ranges of numbers and frequencies of no more than 25 |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |frequency |Choices in data collection and representation affect their interpretation and use. |
| |tally marks |The analysis and interpretation of data depends on the type of display. |
| |intervals |Graphical representations and statistical measures can be used to make interpretations and predictions about real-world situations. |
| |data |Graphical representations and statistical measures influence interpretations and predictions about data. |
| |occurs |ESSENTIAL QUESTIONS |
| | |What is the purpose of displaying data? |
| | |How can the results of a statistical Inv. be used to support an argument? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |A frequency table organizes data into categories showing the number of times each item occurs. |
| | |Frequency means the number of times something happens [occurs]. |
| | |Interval is part of a range. Intervals are usually the same size. |
| | |You can determine the number of items of data by adding the numbers in each interval of the table. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students cannot identify intervals |THEN consider looking for patterns of multiples of 2, 5, and 10. |
| | |IF students have difficulty setting up intervals for their frequency |THEN consider having them find the range of the data. Tell them to use the range to find|
| | |tables |an interval size. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Lunch Time Frequency |Students gather data and organize it using a frequency table. |Chalk board |
| | | | |Chalk |
| | | | |Student information |
| | | | |Chart paper |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Organize and Interpret |MW frequency table.make.interpret |SF Grade 6 TE Lesson 11-3 (pp. 628-631) | |
| |Frequency Table |MW Questions using frequency tables | | |
| |Organize and Interpret |MW frequency table.make with intervals |SF Grade 6 TE Lesson 11-3 (pp. 628-631) | |
| |Frequency Tables with Intervals| | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Make and Interpret Stem-and-Leaf Plots |Stem-and-leaf plot 5th grade assessment limit |
| |Interpret stem-and-leaf plot |Place value (identifying tens and ones place) |
| |Make stem-and-leaf plot |Organize data from least to greatest |
| |VSC OBJECTIVE (calculators allowed) |
| |6.4.A.1.b- Organize and display data to make stem-and-leaf plots |
| |ASSESSMENT LIMIT: Use no more than 20 data points and whole numbers (0 to 999) |
| |6.4.B.1.c- Interpret data from a stem-and-leaf plot |
| |ASSESSMENT LIMIT: Use no more than 20 data points and whole numbers (0 to 999) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |organize |Choices in data collection and representation affect their interpretation and use. |
| |data |The analysis and interpretation of data depends on the type of display. |
| |least |Graphical representations and statistical measures can be used to make interpretations and predictions about real-world situations. |
| |greatest |Graphical representations and statistical measures influence interpretations and predictions about data. |
| |stems |ESSENTIAL QUESTIONS |
| |tens |What is the purpose of displaying data? |
| |leaves |How can the results of a statistical Inv. be used to support an argument? |
| |ones |CONCEPT KNOWLEDGE AND PROCESS |
| |key |Stem-and-leaf plots shows how the data is grouped. |
| | |Stem-and-leaf plots organizes the numbers in the data so that the numbers themselves make the display.[on a stem and on the leaves] |
| | |The stem shows the tens and/or hundreds places for the set of data. The leaf shows the ones place for each piece of data. |
| | |Because the data in a stem-and-leaf plot is organized by place value, it is easy to identify the median, mode, and range of the data. |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students cannot determine the stems list |THEN consider having students list the data in order from least to greatest and circle |
| | | |the tens and hundreds place. |
| | |IF students have a break in the stems |THEN consider placing least and greatest value on the stem-and-leaf plot and then fill in|
| | | |the numbers in between. |
| | |IF students find an incorrect value for the median |THEN consider checking to see if students are counting the stems as separate values. If |
| | | |not, remind them that the median is the middle number. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Kinesthetic |Floor Data |Students construct a floor model stem-and-leaf plot and analyze the |Index cards |
| | | |results. |Electrical tape OR colored tape |
| | | | |Chart paper |
| |Concrete |Data Cut Up* |This activity reinforces understandings on what the stem and leaf |Index cards |
| | | |portions represent. |Scissors |
| | | | |Tape |
| | | | |Student worksheets |
| |Concrete |Collect and Display |Students collect data and display it using a stem-and-leaf plot. Students|Index cards |
| | | |will later interpret the results. |Notebook paper |
| |Social |Debate the Data |In cooperative groups, students analyze a series of stem-and-leaf plots |Index cards |
| | | |and present their interpretations to the class. |Envelopes |
| | | | |Chart paper |
| |Concrete |It’s Key |Students practice writing and interpreting the key for various stem-and |Index cards |
| | | |-eaf plots. |Key sheet |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Make stem-and-leaf plot |MW Make Stem and Leaf |CMPP Data About US TE Inv. 3 ACE (pp. 38-40) | |
| | | |SF Grade 6 TE Lesson 11-4 (pp. 632-633) | |
| |Interpret stem-and-leafpPlot |MW Interpret Stem and Leaf Plot |CMPP Data About US TE Inv. 3 ACE (pp. 38-40) | |
| | | |SF Grade 6 TE Lesson 11-4 (pp. 632-633) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Analyze Circle Graphs |Percent of a number |
| |Analyze circle graphs |Identify portions of a circle graph |
| | |Converting percents to decimals |
| | |Multiplying decimals |
| |VSC OBJECTIVE (calculators allowed) |
| |6.4.B.1.b- Read and analyze circle graphs |
| |ASSESSMENT LIMIT: Use no more than 5 categories using data in whole numbers or percents (0 to 1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |circle graph |Choices in data collection and representation affect their interpretation and use. |
| |percent |The analysis and interpretation of data depends on the type of display. |
| |decimal |Graphical representations and statistical measures can be used to make interpretations and predictions about real-world situations. |
| |fraction |Graphical representations and statistical measures influence interpretations and predictions about data. |
| | |ESSENTIAL QUESTIONS |
| | |What is the purpose of displaying data? |
| | |How can the results of a statistical Inv. be used to support an argument? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |A circle graph shows how portions of a set of data compare with the whole. |
| | |A circle graph compares data by showing the part of a whole. |
| | |The sum of the percents of a circle graph must equal 100. |
| | |The greater the shaded section of the circle graph, the greater the amount of data. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students forget that the percents must add to 100% |THEN consider having them write the sum of the percents next to their graphs. |
| | |IF students have difficulty in finding percent of a number |THEN consider giving students a calculator to use. |
| | |IF students have difficulty in converting a percent to a decimal |THEN consider giving them a template showing the conversion between percents and decimals|
| | | |and then multiply. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Post It Please |In teams, students analyze circle graphs and collectively post their |Circle graphs |
| | | |statements on Post-it notes. |Index |
| | | | |Post-it notes |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Analyze Circle Graphs |MW Circle Graphs |SF Grade 6 TE Lesson 11-7 (pp. 642-644) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Identifying Change in a Linear Equation |Reading a coordinate grid |
| |Identify changes in lines |Reading a line graph |
| |Identify different types of changes in lines | |
| |Illustrate linear relationships based on given situations | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.C.2.a- Identify and describe the change represented in a graph |
| |ASSESSMENT LIMIT: Identify increase, decrease, or no change |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |increase |Patterns and relationships can be represented graphically, numerically, symbolically, and verbally. |
| |decrease |Functional relationships can be expressed verbally, graphically, numerically, and symbolically. |
| |constant |ESSENTIAL QUESTIONS |
| |no change |How can a pattern be identified? |
| |x-values |What can be learned from studying patterns? |
| |y-values |How can a function be identified? |
| |coordinate plane |Is there a rule that relates any two sets of numbers? |
| |linear relationship |CONCEPT KNOWLEDGE AND PROCESS |
| |line |A linear equation is an equation that forms a straight line when it is graphed. |
| | |There are three relationships that linear data can have: a line that slants downward shows a relationship that when x increases, y decreases; a line that does not |
| | |slant shows that when x increases, y stays the same; and a line that slants upward shows a relationship that when x increases, y also increases. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students cannot determine increase or decrease |THEN consider having them write L and R to remember to read from left to right. |
| | |IF students cannot determine increase or decrease |THEN consider having them use their finger to trace the direction of the line. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Change Match* |Students match graphs that display the same linear change. |Coordinate grid template |
| | | | | |
| |Concrete |Which Direction? |Students group linear equations by determining if the statement describes|Coordinate grid template |
| | | |and increase, decrease or constant change. |Index cards |
| |Game |Relationships Change |Students create statements that describe a linear relationship. |Index |
| | | | |Tape |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Identify Changes in Lines |MW Change of Lines | | |
| |Identify Different Types of |MW Different Changes in Linear Relationships | | |
| |Changes | | | |
| |Illustrate Linear Relationship |MW Illustrate Linear Relationship Given | | |
| |Given Situations |Relationship | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
| | | |
| |Complete Function Table with a Given Two-Operation Rule |Multiplication |
| |Complete function table with a two-operation rule |Division |
| |Determine a two-operation rule from a given word problem |Addition |
| | |Subtraction |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.A.1.c- Complete a function table with a given two-operation rule |
| |ASSESSMENT LIMIT: Use the operations of (+, -, x), numbers no more than 10 in the rule, and whole numbers (0 to 50) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |function |Patterns and relationships can be represented graphically, numerically, symbolically, and verbally. |
| |function table |Functional relationships can be expressed verbally, graphically, numerically, and symbolically. |
| |input |ESSENTIAL QUESTIONS |
| |output |How can a pattern be identified? |
| |relationship |What can be learned from studying patterns? |
| |expression |How can a function be identified? |
| |equation |Is there a rule that relates any two sets of numbers? |
| |variable |CONCEPT KNOWLEDGE AND PROCESS |
| |2-step rule |A function is a relationship in which one quantity depends on another quantity. Functions can use any operation or any combination of operations. |
| |operations |The rule of the function table must stay the same for every pair of values in a set. |
| | |The relationship in a function table is always predictable. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty computing the output |THEN consider dividing the function table into two sections so that students will apply |
| | | |both rules. |
| | |IF students have difficulty completing the function tables |THEN consider having students write each value of the variable on a small piece of paper |
| | | |and place them, one at a time, in the equation. Then they can evaluate the equation. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Auditory |Number Tricks |Students find the output of a number by following various number rules. |Number tricks on index cards |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Complete a two-operation rule |MW Function Table 2 Operation Rule |CMP Variables and Patterns Inv 5.1 (pp. 61-67) | |
| | | |SF Grade 6 TE Lesson 8-12 (pp. 444-447) | |
| |Determine a two-operation rule |MW Function Table 2 Operation Rule Word Problems | | |
| |given a word problem | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Interpret and Write a Rule for One-Operation Function Table |Addition, Subtraction, Multiply and Divide |
| |Function tables with whole numbers |Decimal addition, subtraction & mulitplication |
| |Function tables with decimals |Identifying Inverse Operations |
| | |5th Grade Review of Function Tables |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.A.1.b- Interpret and write a rule for a one-operation (+, -, x, ÷ ) function table |
| |ASSESSMENT LIMIT: Use whole numbers or decimals with no more than two decimal places (0 to 10,000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |function |Patterns and relationships can be represented graphically, numerically, symbolically, and verbally. |
| |function table |Functional relationships can be expressed verbally, graphically, numerically, and symbolically. |
| |input |ESSENTIAL QUESTIONS |
| |output |How can a pattern be identified? |
| |relationship |What can be learned from studying patterns? |
| |expression |How can a function be identified? |
| |equation |Is there a rule that relates any two sets of numbers? |
| |variable |CONCEPT KNOWLEDGE AND PROCESS |
| |operations |A function is a relationship in which one quantity depends on another quantity. Functions can use any operation or any combination of operations. |
| | |The rule of the function table must stay the same for every pair of values in a set. |
| | |The relationship in a function table is always predictable. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty finding the rule |THEN consider having students determine whether the output is increasing or decreasing and then determine which |
| | | |operations represent increasing and decreasing relationships. |
| | |IF students have difficulty in finding the |THEN consider having students insert a column between the input and the output and write the rule that is to be |
| | |output |followed. |
| | |IF students have difficulty completing the |THEN consider suggesting that students write each value of the variable on small pieces of paper and place them, one|
| | |function tables |at a time, over the variable in the equation. Have students evaluate the equation to make sure it is balanced. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Mr. Function Man* |Students gain a hands-on experience with function tables when they |Recycling bag |
| | | |analyze the relationship between the input and the output. |Markers |
| | | | |Index cards |
| | | | |Masking tape |
| | | | |Scissors |
| | | | |Function table worksheet from materials documents |
| |Social |Guess My Rule |Students suggest input numbers and the operator records the output value.|Rules on index cards |
| | | | |Lined paper |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Function Table with Whole |MW Function Table.whole numbers |SF Grade 6 TE Lesson 8-12 (pp. 444A-447, 465, 469) | |
| |Numbers | | | |
| |Function Table with Decimals |MW Function Table.decimals |SF Grade 6 TE Lesson 8-12 (pp. 444A-447, 465, 469) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Graph Ordered Pairs in 4 quadrants of a coordinate plane |Plotting coordinates in quadrant one (whole numbers) |
| |Identify and plot coordinates in quadrant 1 |Identifying ordered pairs in quadrant one |
| |Identify and plot coordinates in quadrants 1 and 2 | |
| |Identify and plot coordinates in quadrants 1, 2, and 3 | |
| |Identify and plot coordinates in all quadrants | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.C.1.b- Graph ordered pairs in a coordinate plane |
| |ASSESSMENT LIMIT: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |coordinate plane |Ordered pairs show an exact location on a coordinate plane. |
| |x-axis |Functional relationships can be represented graphically and symbolically. |
| |horizontal |ESSENTIAL QUESTIONS |
| |y-axis |How is the location of a point on a grid described? |
| |vertical |How are graphs, tables, and symbols used to represent relationships? |
| |origin |CONCEPT KNOWLEDGE AND PROCESS |
| |ordered pair |A coordinate plane can be formed by placing two number lines that intersect at their zero points to form right angles. |
| |axes |The number lines, which are called the x-axis and y- axis, divide the plane into four quadrants. |
| |quadrants |The positive parts of a number line face right (movement for x coordinate) and up (movement for y coordinate). The negative parts face left (movement for x |
| |positive |coordinate) and down (movement for y coordinate). |
| |negative |The pair is always named in order. The first is the horizontal, x-axis, then the vertical, y axis. These numbers are called an ordered pair (x,y). |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students confuse the coordinates |THEN consider pointing out that the coordinates are in alphabetical order: x, y. The |
| | | |first number represents the x-value and the second number represents the y-value. |
| | |IF students switch the x and y coordinates when plotting |THEN consider having them label the ordered pair x and y, and the horizontal axis with |
| | |coordinates |an x, and the vertical axis with a y. |
| | |IF students have difficulty labeling quadrants |THEN consider having them label each quadrant with the following: Quadrant 1 (+,+) |
| | | |Quadrant 2 (-, +) |
| | | |Quadrant 3 (- , -) |
| | | |Quadrant 4 (+, -) |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Social |Coordinate Teacher |Students write explanations on how to plot coordinates on a coordinate |Grid paper |
| | | |plane. |Student answer sheet |
| | | | | |
| |Game |Human Battleship |Students plot coordinate points on a coordinate grid by playing a game |Index cards |
| | | |similar to Battleship. |Desk |
| | | | |Chart paper |
| |Game |What’s the Point? |Students become familiar with plotting and locating points on the |Coordinate grid transparency |
| | | |coordinate plane while playing a game. |Overhead projector |
| | | | |Robot pieces |
| | | | |Coordinate grid |
| |Visual |Quadrant Club |Students group coordinates based on their quadrants. |Index cards |
| | | | |Coordinate grid |
| |Visual |Where Lines Meet* |Students have a chance to name ordered pairs based on where vertical and |Large coordinate graph transparency |
| | | |horizontal lines intersect. |Overhead projector |
| | | | |Markers |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Identify and plot coordinates |MW Coordinate Grid.draw points in Quadrant I | | |
| |in 1st quadrant | | | |
| |Identify and plot coordinates |MW Coordinate Grid.draw points in Quadrant I and | | |
| |in 1st and 2nd quadrant |II | | |
| |Identify and plot coordinates |MW Coordinate Grid.draw points in Quadrant I, II | | |
| |in 1st, 2nd and 3rd quadrant |and III | | |
| |Identify and plot coordinates |MW Coordinate Grid.draw points in all 4 quadrants |SF Grade 6 TE Lesson 8-11 (pp. 440-443, 465, 469, 471) | |
| |in all four quadrants | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Write Algebraic Expressions to Represent Unknown Quantities |Writing simple addition expressions |
| |Writing algebraic expressions using addition/subtraction |Writing simple subtraction expressions |
| |Writing algebraic expressions using multiplication/division | |
| |Writing algebraic expressions using all operations | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.B.1.a- Write an algebraic expression to represent unknown quantities |
| |ASSESSMENT LIMIT: Use one unknown and one operation (+, -) with whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0 to 200) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |operation |Algebraic representations can be used to solve real-world problems. |
| |variable |ESSENTIAL QUESTIONS |
| |expression |Why are mathematical rules necessary? |
| |total |CONCEPT KNOWLEDGE AND PROCESS |
| |in all |An algebraic expression is a mathematical expression containing variables, numbers, and operational symbols. |
| |altogether |Before writing an algebraic expression, analyze the word problem and identify words that relate to an operation. |
| |sum | |
| |difference | |
| |more than | |
| |less than | |
| |discount | |
| |multiplication | |
| |each | |
| |division | |
| |per | |
| |split | |
| |half | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty writing expressions |THEN consider having students say word phrases for simple numerical expressions. For |
| | | |example, 3 + 2, students would say “three plus two” or “the sum of three and two.” |
| | |IF students have problems with writing expressions |THEN consider having students circle or highlight key words in word problems that relate |
| | | |to specific operations. |
| | |IF students confuse the variable x with a multiplication symbol |THEN consider having students write the variable x in a different way such as in cursive |
| | | |so that it is different from the multiplication sign. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Word Sort* |This activity focuses students on identifying key words that relate to |Scissors |
| | | |the four operations. |Glue |
| | | | |Markers |
| | | | |Construction paper |
| | | | |Words for each student |
| |Social |Expression Stories |In this activity, students develop word problems or real-word scenarios |Expression cards |
| | | |that fit the given expression. |Notebook paper |
| | | | |Pencil |
| |Auditory |What do you hear? |In this activity, students listen to the algebraic expression and write |Expressions to be read |
| | | |it down based on what is read to them. |Small dry erase boards |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Write algebraic expressions |MW Write Algebraic Expressions |CMPP Variables and Patterns Inv 4.1 TE (pp. 49-53, 54-59) | |
| |using addition/ subtraction | |SF Grade 6 TE Lesson 1-13 (pp. 40A-43, 62, 69, 73) | |
| |Write algebraic expressions |MW Write Algebraic Expressions |CMPP Variables and Patterns Inv 4.1 TE (pp. 49-53, 54-59) | |
| |using multiplication/ |Multiplication/Division |SF Grade 6 TE Lesson 1-13 (pp. 40A-43, 62, 69, 73) | |
| |division | | | |
| |Write algebraic expressions |MW Write Algebraic Expressions Mixed Review | | |
| |using all operations | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Determine Unknown in a Linear Equation |Solving for Unknown 5th Grade Assessment Limit |
| |Addition and subtraction |Basic computation facts with unknown missing (5th grade) |
| |Multiplication and division | |
| |Mixed Review of all operations | |
| |Fraction bar | |
| |VSC OBJECTIVE (calculators not allowed) |
| |6.1.B.2.b- Determine the unknown in a linear equation |
| |ASSESSMENT LIMIT: Use one operation (+, -, ×, ÷ with no remainders) and use positive whole number coefficients using decimals with no more than two decimal places (0 to 100) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |equation |Mathematical expressions and equations represent relationships among quantities. |
| |isolate |Number patterns and relationships can be represented using variables. |
| |inverse |ESSENTIAL QUESTIONS |
| |operation |What strategies can be used to solve for unknowns in algebraic equations? |
| |variable |How is a number sentence like a balance scale? |
| |constant |CONCEPT KNOWLEDGE AND PROCESS |
| | |When solving an equation, find the value of the variable that makes the equation true. |
| | |To solve for the variable, students must identify the inverse operation needed to isolate the variable. |
| | |For an equation to be true, both sides of the equation need to be equal. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have problems isolating the variable |THEN consider having students line up problems vertically to solve using the inverse |
| | | |operation. Example: |
| | | |C – 5 = 12 |
| | | |+ 5 = +5 |
| | | |C = 17 |
| | |IF students have problems remembering to complete the inverse |THEN consider having students say aloud several problems to illustrate inverse |
| | |operation |operations. Example: 6 x 2 = 12 and then 12 ÷ 6 = 2 |
| | |IF students do not understand that they must perform the inverse |THEN consider illustrating the problem with a pan balance and ask what would happen if we|
| | |operation on both sides of the equation |did not complete the inverse on both sides of the equation? What would happen to the |
| | | |pan? |
| | |IF students perform the wrong inverse operation to both sides of |THEN consider having students make a chart that reminds them which operations are inverse|
| | |the equation |operations. Example: “If something is added, then subtract.” |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Is it True or False? |Using smaller numbers to solve for the unknown get students ready to |Teacher examples sheet |
| | | |introduce inverse operations to determine the unknown in a linear | |
| | | |equation. | |
| |Concrete |Equation Detectives |Students determine what the value of the variable is by identifying |Index cards |
| | | |inverse operations. |Dry erase board |
| |Concrete |Opposites Attract* |Students gain more practice solving for the unknown by reviewing inverse |Index cards |
| | | |operations cancellation. |Dry erase board |
| | | | |Construction paper |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Solve for Unknown Using |MW Solve for Unknown.add subtract |SF Grade 6 TE Lesson 1-15 (pp. 48A-51, 57, 62-63, 69, 73) | |
| |Addition/ Subtraction | | | |
| |Solve for Unknown Using |MW Solve for Unknown.multiply divide |SF Grade 6 TE Lesson 1-15 (pp. 48A-51, 57, 62-63, 69, 73) | |
| |Mutliplication/ Division | | | |
| |Solve for Unknown Using a |MW Solve for Unknown.fraction bar |SF Grade 6 TE Lesson 1-15 (pp. 48A-51, 57, 62-63, 69, 73) | |
| |Fraction Bar | | | |
| |Solve for Unknown Mixed Review |MW Solve for Unknown.mixed review |SF Grade 6 TE Lesson 1-15 (pp. 48A-51, 57, 62-63, 69, 73) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Write Equations and Inequalities to Represent Relationships |Writing algebraic expressions |
| |Complete relationships with relational symbols |Determining values as greater than, less than, or equal |
| |Write relationships with relational symbols | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.1.B.2.a- Identify and write equations and inequalities to represent relationships |
| |ASSESSMENT LIMIT: Use a variable, the appropriate relational symbols (>, signs. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have problems with writing equations |THEN consider having students circle or highlight key words in word problems that relate |
| | | |to specific operations. |
| | |IF students have problems with determining the relational symbol |THEN consider having students work out both sides of the problem and then determine the |
| | | |relational symbol last. |
| | |IF students have problems with determining the relational symbol in|THEN consider having students make a chart that shows key words that relate to each |
| | |an inequality |relational symbol. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Game |Memory Equations and Inequalities |Students will match the word phrase of each equations or inequality with |Memory cards |
| | | |the actual equation or inequality. |Scissors |
| |Visual |Making Numerical Statements* |This activity uses a hands-on approach for students to write equations |Word problems |
| |Kinesthetic | |and inequalities from word problems. |Large cards with the following on each card: , =, a |
| | | | |variable, and operational signs |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Complete relationship with |MW Complete Relationship with Relational Symbols | | |
| |relational symbols | | | |
| |Write relationship with |MW Write Relationships – with Scaffolding Chart | | |
| |relational symbols |MW Write Relationships - Word Problems | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Triangles by Angle Measure or Side Measure |Identifying types of angles (right, acute and obtuse) |
| |Identify triangles by side | |
| |Identify triangles by angle measure | |
| |Mixed review of triangles by both angle and side | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.A.2.a- Compare and classify triangles by sides |
| |ASSESSMENT LIMIT: Use scalene, equilateral, or isosceles |
| |6.2.A.2.b- Compare and classify triangles by angle measure |
| |ASSESSMENT LIMIT: Use equiangular, obtuse, acute, or right |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |triangle |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |polygon |ESSENTIAL QUESTIONS |
| |angle |How do line relationships affect angle relationships? |
| |acute |CONCEPT KNOWLEDGE AND PROCESS |
| |right |Triangles can be classified in two ways by using sides or angle. |
| |obtuse |Triangles can be classified using the number of congruent sides. |
| |degrees |Equilateral Triangle: All sides congruent |
| |equilateral |Isosceles Triangle: Two sides congruent |
| |equiangular |Scalene Triangle: No sides congruent |
| |scalene |Triangles can be classified using the type of angles. |
| |isosceles |Acute Triangle: All angles < 90° |
| | |Equiangular Triangle: All angles = 60° |
| | |Obtuse Triangle: One angle > 90° |
| | |Right Triangle: One angle = 90° |
| | |An equilateral triangle is also an equiangular triangle. |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulties in classifying triangles by angles |THEN consider having students draw and cut out triangles on graph paper. Then have them |
| | | |sort the triangles by their angles sorting between angles that are greater and less than |
| | | |90 degrees. |
| | |IF students think that a triangle with two right or obtuse angles |THEN consider asking them to draw such a triangle. Have students put the two right or |
| | |is possible |obtuse angles at the base of the triangle. |
| | |IF students cannot classify triangles by sides |THEN consider having students highlight sides in the same color to show sides that are |
| | | |the same length. |
| | |IF students have difficulty classifying angles by angles |THEN consider having students measure each angle with the corner of their paper. If the |
| | | |paper lines up perfectly = right angle, angle is bigger = obtuse angle, and if the angle |
| | | |is smaller = acute angle. Students should write the name by each angle and then classify|
| | | |the angle. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Triangle Basics* |Students use various items to create triangular models based on sides |Index cards |
| | | |and/or angles. |Straws |
| | | | |Construction paper |
| | | | |Angle legs |
| |Concrete |Triangle Sort* |Students classify triangles by looking at the sides and then the angles. |Triangle template |
| | | |Students then conjecture as to why these triangles were classified into |Index cards |
| | | |three specific groups. | |
| |Auditory |Classify Me! |Based on numerical measurement and degrees, students classify triangles. |Index cards |
| |Art Integration |Triangular People |Using triangles with different side characteristics, students create a |Index cards |
| | | |triangle people and classify each triangle. |Triangular template |
| | | | |Paper |
| | | | |Colored pencils |
| |Art Integration |Triangular Collage |Using triangles with different side characteristics, students create |Magazines |
| | | |triangle collage and classify each triangle. |Glue |
| | | | |Markers |
| | | | |Construction paper |
| |Game |Name that Triangle! |Students group triangles by side and/or angle characteristics while |Index cards |
| | | |playing a game. |Chart paper |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Identify, Compare and Classify |MW Triangles by Sides |CMPP Shapes and Designs Inv 4.2 TE (pp. 45, 50b, 50j, 52-53) | |
| |Triangles by Sides | |SF Grade 6 TE Lesson 9-7 496-499, 504, 505, 537) | |
| |Identify, Compare and Classify |MW Triangles by Angle |CMPP Shapes and Designs Inv 4.2 TE (pp. 45, 50b, 50j, 52-53) | |
| |Triangles by Angles | |SF Grade 6 TE Lesson 9-7 496-499, 504, 505, 537) | |
| |Mixed Review of Identify, |MW Mixed Review of Triangles |SF Grade 6 TE Lesson 9-7 496-499, 504, 505, 537) | |
| |Compare and Classify Triangles | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Sum of angles in a triangle |Adding numbers |
| |Prove sum of angles 180º |Subtracting numbers |
| |Find missing angle with diagram (computation) |Identifying angles in triangles |
| |Find missing angle measure (word problems) | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.A.2.c- Determine a third angle measure of a triangle given two angle measures |
| |ASSESSMENT LIMIT: Use the concept of the sum of angles in any triangle is 180° without using a diagram |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |triangle |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |sum |ESSENTIAL QUESTIONS |
| |180 degrees |How do line relationships affect angle relationships? |
| |polygon |How are angle relationships used? |
| |subtract |CONCEPT KNOWLEDGE AND PROCESS |
| |isosceles |The sum of the angle measures of a triangle always equals 180°. |
| |equilateral |To find a missing measure, first add the measures of the angles you know and then subtract the sum from 180°. |
| |scalene |An isosceles triangle has two equal sides so it has two equal angles. |
| |equiangular |An equilateral triangle has three equal sides and three equal angles. |
| |obtuse | |
| |right | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty finding the missing angle in a triangle|THEN consider having students check their work to see if all the measures equal to 180º. |
| | |from a word problem | |
| | |IF students cannot use two angles in a triangle to find the measure|THEN consider checking to see if they recognize that the small square is used to note a |
| | |of the third angle |90º angle. |
| | |IF students have difficulty subtracting numbers from 180 because of|THEN consider giving them a calculator. |
| | |regrouping mistakes | |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Tearing Angles* |Students gain a visual of understanding about the sum of angles in a |White paper |
| | | |triangle by completing a hands-on activity. | |
| |Concrete |3’s Company |Students determine what value of the third angle by working backwards. |Index cards |
| | | | |Dry erase board |
| |Concrete |Triangle Trios |Students determine which set of angle measures equal the sum of a |Index cards |
| | | |triangle. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Prove Sum of Angles Equals 180 |MW Sum of Angles Using Protractor |CMP Shapes and Designs Inv 4.1-4.2 (pp. 41l-45) | |
| |Degrees | |CMP Shapes and Designs ACE (pp. 48-49) | |
| |Find Missing Angle with Diagram|MW Missing Angle Measure With Diagram |CMP Shapes and Designs Inv 4.3 (pp. 46-47) | |
| |(computation) | |SF Grade 6 TE Lesson 9-7 (pp. 496A-499, 504-505, 528,| |
| | | |533, 537) | |
| |Find Missing Angle Measure – |MW Missing Angle Measure Word Problem |SF Grade 6 TE Lesson 9-7 (pp. 496A-499, 528) | |
| |Word Problem |MW Sum of Angles Selected Response | | |
| | |MW Mixed Review | | |
| | |MW Additional Word Problems - 2 angles | | |
| | |MW Additional Worksheets - Special Triangles | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Diagonal Line Segments |Identifying types of polygons |
| |Drawing diagonals | |
| |Identifying number of diagonals in a polygon | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.A.1.b- Identify and describe line segments |
| |ASSESSMENT LIMIT: Use diagonal line segments |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |polygon |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |diagonal |ESSENTIAL QUESTIONS |
| |line segment |How do line relationships affect angle relationships? |
| |vertex |CONCEPT KNOWLEDGE AND PROCESS |
| | |A diagonal is a line segment that is not a side and does not connect two vertices of a polygon. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students cannot determine number of diagonals from one vertex |THEN consider providing them with the formula-number of sides minus three. |
| | |IF students cannot determine the number of diagonals in a polygon |THEN consider having them create a T-chart to list the number of diagonals from each |
| | | |vertex. |
| | |IF students cannot determine the number of diagonals in a polygon |THEN consider having them highlight each diagonal with a different highlighter or colored|
| | | |pencil. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Diagonal Toothpicks* |To gain visual understanding of diagonals, students will create regular |Toothpicks or popsicle sticks |
| | | |polygons and diagonals using toothpicks. |Markers |
| | | | | |
| |Visual |Diagonal Strips* |Students use polystrips to create polygons and diagonals from the |Polystrips |
| | | |vertices of regular polygons. |White paper |
| | | | | |
| | | | | |
| |Social |Painting Diagonals |Students create a process chart on diagonal concepts as they paint |White paper |
| | | |diagonals. |Watercolor paints |
| | | | |Markers |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Draw Diagonal Line Segments in |MW Draw Diagonals in a Polygon |CMP Shapes and Designs TE Inv 4.1 and 4.2 (pp. 50d, 50i) | |
| |a Polygon | |CMP Shapes and Designs TE Inv .4.3 ACE (p. 48) | |
| | | |SF Grade 6 TE Lesson 9-6 (pp. 494A-495) | |
| |Identify Number of Diagonals in|MW Identify Diagonals in a Polygon |CMP Shapes and Designs TE Inv. 4.1 and 4.2 (pp. 50d, 50i) | |
| |a Polygon | |CMP Shapes and Designs TE Inv. 4.3 ACE (p. 48) | |
| | | |SF Grade 6 TE Lesson 9-6 (pp. 494A-495) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Area of Triangles |Area of squares and rectangles |
| |Area of triangle (concept) |Multiplication |
| |Area of triangle (formula) |Dividing by two |
| |Area of triangle (word problems) | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.3.C.1.a- Estimate and determine the area of a polygon |
| |ASSESSMENT LIMIT: Use triangles and whole number dimensions (0 to 200) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |triangle |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |base |ESSENTIAL QUESTIONS |
| |height |How are areas of rectangles, parallelograms, triangles, trapezoids, and circles related? |
| |altitude |How can formulas be developed using models? |
| |area |CONCEPT KNOWLEDGE AND PROCESS |
| |half |Area is the amount of surface a figure covers. Area is measured in square units. |
| |square inch |The area of a triangle is half the area of a rectangle with the same dimensions |
| | |The base and height of a triangle corresponds to the length and width of a rectangle. |
| | |Area of a triangle = ½ base x height ( ½ bh). |
| | | |
| | |Area of a triangle = base x height ( A = bh ). |
| | |2 2 |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty remembering the formula for area of a |THEN consider suggesting that they make note cards with a picture of a triangle and then |
| | |triangle |label the height and base and then the formula ½bh. |
| | |IF students have difficulty remembering to divide by two |THEN consider giving students a gridded rectangle and have them split it into two |
| | | |triangles to show why you divide by two. |
| | |IF students have difficulty remembering to divide by two |THEN consider giving students the formula to remember bh. |
| | | |2 |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Area Grids* |Students look at rectangles and squares on grid paper and decide how to |Grid paper |
| | | |find the area of each triangle that can be formed. |Colored pencils |
| | | | | |
| |Concrete |Experimenting With Triangle Areas |Students gain more practice working with the area of a triangle by |Index cards |
| | | |drawing non-right angled triangles and experimenting with finding their | |
| | | |area. | |
| |Concrete |Area Baggies |Students mix and match various bases and heights in order to calculate |Brown bags or ziploc bags |
| | | |the area of a triangle. |Index cards |
| |Visual |Geoboard Triangles* |Students explore area-of-triangle concepts by creating triangles on |Geoboards or isometric dot paper |
| | | |geoboards. |Rubber band |
| | | | |Colored pencils |
| | | | | |
| |Cooperative |Area Round Table |Students read various word problems and complete an assigned role to |Roundtable word problems |
| | | |solve the area of a triangle. | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Area of a Triangle - Concept |MW Area of a Triangle – Concept |CMP Covering and Surrounding Inv. 6 (pp. 56-64, 89-90) | |
| |Area of a Triangle - Formula |MW Area of a Triangle – Formula |CMP Covering and Surrounding Inv. 6 (pp. 56-64, 89-90, 96, 98) | |
| | |MW Area of a Triangle - Review |SF Grade 6 TE Lesson 10-10 (pp. 572A-575, 584-585, 607, 612, 616)| |
| |Area of a Triangle Word |MW Area of a Triangle – word problems | | |
| |Problems | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Express Probability as a Decimal, Fraction, or Percent |Express probability in fraction form |
| |Find probability and express as fraction in simplest form |Drawing objects to represent fractions |
| |Find probability with equivalent forms |Converting between fractions, decimals, and percents |
| |Probability word problems | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.5.B.1.a- Express the probability of an event as a fraction |
| |ASSESSMENT LIMIT: Not assessed in 6th grade |
| |6.5.B.1.b- Express the probability of an event as a decimal |
| |ASSESSMENT LIMIT: Use a sample space of 10, 20, 25, or 50 outcomes |
| |6.5.b.1.c- Express the probability of an event as a percent |
| |ASSESSMENT LIMIT: Not assessed in 6th grade |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |probability |Probability is the mathematics of chance. |
| |outcome |Sampling affects the relationship between experimental and theoretical probability. |
| |chance |The relationship among events affects probability. |
| |random |ESSENTIAL QUESTIONS |
| |event |Why is probability used? |
| |likelihood |How are experimental and theoretical probability related? |
| |less likely |How do compound events affect probability? |
| |equally likely |CONCEPT KNOWLEDGE AND PROCESS |
| |more likely |The probability that an event will occur based on this fraction: |
| |certain |number of favorable outcomes |
| |impossible |number of possible outcomes |
| |fraction |The sample space is known as the number of possible (or total number) outcomes. |
| |decimal | |
| |percent | |
| |convert | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty determining the number of favorable |THEN consider having them list all the outcomes, circle the ones that are favorable, and |
| | |outcomes |count how many numbers are circled. |
| | |IF students have difficulty determining the number of favorable |THEN consider having them make a table that is labeled favorable, possible (total), |
| | |outcomes |fraction, and then decimal. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Game |Fair or Unfair |In the following activity, students play a game and keep track of the |Two coins, such as pennies, nickels, or quarters |
| | | |outcomes for each turn. The results of the game – the experimental | |
| | | |probability – will very likely be contrary to students’ intuitive ideas. | |
| |Visual |M & M Probability |In this activity, students look at individual M&M packs and compare the |Individual packs of M & M’s |
| | | |colors to other packs. | |
| |Visual |Probability Creation |This activity allows students to set up a probability sample space and |Various manipulatives for students to access |
| | | |ask questions based on that sample space. |Chart paper |
| | | | |Markers |
| |Concrete |What are the Chances |Students analyze real-word situations and then discuss the chances of the|String or line |
| | | |situation happening using impossible, rarely, probably not, etc. |Clothes pins |
| | | | |Sentence strips or transparency for the events |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Find Probability and Express as|MW Theoretical Probability - Find Probability |CMP How Likely Is It? Inv. 4 (pp. 28d-41d) | |
| |Fraction | |SF Grade 6 TE Lesson 11-12 (pp. 662-663, 678-679, 685, 690,| |
| | | |694) | |
| |Find Probability and Express in|MW Theoretical Probability - Equivalent Forms |CMP How Likely Is It? Inv. 4 (p. 36) | |
| |Equivalent Forms | |SF Grade 6 TE Lesson 11-12 (pp. 662-663, 678-679, 685, 690,| |
| | | |694) | |
| |Find Probability – Word |MW Theoretical Probability – Word Problems |CMP How Likely Is It? Inv. 4 (pp. 28d-41d, 72-73, 76-77) | |
| |Problems | |SF Grade 6 TE Lesson 11-12 (pp. 662-663, 678-679, 685, 690,| |
| | | |694) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Experimental Probability |Converting among fractions, decimals, and percents |
| |Conducting experiments |Reading tables |
| |Experimental probability - word problems |Adding whole numbers |
| |VSC OBJECTIVE (calculators allowed) |
| |6.5.C.1.a- Make predictions and express the experimental probability as a fraction, a decimal, or a percent |
| |ASSESSMENT LIMIT: Use no more than 30 results in the sample space |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |probability |Probability is the mathematics of chance. |
| |experimental |Sampling affects the relationship between experimental and theoretical probability. |
| |outcome |The relationship among events affects probability. |
| |favorable |ESSENTIAL QUESTIONS |
| |possible |Why is probability used? |
| |chance |How are experimental and theoretical probability related? |
| |random |How do compound events affect probability? |
| |event |CONCEPT KNOWLEDGE AND PROCESS |
| |likelihood |The probability of an event can be found by doing an experiment. |
| |less likely |Experimental probability of an event is the number of times favorable outcomes occur out of the number of trials in the experiment. |
| |equally likely | |
| |more likely | |
| |certain | |
| |impossible | |
| |fraction | |
| |decimal | |
| |percent | |
| |convert | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty determining the number of favorable |THEN consider having them list all trials, circle the ones that are favorable, and count |
| | |outcomes |how many numbers are circled. |
| | |IF students have difficulty determining the number of favorable |THEN consider having students create a table showing the conversion from fraction to |
| | |outcomes in equivalent forms |decimal to percent. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Writing in math |A Likely Story |This activity allows students to create an experiment and then a write a|Number cube |
| | | |story about why the outcome would validate the reasoning behind why the |Coin |
| | | |experiment was created. |Counter |
| | | | |Materials for students to generate ideas for an experiment |
| |Kinesthetic |Cup Toss* |The following activity provides students with an opportunity to |Small cup |
| | | |determine probability of certain events through data collection and an |Chart paper |
| | | |experiment with a sufficiently large number of trials. | |
| |Game |Pig |This game for two or more players gives students practice with mental |2 number cubes per group |
| | | |addition and experience in thinking strategically. |PIG Worksheet |
| | | | |Pencil |
| |Kinesthetic |What’s in the Bag? |This activity allows students to conduct an experiment and then record |Four different color of tiles |
| | | |the information from the conducted experiment. |Brown paper bag |
| | | | |Student worksheet |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Conduct Experiments to Find the|MW Experimental Probability – Conduct Experiment |CMP How Likely Is It? Inv. 1-2.1 (pp. 13a-15, 21a-21c) | |
| |Experimental Probability | |CMP How Likely Is It? Inv. 3 (pp. 22, 28a-28c) | |
| | | |CMP How Likely Is It? Inv. 7.1 (pp. 64-64a) | |
| | | |SF Grade 6 TE Lesson 11-13 (pp. 664A-667, 685, 687, 691, | |
| | | |695) | |
| |Find Experimental Probability –|MW Experimental Probability – Word Problems |CMP How Likely Is It? Inv. 1 (pp. 2-12) | |
| |Word Problems | |CMP How Likely Is It? Inv. 2.2 and ACE (pp. 16-20) | |
| | | |CMP How Likely Is It? Inv 3 (pp. 22-28) | |
| | | |SF Grade 6 TE Lesson 11-13 (pp. 664A-667, 685, 687, 691, | |
| | | |695) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Identify Parts of a Circle |Line segments |
| |Identifying chord, radius, diameter and circumference | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.A.1.c- Identify and describe the parts of a circle |
| |ASSESSMENT LIMIT: Use radius, diameter, or circumference |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |circle |Points, lines, and planes are the foundations of geometry. |
| |radius |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |diameter |ESSENTIAL QUESTIONS |
| |chord |How are geometric figures constructed or drawn? |
| |plane figure |CONCEPT KNOWLEDGE AND PROCESS |
| |center |A circle is a set of points, all of which are the same distance from the center of the circle. You can use the center to name a circle. |
| |circumference |A chord is any line segment that joins two points on a circle. |
| | |A diameter is a chord that passes through the center of the circle and has endpoints on the circle. |
| | |A radius is any line segment from the center of the circle to a point on the circle. |
| | |The perimeter of a circle is known as the circumference. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty distinguishing between a radius and a diameter|THEN consider having students write definitions on note cards with examples. |
| | |IF students have difficulty distinguishing between a radius and a diameter|THEN consider having students create real-world examples of each part of a circle. |
| | | |Example: Radius could be spokes on a bicycle wheel |
| | |IF students have difficulty distinguishing between a radius and a diameter|THEN consider having students highlight each part of the circle with a different color. |
| | |IF students do not see that the longest chord is a diameter |THEN consider drawing a circle with one diameter and several chords parallel to it. |
| | | |Point out that as you move away from the diameter, the chords get shorter and shorter. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |Let’s See the Circle |Students use hands-on materials to create parts of the circle and gain a |Construction paper |
| | | |deeper understanding of part identification. |Glue |
| | | | |Strings |
| | | | |Pipe cleaners |
| | | | |Cut-out circles |
| | | | |Scissors |
| |Concrete |Circle Collages |Students identify real-life circular objects labeling them with parts of |Magazines |
| | | |a circle. |Scissors |
| | | | |Glue |
| | | | |Poster board |
| | | | |Markers |
| |Visual |Colorful Circles* |Students identify parts of the circle by creating color-coded charts. |Colored pencils |
| | | | |Chart paper |
| | | | | |
| |Visual |You Describe! |Students label parts of a circle and describe its characteristics. |Circle templates |
| | | | |Index cards |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Identify chord, radius, |MW Parts of a Circle |SF Grade 6 TE Lesson 9-9 (pp. 502A-503, 504, 505, 528, 534,| |
| |diameter, and circumference | |538) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Compare Relationships of Parts of a Circle |Identifying parts of a circle |
| |Relationship between radius and diameter (computation) |Multiplying decimals |
| |Relationship between diameter and circumference |Dividing by 2 |
| |Find radius, diameter, and circumference word problems | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.A.2.d- Identify and compare the relationship between parts of a circle |
| |ASSESSMENT LIMIT: Use radius, diameter and circumference ([pic]=3.14) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |circle |Points, lines, and planes are the foundations of geometry. |
| |radius |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |half |ESSENTIAL QUESTIONS |
| |diameter |How are geometric figures constructed or drawn? |
| |circumference |CONCEPT KNOWLEDGE AND PROCESS |
| |around |For all circles, the ratio of the circumference to the diameter is [pic] always the same. The ratio is called pi. The value of pi is approximately 3.14, or |
| |pi |[pic]. |
| |center point |The circumference of a circle is given by these formulas: C = πd or C = 2 πr. |
| |chord |To find the diameter, double the radius: d = 2r. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulties multiplying decimals to find the |THEN consider giving students a calculator. |
| | |circumference | |
| | |IF students have difficulties finding the radius, diameter, and |THEN consider having them draw a table sorting out the radius, diameter, and |
| | |circumference |circumference from the word problem. Write the formula above each part of the circle. |
| | |IF students confuse diameter and radius and so select the wrong |THEN consider having students write the radius and diameter for each problem before |
| | |formula to find circumference |solving. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Kinesthetic |Let’s Measure Up |This lesson is designed to help students identify and measure the radius,|Any circular objects-jar lids, tubes, cans, |
| | | |diameter and circumference of a circle. |Paper plates |
| | | |The students should discover the approximate value of pi through the |Yarn or string |
| | | |relationship between the diameter and circumference. |Ruler/meter stick/tape measure |
| | | | |Scissors |
| | | | |Table worksheet |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Relationship between radius and|MW Rel Between Radius and Diameter | | |
| |diameter | | | |
| |Relationship Between Diameter |MW Find Circumference |SF Grade 6 TE Lesson 10-11 (pp. 576a-578, 584, 585, 607, | |
| |and Circumference | |612, 616) | |
| |Find radius, diameter and |MW Circle Relationships – Word Problems |CMP Covering and Surrounding Inv. 7.1 (pp. 69-71, ACE 76-79)| |
| |circumference – word problems |MW Addtl Word Problems | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 3 - 4 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Volume of Rectangular Prism |Multiplication |
| |Finding volume by counting method |Identifying length and width (area of rectangle) |
| |Finding volume using formula | |
| |Finding volume word problems | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.3.C.1.b- Estimate and determine the volume of a rectangular prism |
| |ASSESSMENT LIMIT: Use rectangular prisms and whole number dimensions (0 – 1000) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |volume |Area and volume formulas are derived from linear measures. |
| |cubic units |ESSENTIAL QUESTIONS |
| |length |Why are formulas used in measurement? |
| |width |What is the relationship between linear measures and area and volume? |
| |height |CONCEPT KNOWLEDGE AND PROCESS |
| |capacity |Volume is the amount a solid figure holds. |
| |dimensions |Volume is measured in cubic units. |
| |inside |To find the volume of rectangular prisms, multiply [height, length, width]. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students confuse volume with area |THEN consider having students build models of rectangular prisms with cubes to show that |
| | | |volume is determined by what fills a shape. |
| | |IF students have difficulty in finding the volume |THEN consider giving students a template that has the length, width, and height for them |
| | | |to fill in using the given information from the word problem. |
| | |IF students use the exponent 2 when labeling volume |THEN consider having students use cubic centimeters, cubic feet, cubic meters, and so on |
| | | |instead of abbreviations. This will also help reinforce the concept that volume is |
| | | |measured in cubic units. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |How Much Space?* |Students use various rectangular prism models to determine the volume of |Cardboard boxes (shoe, cereal, and similar) |
| | | |each figure. |Cubes |
| | | | |Ruler |
| |Concrete |Mention the Dimension |Students find the missing dimension of a rectangle given the area by |Centimeter grid paper |
| | | |counting square units and using the inverse operation. |Scratch paper |
| | | | |Worksheet |
| | | | |Overhead |
| | | | |Centimeter grid transparency |
| |Visual |Make Your Own Prism* |Students begin to get a concrete understanding of length, width, and |Wooden cubes |
| | | |height by building their rectangular prisms. |Student worksheet |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Find Volume by Counting Method |MW Volume by Counting | | |
| |Find Volume Using Formula |MW Find Volume Using Formula |SF Grade 6 TE Lesson 10-16 (pp. 594A-597, 600, 601, 606, | |
| | | |613, 617) | |
| |Find Volume Word Problems |MW Volume Word Problems |SF Grade 6 TE Lesson 10-16 (p. 596, 606) | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Measure to the nearest 1/16" |Measuring to the nearest whole inch (2nd grade) |
| |Drawing to the nearest 1/16" |Measuring ½ inch (3rd) |
| |Measuring to the nearest 1/16" |Measuring to nearest 1/4 inch (4th) |
| |Identify points on a ruler (number line) |Measuring to nearest 1/8 inch (5th) |
| |VSC OBJECTIVE (calculators allowed) |
| |6.3.B.1.a- Select and use appropriate tools and units |
| |ASSESSMENT LIMIT: Measure length to the nearest 1/16 inch with a ruler |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |ruler |Specific tools measure specific attributes. |
| |measure |A measurement must contain a number and a unit. |
| |unit |The choice of measurement tool depends on the measurable attribute and the degree of precision desired. |
| |length |Standard units provide common language for communicating measurements. |
| |inch |ESSENTIAL QUESTIONS |
| |half |What units and tools measure the different attributes? |
| |fourths |What estimation strategies are used in measurement? |
| |eighths |When is an estimate more appropriate than an actual measurement? |
| |sixteenths |Why are standard units of measurement used? |
| | |Why are units used in measuring? |
| | |CONCEPT KNOWLEDGE AND PROCESS |
| | |Length is the distance along a line or figure from one point to another. |
| | |Using smaller units of measure results in greater accuracy. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty measuring or identifying locations on a|THEN consider placing tick marks at each whole inch. |
| | |ruler | |
| | |IF students have difficulty measuring or identifying locations on a|THEN consider having them label each line on a ruler as sixteenths and then simplify each|
| | |ruler |fraction. |
| | |IF students have difficulty measuring or identifying locations on a|THEN consider having students identify benchmarks on a ruler ( ¼, ½, ¾, and 1). |
| | |ruler | |
| | |IF students cannot measure segments accurately |THEN consider having students use paper rulers with units highlighted in different |
| | | |colors. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Kinesthetic |Classroom Measurements |In this activity, students practice measuring items around the classroom |Customary ruler |
| | | |to the nearest 1/16". |Post-its |
| | | | |Line plot |
| | | | |List of objects/table |
| | | | |Box/container with needed materials (paper clips, pencil, |
| | | | |marker, etc. |
| | | | |Notebook paper |
| | | | |Overhead projector |
| |Kinesthetic |Measurement Scavenger Hunt |In this activity, students search to find objects that match given |Ruler |
| | | |measurements to the nearest 1/16". |List of measures to the nearest 1/16" pertaining to objects|
| | | | |in the classroom or designated area in school building |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Draw Line Segment to the |MW Draw Length | | |
| |Nearest 1/16th | | | |
| |Measure Object to Nearest |MW Measure Objects |SF Grade 6 TE Lesson 10-3 (pp. 550a-551, 562, 563, 610, | |
| |1/16th |MW Large Pictures to Measure |614) | |
| |Identify Point on a Ruler |MW Length on Number Line | | |
| |(Number Line) | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Perpendicular Bisectors |Identifying perpendicular lines (5th grade) |
| |Concrete perpendicular bisectors |Identifying intersecting lines (5th) |
| |Perpendicular bisectors in word problems and in diagrams |Identifying a right angle (4th) |
| | |Dividing by 2 |
| | |Multiplying by 2 |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.C.1.c- Identify or describe angle relationships |
| |ASSESSMENT LIMIT: Use perpendicular bisectors or angle bisectors |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |perpendicular |Two-dimensional figures can be defined by the length of their parts. |
| |bisector |ESSENTIAL QUESTIONS |
| |line segment |How are geometric properties used in the real world? |
| |half |CONCEPT KNOWLEDGE AND PROCESS |
| |intersect |A perpendicular bisector of a line segment is a line, line segment, ray, or plane that forms a right angle with a line segment and divides that line segment |
| |right angle |into two congruent parts. |
| |square | |
| |congruent | |
| |tic marks | |
| |equal | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty determining the value of the line |THEN consider having them place tic marks to show that both rays or line segments are |
| | |segment or line being bisecting |congruent |
| | |IF students have difficulty determining the value of the line |THEN consider having them place a boxon the line to show there is a right angle. |
| | |segment or line being bisecting | |
| | |IF students have difficulty finding the measure of the bisected |THEN consider having them place dimensions on both sides of the bisecting line. |
| | |line | |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Visual |What’s Wrong |Students identify properties of bisectors by describing why particular |Index cards |
| | | |line segments are not perpendicular bisectors. |Envelopes |
| | | | |Ruler |
| | | | |Perpendicular handout (below) |
| | | | |Construction paper |
| |Kinesthetic |Paper Perpendicular Bisectors* |Students identify properties of geometric figures by identifying the |Strips of paper |
| | | |relationship between lines and segments through identifying perpendicular|Ruler |
| | | |bisectors. |Patty paper, translucent paper, tissue paper, wax paper, or|
| | | | |deli wrap paper |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggeste|Resources |
|d | |
|Learning| |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Concrete Perpendicular Bisectors|MW Perpendicular Bisector.create | | |
| |Perpendicular Bisectors Word |MW Perpendicular Bisectors.identify | | |
| |Problems and Diagrams |MW Perpendicular Bisectors.problems | | |
| |Writing in Math |Math Works BCRs | | |
|Assessme|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|nts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 1 - 2 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Angle Bisectors |Identifying types of angles |
| |Identify an angle bisector |Dividing by 2 |
| |Finding measures of angles |Multiplying by 2 |
| |Mixed review of angle bisectors | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.C.1.c- Identify or describe angle relationships |
| |ASSESSMENT LIMIT: Use perpendicular bisectors or angle bisectors |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |angle |Two-dimensional figures can be defined by the length of their parts. |
| |bisector |ESSENTIAL QUESTIONS |
| |ray |How are geometric properties used in the real world? |
| |equal |CONCEPT KNOWLEDGE AND PROCESS |
| |congruent |An angle bisector is a ray that separates or cuts an angle into two congruent angles. Its endpoint is the vertex of the angle. |
| |half | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulties identifying the measure of the angle |THEN consider having students fill in the diagram with the information that is given in |
| | |that is bisected |the word problem, labeling everything. |
| | |IF students have difficulties in determining the different angles |THEN consider highlighting each angle in a different color. Students should see that the|
| | | |bisector should be highlighted with two different colors. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Social |Pass the problem |Students identify angle bisectors using concepts in various applications.|Blank paper or copies of the problem for each group |
| | | | |Large legal size envelopes |
| | | | |Timer |
| |Visual |Angle Bisector Madness |Students apply geometric concepts to identifying angle bisectors and |Student copy of angle |
| | | |understand the characteristics of an angle bisector through the use of |Straight edge |
| | | |manipulatives. |Internet |
| | | | |LCD projector or Smart Board |
| | | | |Pipe cleaners |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Identify Angle Bisector |MW Angle Bisector.identify | | |
| |Find Measure of Angles |MW Angle Bisector Find Meas of Angle | | |
| | |MW Angle Bisector.find bisected angle | | |
| |Mixed Review |MW Angle Bisector Mixed Review | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 4 - 5 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Draw Triangles Given Sides or Angles using Protractor |Measuring angles with a protractor (5th grade) |
| |Draw triangles given side, angle, side |Drawing or Measuring line segments to the nearest inch (2nd) |
| |Draw triangles given side, angle, angle | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.2.C.1.a- Draw geometric figures using a variety of tools |
| |ASSESSMENT LIMIT: Draw triangles given the measures of 2 sides and one angle or 2 angles and 1 side using whole numbers (0-20) and angle measures (0° to 179°) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |triangle |Relationships exist among the angles, sides, lengths, perimeters, and areas of two-dimensional figures. |
| |side |ESSENTIAL QUESTIONS |
| |angle |How are angle relationships used? |
| |degree |How do line relationships affect angle relationships? |
| |measure |CONCEPT KNOWLEDGE AND PROCESS |
| |protractor |To draw a triangle you need to know 3 things: |
| |ruler |Length of 2 sides and measure of 1 angle |
| |vertex |Length of 1 side and measure of 2 angles |
| |center point of protractor |Length of 3 sides |
| |acute angle |Measure of 3 angles |
| |right angle | |
| |obtuse angle | |
| |straight angle | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty drawing triangles |THEN consider giving them pipe cleaners to construct triangles based on given |
| | | |measurements of length and angle. |
| | |IF students have difficulty drawing triangles |THEN consider always having students draw the base first and then place points for the |
| | | |vertex and for the angles. |
| | |IF students have difficulty drawing triangles |THEN consider having students draw lines that intersect and then erase beyond the point |
| | | |of intersection. |
| | |IF students cannot explain which protractor scale to use |THEN consider having them first decide if an angle is greater than or less than 90º. |
| | | |Then, when students use the protractor, they can choose the measure from the appropriate |
| | | |scale. |
| | |IF students think the length of side affects the size of the angle |THEN consider drawing two right angles, one with much longer sides. Point out that the |
| | | |angles have the same size because they both measure 90º. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Kinesthetic |Let’s Draw |This activity allows students to have a hands-on experience as they |Protractors |
| | | |create, draw, and label triangles with given length measurements and |Loose leaf paper |
| | | |angle measurements. |12 strips (each with a length measurement) |
| | | | |6 strips each with an angle measurement |
| | | | |2 brown bags |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Draw triangle given 1 angle and|MW Triangle.1angles 2 sides |SF Grade 6 TE Lesson 9-7 (pp. 496a-499, 537) | |
| |two sides | | | |
| |Draw triangle given two angles |MW make triangle.2 angles 1 side |SF Grade 6 TE Lesson 9-7 (pp. 496a-499, 537) | |
| |and one side | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
| | | |
| |Missing Side of Quadrilateral Given Perimeter |Finding perimeter (5th grade) |
| |Missing dimensions (computation with diagram) |Definitions of quadrilaterals (5th) |
| |Mission dimensions (word problems) |Adding whole numbers (4th) |
| |VSC OBJECTIVE (calculators allowed) |
| |6.3.C.1.d- Determine missing dimension of a quadrilateral given the perimeter length |
| |ASSESSMENT LIMIT: Find length in a quadrilateral given the perimeter with whole number dimensions (0 to 200) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |perimeter |The perimeters, area, and volumes of rectangular objects depend on their dimensions. |
| |outside |Perimeter is a one-dimensional measure. |
| |length |All measurements are approximations. |
| |width |ESSENTIAL QUESTIONS |
| |sum |How can patterns be used to determine standard formulas for area and perimeter? |
| |quadrilateral |How are perimeter and area related? How are they different? |
| |rectangle |What strategies can be used to find area and perimeter of a shape or a region? |
| |square |How could two different shapes have the same area or the same perimeter? |
| |rhombus |CONCEPT KNOWLEDGE AND PROCESS |
| |parallelogram |Formulas using addition and multiplication can be used to find the perimeters of squares, rectangles, parallelograms, and regular polygons. |
| | |Perimeter is the distance around the outside of a shape. |
| | |To find the perimeter of any polygon, add all the sides. |
| | |If you know the perimeter of a rectangle or square and you know one of the dimensions, you can find the other dimension by working backwards and completing the |
| | |inverse operation. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have difficulty finding the missing dimension when given |THEN consider having students label all the sides with their solutions and then calculate|
| | |perimeter |perimeter. |
| | |IF students have difficulty finding the missing dimension when given |THEN consider reviewing the definitions of various quadrilaterals. |
| | |perimeter of a quadrilateral | |
| | |IF students have difficulty finding the missing dimension when given |THEN consider having students draw the quadrilateral and label the given information from|
| | |perimeter of a quadrilateral |the word problem. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Cooperative |Missing Dimensions |Students receive various quadrilaterals with the determined perimeter on |Index cards |
| | | |index cards and have to find the missing dimensions. |Chart |
| | | | |Overhead projector |
| |Visual |Tooth Pick Dimensions* |In this activity students use toothpicks to find the missing dimensions |Toothpicks |
| | | |of a quadrilateral with a given perimeter |Overhead projector |
| | | | |Chart |
| |Cooperative |Dimension Round Table |Students read various word problems and complete an assigned role to |Roundtable word problems |
| | | |solve for the missing dimension of a quadrilateral. | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Find Missing Dimension Given |MW Missing Dimension with Diagram |CMP Covering and Surrounding Inv. 1 (pp. 6-7, ACE 14-17) | |
| |Perimeter with Diagram |MW Missing Dimension Addtl Diagrams |SF Grade 6 TE Lesson 10-7 (pp. 564a-566, 611, 615) | |
| |Find Missing Dimension Given |MW Missing Dimension Word Problems |SF Grade 6 TE Lesson 10-7 (pp. 564a-566, 611, 615) | |
| |Perimeter Word Problems |MW Missing Dimension Addtl Word Problems | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
| |TIME FRAME: 4 - 6 days |PREREQUISITE SKILLS |
|Knowledge| | |
|and | | |
|Skills | | |
| |Area of Composite Figure Using Triangles and Rectangles |Take composite shapes and break them into rectangles |
| |Area of Composite Figures |Find measure of opposite sides using a rectangle or square (5th grade) |
| |VSC OBJECTIVE (calculators allowed) |
| |6.3.C.1.c- Estimate and determine the area of a composite figure |
| |ASSESSMENT LIMIT: Use composite figures with no more than four polygons (triangles or rectangles) and whole number dimensions (0 to 500) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |area |The perimeters, area, and volumes of rectangular objects depend on their dimensions. |
| |triangle |Area formulas are derived from linear measures. |
| |square |Area is a two-dimensional measure. |
| |rectangles |All measurements are approximations. |
| |composite |ESSENTIAL QUESTIONS |
| |length |How can patterns be used to determine standard formulas for area and perimeter? |
| |width |How are perimeter and area related? How are they different? |
| |base |What strategies can be used to find area and perimeter of a shape or a region? |
| |height |How could two different shapes have the same area or the same perimeter? |
| |dimension |How can the area of closed figures be estimated? |
| |square units |CONCEPT KNOWLEDGE AND PROCESS |
| |surface |A composite figure is a two-dimensional shape that combines two or more plane shapes. |
| | |To calculate the area of these shapes, the figure must be divided into smaller shapes. Then the area can be calculated by finding the sum of the areas of each|
| | |of the shapes that make up the figure. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students have problems determining the area of |THEN consider having students make a chart to list all the shapes with the formulas for each area and |
| | |each shape |then add them together. |
| | |IF students have difficulty dividing shapes |THEN consider giving students pattern blocks to manipulate so they can determine how many triangles or |
| | | |rectangles make up a specific shape. |
| | |IF students have difficulty determining which sides |THEN consider highlighting each shape in a different color, drawing the separate shapes that were |
| | |correspond to each shape |highlighted, and then writing the dimensions on the lines. |
|Suggested |Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Social |Put it Together |Students find the area of a composite figure using triangles and |Teacher made index cards with composite figures |
| | | |rectangles. |Brown paper bags |
| | | | |Worksheet |
| | | | |Scrap paper |
| |Visual |Composites with Tangrams* |Students use tangrams to identify the area of composite figures. |Composite figures made from tangrams |
| |Kinesthetic | | | |
| |Visual |Area Findings |Students practice finding the area of composite figures by breaking the |Teacher-made index cards with composite figures |
| |Kinesthetic | |polygons into separate figures. |Brown paper bags |
| | | | |Worksheet |
| | | | |Scrap paper |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Find area of composite figures |MW Area of Composite Figure |SF Grade 6 TE Lesson 10-10 (p. 575) |Shape Cutter |
| | |MW Area of Composite Figure Mult Choice | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
|Knowledge|TIME FRAME: 2 - 3 days |PREREQUISITE SKILLS |
|and | | |
|Skills | | |
| |Missing Dimension of Rectangles Given the Area |Area (4th grade) |
| |Find missing dimension of square given area |Multiply (5th) |
| |Find missing dimension of rectangle given area |Divide (5th) |
| |Find missing dimension given area word problems | |
| |VSC OBJECTIVE (calculators allowed) |
| |6.3.C.1.e- Determine the missing dimension of rectangles |
| |ASSESSMENT LIMIT: Find length in a square or rectangle given the area and whole number dimensions (0 to 200) |
| | |
| |VOCABULARY |ENDURING UNDERSTANDINGS |
| |area |The perimeters, area, and volumes of rectangular objects depend on their dimensions. |
| |length |Area formulas are derived from linear measures. |
| |width |Area is a two-dimensional measure. |
| |dimension |All measurements are approximations. |
| |divide |ESSENTIAL QUESTIONS |
| |isolate |How can patterns be used to determine standard formulas for area and perimeter? |
| |variable |How are perimeter and area related? How are they different? |
| |inverse |What strategies can be used to find area and perimeter of a shape or a region? |
| |operation |How could two different shapes have the same area or the same perimeter? |
| |equation |How can the area of closed figures be estimated? |
| |balanced |CONCEPT KNOWLEDGE AND PROCESS |
| |square |To find the area of a rectangle (a two-dimensional measure) without counting squares, you multiply its width by its length. |
| |square root |To find the missing dimension of a rectangle or square when the area is known, work backwards. |
| | |To find the missing dimension of a square when the area is given find the square root of the area. |
| | | |
| | | |
| |Vocabulary Activities | |
| | | |
| |Teacher Definitions | |
| |Student Vocabulary | |
| |Word Wall Vocabulary | |
| |Total Vocabulary Matrix | |
| | |ERROR INTERVENTION |
| | |IF students label area with units of length |THEN consider having students begin by writing Area = ____2. This should remind students|
| | | |to find the square root to find the missing side. |
| | |IF students have difficulty finding the missing dimension of a |THEN consider reviewing and posting in the classroom perfect squares to 144. |
| | |square when given area | |
| | |IF students have difficulty finding the missing dimension of a |THEN consider using the solve-for-the-unknown method. Write the formula, substitute |
| | |rectangle when given area |values of variables, and then use the inverse operation. |
|Suggested|Learning Activities and Strategies |
|Learning | |
|Plan | |
| |Activity |Description |Materials |
| |Concrete |Mention the Dimensions* |Students find the missing dimension of a rectangle given the area by |Centimeter grid paper |
| | | |counting square units and using the inverse operation. |Scratch paper |
| | | | |Worksheet |
| | | | |Overhead |
| | | | |Centimeter grid transparency |
| |Concrete |Missing Dimensions |Students look at area of squares on grid paper and determine the missing |Centimeter grid paper |
| | | |dimensions |Hand out |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |DIFFERENTIATION |
| |Accommodations* G.A.T.E./Enrichment |
|Suggested|Resources |
|Learning | |
|Plan | |
| |Sub-Skills |Math Works Teaching Skill |Textbook |Other Resources |
| |Find missing dimension of |MW Missing Dim Given Area of Square |CMP Covering and Surrounding Inv. 1 (pp. 6-7, 10-11, ACE | |
| |square given area | |14-17) | |
| | | |SF Grade 6 TE Lesson 10-7 (pp. 564a-566, 611, 615) | |
| |Find missing dimension of |MW Missing Dim Given Area Rectangle |SF Grade 6 TE Lesson 10-7 (pp. 564a-566, 611, 615) | |
| |rectangle given area | | | |
| |Find missing dimension given |MW Missing Dim Given Area Word Problems | | |
| |area – word problem | | | |
| |Writing in Math |Math Works BCRs | | |
|Assessmen|TRACKING SHEET |CONCEPT |MULTIPLE CHOICE QUESTION BANK |OTHER WAYS TO ASSESS |
|ts | |ASSESSMENT | | |
-----------------------
Unit 1 Assessment
Grade 6: Unit 1
Fractions 1 Review
Quarter 1 Tracking and Progress Matrix
*To be used in conjunction with the Quarter 4 Curriculum Overview for long term lesson planning
Benchmark 2 Testing Window
Benchmark 1 Testing Window
Quarter 1 Planning Calendar *
Curriculum Guide 2008-2009
This 3-part curriculum guide is designed to assist you in helping your students meet the requirements of the Maryland Voluntary State Curriculum (VSC). A DRAFT version of this curriculum has been provided on CD, however updates will continually be made to the curriculum document on TSS and therefore, you are encouraged to download the revised document on a regular basis. We welcome your feedback via email at officeofmath@bcps.k12.md.us.
| |MON |TUES |WED |THURS |FRI |
|Aug |25 |26 |27 |28 |29 |
| |Quarter 1 Begins | | | | |
| |15 |16 |17 |18 |19 |
| |22 |23 |24 |25 |26 |
| |29 |30 |1 |2 |3 |
|Octob|6 |7 |8 |9 |10 |
|er | | | | | |
| |13 |14 |15 |16 |17 |
| | | | |Professional Development |Professional Development |
| |27 |28 |29 |30 |31 |
| | | | | |Quarter 1 Ends |
*The Quarter Overview lists the concepts students must master for the quarter. Suggested time frames are provided, however each teacher has the responsibility to make choices to adapt the timing and sequence of units based on student needs as identified by data.
| |QUARTER 1 (Aug 25 – Oct 31) |Suggested Time Frame |
| |UNIT 1: Fractions 1 Review |2 weeks |
| | |(11 – 19 days) |
| |Add and subtract fractions |2 – 4 days |
| |Multiply fractions and mixed numbers |2 – 3 days |
| |Ratios |1 – 2 days |
| |Equivalent forms |3 – 5 days |
| |Compare & order fractions |3 – 5 days |
| |UNIT 2: Decimals 1 |1.5 weeks |
| | |(5 – 9 days) |
| |Review estimate sum & differences of decimals |1 – 2 days |
| |Review add & subtract decimals |1 – 2 days |
| |Estimate products of decimals |1 – 2 days |
| |Multiply decimals |2 – 3 days |
| |UNIT 3: Decimals 2 |1.5 weeks |
| | |(8 – 10 days) |
| |Estimate quotients of decimals |1 – 2 days |
| |Divide decimals |1 – 2 days |
| |Distributive property |2 – 3 days |
| |Exponents |2 – 3 days |
| |Percent of a number |2 – 3 days |
| |Unit 4: Algebra |2.5 weeks |
| | |(10 – 16 days) |
| |Order of operations |3 – 5 days |
| |Integers on a number line |2 – 3 days |
| |Read, write, represent integers |1 – 2 days |
| |Draw polygon in first quadrant of grid |1 – 2 days |
| |Evaluate algebraic expressions using fractions or decimals |3 – 4 days |
| |UNIT 5: Statistics 1 |1.5 weeks |
| | |(7 – 11 days) |
| |Organize & interpret frequency table |3 – 4 days |
| |Make & interpret stem and leaf plot [0 to 1000] |2 – 3 days |
| |Analyze circle graphs |1 – 2 days |
| |Identify change in a linear equation [graph] |1 – 2 days |
Quarter 1 Overview *
Unit 6 Assessment
Grade 6: Unit 6
Algebra 2
Quarter 2 Tracking and Progress Matrix
*To be used in conjunction with the Quarter 4 Curriculum Overview for long term lesson planning
Benchmark 2 Testing Window
Quarter 2 Planning Calendar *
| |MON |TUES |WED |THURS |FRI |
|Novemb|3 |4 |5 |6 |7 |
|er |Quarter 2 Begins |Election Day | | | |
| |24 |25 |26 |27 |28 |
| | | | |Thanksgiving |Thanksgiving |
| |8 |9 |10 |11 |12 |
| |15 |16 |17 |18 |19 |
| |22 |23 |24 |25 |26 |
| | | |Winter Break |Winter Break |Winter Break |
| |12 |13 |14 |15 |16 |
| |19 |20 |
| |MLK Holiday | |
| |UNIT 6: Algebra 2 |3 weeks |
| | |(13 – 19 days) |
| |Complete function table with a given two-operational rule |1 – 2 days |
| |Interpret & write a rule for one operation |2 – 3 days |
| |Graph ordered pairs in 4 quadrants of coordinate plane |3 – 4 days |
| |Write algebraic expression to represent unknown quantities |2 – 3 days |
| |Determine unknown in linear equation |2 – 3 days |
| |Write equations & inequalities to represent relationships |3 – 4 days |
| |UNIT 7: Geometry 1 |2 weeks |
| | |(7 – 11 days) |
| |Triangles by angle measure or side measure |3 – 4 days |
| |Sum of angles in a triangle |1 – 2 days |
| |Diagonal line segments |1 – 2 days |
| |Area of a triangle |2 – 3 days |
| |UNIT 8: Probability |1.5 weeks |
| | |(6 – 8 days) |
| |Express probability as a decimal, fraction or percent |3 – 4 days |
| |Experimental probability |3 – 4 days |
| |Unit 9: Geometry 2 |1.5 weeks |
| | |(7 – 10 days) |
| |Identify parts of a circle |1 – 2 days |
| |Compare relationships of parts of a circle |3 – 4 days |
| |Volume of rectangular prisms |3 – 4 days |
| |Unit 10: Measurement 1 |2 weeks |
| | |(8 – 12 days) |
| |Measure to the nearest 1/16" |2 – 3 days |
| |Perpendicular bisectors |1 – 2 days |
| |Angle bisectors |1 – 2 days |
| |Draw triangles given sides or angles using protractor |4 – 5 days |
Quarter 2 Overview *
Quarter 3 Overview *
| |QUARTER 3 (Jan 26 – March 31) |Suggested Time Frame |
| |Unit 11: Measurement 2 |2 weeks |
| | |(8 – 12 days) |
| |Missing side of quadrilateral given perimeter |2 – 3 days |
| |Area of a composite figure using triangles and rectangles |4 – 6 days |
| |Missing dimension of rectangles given the area |2 – 3 days |
| |MSA Review |3 weeks |
*The Quarter Overview lists the concepts students must master for the quarter. Suggested time frames are provided, however each teacher has the responsibility to make choices to adapt the timing and sequence of units based on student needs as identified by data.
| |MON |TUES |WED |THURS |FRI |
|Jan |26 |27 |28 |29 |30 |
| |Quarter 3 Begins | | |Professional Development |Professional Development |
| |9 |10 |11 |12 |13 |
| |16 |17 |18 |19 |20 |
| |President’s Day | | | | |
|March |2 |3 |4 |5 |6 |
|9
STANFORD 10 (1-2) |10
STANFORD 10 (1-2) |11
STANFORD 10 (1-2) |12
STANFORD 10 (1-2) |13
STANFORD 10 (1-2) | | |16
MSA (3-8) |17
MSA (3-8) |18
MSA (3-8) |19
MSA (3-8) |20
MSA (3-8) | | |23
MSA (3-8) |24
MSA (3-8) |25
MSA (3-8) |26 |27 | | |30 |31 |1
Quarter 3 Ends | | | |
Quarter 3 Planning Calendar *
Benchmark 3 Testing Window
*To be used in conjunction with the Quarter 4 Curriculum Overview for long term lesson planning
Quarter 3 Tracking and Progress Matrix
Unit 11 Assessment
Grade 6: Unit 11
Measurement 2
Unit 2 Assessment
Grade 6: Unit 2
Decimals 1
Unit 3 Assessment
Grade 6: Unit 3
Decimals 2
Unit 4 Assessment
Grade 6: Unit 4
Algebra
Unit 5 Assessment
Grade 6: Unit 5
Statistics 1
Unit 7 Assessment
Grade 6: Unit 7
Geometry 1
Unit 8 Assessment
Grade 6: Unit 8
Probability
Unit 9 Assessment
Grade 6: Unit 9
Geometry 2
Updated 8/12/08
Understanding the Mathematics Curriculum
A brief PowerPoint presentation
Unit 10 Assessment
Grade 6: Unit 10
Measurement 1
Assessments
Assessing students’ needs is the key to a successful math program. Formative and unit assessments are included in the curriculum. Click on the link and it appears either in word form ready to print or in PowerPoint that can be used for the entire class. Requiring students to SHOW WORK on all problems enable you to see students’ thinking and better analyze errors. All assessments are directly aligned with the MD VSC. The VSC objectives and numbers are also listed. The VSC objective number starts with the grade level followed by the standard.
Concept Assessments are provided with an on-line tracking sheet that will allow you to track the progress of each student in order to provide differentiated instruction for students who did not initially master the concept. There are many other ways that you can assess students’ progress. Choose methods that are effective for you and your students. Unit assessments provide evidence of student achievement for the content of each unit. On-line data analysis sheets help track student progress.
The August Math Benchmark will assess students’ knowledge from the previous year.
Knowledge and Skills
This section includes a range of time to teach each concept based on students’ needs. This is a suggested time that it might take for students to master a concept. For that reason a calendar is provided so you can plan your quarter. The sum of the days in the upper range may exceed the number of days in a quarter. Therefore, adjust your instructional plan accordingly. Prerequisite skills as well as sub-skills are indicated for each concept. Take time to revisit prerequisite skills and add sub-skills as needed.
. [pic]
Vocabulary words are important in developing an understanding of a concept, but they should be introduced along with the concept and never in isolation. On-line vocabulary links are provided to develop and reinforce the meaning of these words. Vocabulary activities are suggested for each concept.
Enduring Understandings are the “Big Ideas” that need to be retained for a lifetime. Samples have been included as a starting point; add more as the concept develops. Sample Essential Questions have been included to help frame your daily instruction. Concept Knowledge is the basic information that students need to know in order to understand the concept.
Error Intervention suggestions, also known as “Hot Spots”, help identify the problems students might have and possible ways to prevent them.
The Learning Plan
This section includes various activities and strategies that can be used to motivate the students, and to introduce, teach, or reinforce each concept. On-line links to access additional activities and resources are provided.
The math textbook and Math Works have great ideas, information, and materials, but should not be the only source for your learning plan. You are the key in developing a learning plan to engage all students and ensure that they master the concepts.
................
................
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
- general knowledge and answers 2019
- administrative assistant knowledge and skills
- job knowledge and skills examples
- examples of knowledge and skills
- knowledge and experience interview questions
- prior knowledge and background knowledge
- knowledge vs skills samples
- knowledge and information management
- implicit knowledge and explicit knowledge
- texas essential knowledge and skills 2019
- knowledge and truth in philosophy
- data knowledge and information