Week 1 of the First Quarter



Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |1 |Weeks: |1- 3 | |

Instructional Unit Plan

Unit 3 Georgia Performance Standards

|M6N1d |Add and subtract fractions and mixed numbers with unlike denominators. |

|M6N1e |Multiply and divide fractions and mixed numbers. |

|M6N1f |Use fractions, decimals, and percents interchangeably. |

|M6N1g |Solve problems involving fractions, decimals and percents. |

|M6A1 |Students will understand the concept of ratio and use it to represent quantitative relationships. |

|M6A2c |Use proportions to describe relationships and solve problems, including percent problems. |

|Unit 3 Framework Essential Questions |Unit 3 Framework Enduring Understandings |

| | |

|How can I tell which form of a rational number is most appropriate in a given situation? |Fractions, decimals, and percents can be used interchangeably. |

|When I multiply two fractions, how can I be sure that my answer is correct? |The relationships and rules that govern whole numbers, govern all rational numbers. |

|When I subtract two fractions, how can I be sure that my answer is correct? |In order to add or subtract fractions, we must have like denominators. |

|How do I find a common denominator? |When we multiply one number by another number, we may get a product that is bigger than the |

|When I multiply one number by another number, do I always get a product bigger than my original |original number, smaller than the original number or equal to the original number. |

|number? |When we divide one number by another number, we may get a quotient that is bigger than the |

|When I divide one number by another number, do I always get a quotient smaller than my original |original number, smaller than the original number or equal to the original number. |

|number? |Ratios use division to represent relationships between two quantities. |

|What information do I get when I compare two numbers using a ratio? | |

|What kinds of problems can I solve by using ratios? | |

|Unit 3Assessment |Vocabulary |

| | |

|GPS Framework, Grade 6, Unit 3, Fractions, Decimals, Ratios, and Percents, Culminating Task |Proportion |

|“Science Fair Task,” pp. 17 - 20 of 20 |Ratio |

| |Rational number |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |1 |

Georgia Performance Standards

|M6N1e |Multiply and divide fractions and mixed numbers. |

|M6N1g |Solve problems involving fractions, decimals, and percent. |

|M6A1 |Students will understand the concept of ratio and use it to represent quantitative relationships. |

|Unit 3 Framework Enduring Understandings |Unit 3 Framework Essential Questions |

| | |

|The relationships and rules that govern whole numbers, govern all rational numbers. |When I divide one number by another number, do I always get a quotient smaller than my original |

|When we divide one number by another number, we may get a quotient that is bigger than the |number? |

|original number, smaller than the original number or equal to the original number. |What kinds of problems can I solve by using ratios? |

|Ratios use division to represent relationships between two quantities. | |

| |Vocabulary |

| | |

| |Proportion |

| |Ratio |

| |Rational number |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |1 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Subtract whole numbers, working left to right with regrouping (for example, with 142 |Estimate and solve single- and multi-step problems |

|– 94 = , start with 142 – 90 = 52, and then 52 – 4 = 48) |Use variables to represent the unknown quantity |

|Determine the GCF and LCM for a given pair of numbers |Apply the Make an Organized List strategy to solve process problems |

|Determine the mean, median and mode for a data set | |

|Skill Mastery: Estimate the sum of difference to the nearest whole number | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.1.1 |M6N1f |Use fractions, decimals, and percents |GPS Framework Unit 3 Fractions, Decimals, and |Number line |

| | |interchangeably. |Percent, “Representing Rational Numbers on the Number|Copy of task |

| | | |Line”, p. 6 of 20 |Exploration 7-8 transparency |

| | | |HM Course1, Exploration 7-8 | |

|2.1.2 |M6N1f |Use fractions, decimals, and percents |GPS Framework Unit 3 Fractions, Decimals and Percent,|Copy of task |

| | |interchangeably. |“Reaching the Goal, pp. 7, 8 of 20 | |

|2.1.3 |M6N1e |Model multiplication of rational numbers |MIC: Reallotment, pp. 20 – 21 |Grid paper |

| | | |HM Course 1, Lab 5-7 |Fraction bars |

|2.1.4 |M6N1e |Recognize the similarities between division of |GPS Framework Unit 3 Fractions, Decimals and Percent,|Grid paper |

| | |decimals and division of fractions |“Dividing Rational Numbers,” pp. 9 – 10 of 20 |Fraction bars |

| | |Use multiplication to verify the accuracy of |HM Course1, Lab 5-9, p. 268 | |

| | |division computations | | |

|2.1.5 |M6N1e |Recognize the similarities between division of |GPS Framework Unit 3 Fractions, Decimals and Percent,|Number line |

| | |decimals and division of fractions |“Taking a Break”, p. 10 of 20 |Grid paper |

| | |Use multiplication to verify the accuracy of |HM Course 1, Exploration 5-9 |Exploration 5-9 transparency |

| | |division computations | | |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Model percent and relate to fractions and decimals, HM Course 1, pp. 380 -- 383 |Weekly Focus: Estimate and solve fraction|

| |division problems |

|Maintenance: Apply knowledge of factors and least common multiples with the “Reaching All Learners" Activity from HM Course 1, p. 229. | |

| |Maintenance: Solve one-step or multi-step|

|Maintenance: Identify characteristics of quadrilaterals with the “Reaching All Learners” activity and “Sports Link” from HM Course 1, pp. 443 and 445. |word problems involving whole numbers or |

| |decimals |

|Exploration: Technology Lab “convert Between Percents, Decimals, and Fractions”, calculator activity | |

| |Skill: Estimate the sum or difference to |

|Intervention: Lesson Tutorial video, “Writing Decimals as Percents” |the nearest whole number |

| | |

| |Refer to Holt Mathematics Course 1 |

| online tool for multiplying decimal fractions | |

|Reflection with Closure |

|When using only the algorithm, how can you verify the accuracy of your quotient? |

|What does the expression 1/2 ÷ 3/8 really mean? Explain how you know that the solution will be greater than one. |

|If percent means ‘out of one hundred’ what do they mean by 125%? |

|Journal |

|Describe how to find the product of a mixed number and a fraction. |

|Describe how to divide a decimal fraction by a decimal fraction. |

|When have I heard the term percent in real life? |

| Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected HM Course 1 Chapter 7 items; products from framework tasks |

|Skill Mastery: Estimate the sum or difference to the nearest whole number |

|6.7 + 3.2 + 4.1 + 5.9 = 23.56 + 101.32 + 79.09 + 235.6 = 347.69 - 238.98 = 1,098.72 - 898.76 = |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |2 |

Georgia Performance Standards

|M6A1 |Students will understand the concept of ratio and use it to represent quantitative relationships. |

|M6N1f |Use fractions, decimals, and percents interchangeably. |

|M6N1g |Solve problems involving fractions, decimals and percents. |

|Unit 3 Framework Enduring Understandings |Unit 3 Framework Essential Questions |

| | |

|Fractions, decimals, and percents can be used interchangeably. |How can I tell which form of a rational number is most appropriate in a given situation? |

|Ratios use division to represent relationships between two quantities. |What information do I get when I compare two numbers using a ratio? |

| |What kinds of problems can I solve by using ratios? |

|Vocabulary |Literacy GPS |

| | |

|Proportion |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Ratio | |

|Rational number |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |2 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Recognize compatible numbers (for example, 71 and 29 are compatible, equaling 100; |Estimate and solve single- and multi-step problems |

|120 and 180 are compatible, equaling 300) |Use variables to represent the unknown quantity |

|Determine the mean, median, and mode for a data set |Apply the Make a Table strategy to solve process problems |

|Add and subtract fractions and mixed numbers | |

|Skill Mastery: Multiply and divide decimals | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.2.6 |M6N1f, g |Use fractions, decimals, and percents |GPS Framework Unit 3 Fractions, Decimals and Percent,|Fraction circles |

| |M6A1 |interchangeably. |“Reading Circle Graphs,” pp. 11– 12 of 20 | |

|2.2.7 |M6N1f |Use fractions, decimals, and percents | |

| |M6A1 |interchangeably. |60 Circle Grapher, “How I divide my 24 hour day” | |

| | | |HM Course 1, Problem Solving 5-9 | |

|2.2.8 |M6N1f, g |Model division by decimals, fractions, and mixed |GPS Framework Unit 3 Fractions, Decimals and Percent,| |

| |M6A1 |numbers |“Dividing Rational Numbers,” pp. 13 – 14 of 20 | |

| | |Rename fractions to divide without inverting | | |

| | |Practice traditional strategy of inverting to divide| | |

|2.2.9 |M6N1f, g |Use benchmark fractions to estimate and calculate |MIC More or Less, “Discounts” Percents and Fractions,|Student Activity Sheet 2, p. 56 |

| |M6A1 |percent |pp. 13 – 15 |Optional: Calculators |

|2.2.10 |M6N1f, g |Solve real world problems involving fractions and |MIC More or Less, “Many Changes,” Design a Sign, pp. |No additional materials required |

| |M6A1 |percent |18 – 19 |Optional: Calculators |

| | | | | |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Solve percent problems involving sales tax with Problems 3, 8 and 9 from HM Course 1, p. 396. |Weekly Focus: Solve problems involving |

| |sale prices |

|Maintenance: Use factors of numbers with “Journal” and “Reaching All Learners” from HM Course 1, pp. 172 and 174. | |

| The Product Game |Maintenance: Multiply and divide |

| |fractions and mixed numbers |

|Maintenance: Identify angles and review related vocabulary with “Angle Relationships” from HM course 1, pp. 426 – 427. | |

| |Skill: Multiply and divide decimals |

|Exploration: | |

| |Refer to Holt Mathematics Course 1 |

| - These two websites use egg cartons to model multiplication and division of fractions. | |

| | |

|Intervention: Fraction Model II, interchanging fractions, decimals, and percents | |

|Reflection with Closure |

| |

|Can you find percents of fraction or decimal amounts? |

|Why are percents useful in comparing quantities? |

|Why is it important to know the original quantity when using percents? |

|Journal |

| |

|Why are so many discounts and sales advertised as 20% or 25% off? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC More or Less Section B items and products from tasks |

|Skill Mastery: Multiply and divide decimals |

|1.3 x 0.4 = 5.32 x 1.2 = 0.07 x 0.04 = |

|0.6 / 0.02 = 0.9 / 0.3 = 16.8 / 2.1 = |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |3 |

Georgia Performance Standards

|M6N1f |Use fractions, decimals, and percents interchangeably. |

|M6N1g |Solve problems involving fractions, decimals and percents. |

|M6A1 |Students will understand the concept of ratio and use it to represent quantitative relationships. |

|Unit 3 Framework Enduring Understandings |Unit 3 Framework Essential Questions |

| | |

|Fractions, decimals, and percents can be used interchangeably. |How can I tell which form of a rational number is most appropriate in a given situation? |

|Ratios use division to represent relationships between two quantities. |What information do I get when I compare two numbers using a ratio? |

| |What kinds of problems can I solve by using ratios? |

|Vocabulary |Literacy GPS |

| | |

|Proportion |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Ratio | |

|Rational number |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |3 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Recognize compatible numbers |Develop algebraic reasoning skills |

|Decompose numbers into their prime factorization |Investigate exchange strategies to solve equality problems |

|Multiply and divide fractions and mixed numbers |MIC Comparing Quantities, “Compare and Exchange,“ pp. 1 - 3 |

|Skill Mastery: Divide by two-digit divisors | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.3.11 |M6N1f, g |Solve real world problems involving fractions and |MIC More or Less, “Many Changes” Profit Fractions, |Student Activity Sheets 3 and 4, |

| |M6A1 |percent |pp. 20 - 21 |pp. 57 - 58 |

| | |Identify the fraction, decimal, and percent | |Calculators |

| | |relationship | |Optional: Colored pencils and scissors |

| | | | | |

|2.3.12 |M6N1f |Use benchmark fractions to estimate and calculate |MIC More or Less, “Discounts” Percents and Fractions,|Additional teacher-written problems |

| |M6A1 |percent |pp. 13 – 14 | |

| | | | | |

| | | | | |

|2.3.13 |M6N1f, g |Solve real world problems involving percent |GPS Framework Unit 3 Fractions, Decimals, and |Copies of problems from task |

| |M6A1 | |Percent, “Free Throws” and “Ice Cream and Cake,” pp. | |

| | | |14 – 16 of 20 | |

| | | | | |

|2.3.14 |M6N1f |Solve real world problems involving percent |GPS Framework Unit 3 Fractions, Decimals, and |Copies of problems from task |

| |M6A1 | |Percent, Culminating Activity “Science Fair,” pp. 17 | |

| | | |– 20 of 20 | |

|2.3.15 |M6N1d,e,f,g |Solve problems using the four arithmetic operations |GPS Framework Unit 3 Fractions, Decimals, and |Copies of the task |

| |M6A1 |with rational numbers. |Percent, Culminating Activity “Science Fair,” pp. 17 |Optional: Grid paper |

| |M6A2 | |– 20 of 20 | |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Solve challenging percent problems with Problems 16 - 17 from HM Course 1, p. 397. |Weekly Focus: Represent quantities as |

| |fractions, decimals and percents |

|Maintenance: Use factors of numbers with “Journal” and “Reaching All Learners” from HM Course 1, pp. 172 and 174. | |

| The Factur Game |Maintenance: Apply order of operations to|

| |simplify numeric expressions |

|Maintenance: Identify angles and review related vocabulary with “Angle Relationships” from HM course 1, pp. 426 – 427. | |

| |Skill: Divide with two-digit divisors |

|Exploration: Investigate and explain the big ideas of equality with “Math Background” from HM Course 1, p.76. Provide Euclid’s five axioms to students. | |

|They work in pairs or groups to model the axioms algebraically and with real world examples. |Refer to Holt Mathematics Course 1 |

| | |

|Intervention: | |

|Reflection with Closure |

| |

|Explain when 40% is a larger amount than 60%. |

|If 90% of the people surveyed agree on an issue, does it necessarily mean that a lot of people agree? |

|Journal |

| |

|Explain how you can find any percent of a number as long as you can calculate 10% and 1% of that number. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC More or Less Section C items |

|Skill Mastery: Divide with two-digit divisors |

|604 ÷ 13 275 ÷ 34 5,962 ÷ 22 7304 ÷ 36 |

|Performance Task: |

|Culminating Task: GPS Framework, Grade 6, Unit 3, Fractions, Decimals, Ratios, and Percents, Culminating Task “Science Fair Task,” pp. 17 - 20 of 20 |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Weeks: |4-5 |

Instructional Unit Plan

Unit 4 Georgia Performance Standards

|M6A2a |Analyze and describe patterns arising from mathematical rules, tables, and graphs.      |

|M6A3 |Evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations. |

|Unit 4 Framework Enduring Understandings |Unit 4 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent numbers. |Why do we use letters to represent numbers in mathematics? |

|There are conventions for using letters to represent numbers in mathematics. |Why do we need conventions in mathematics? |

|Algebraic expressions are used to represent relationships between numbers. |How do I evaluate an algebraic expression? |

|Variables can be used to generalize patterns. |How can variables be used to describe patterns? |

|Pictures and diagrams are helpful in recognizing relationships. |How do I solve a one-step equation? |

|Inverse operations are helpful in understanding and solving problems. | |

| | |

|Unit Assessment |Vocabulary |

| | |

|GPS Framework, Grade 6, Unit 4, One-Step Equations, Culminating Task “Building with Toothpicks,” |Algebraic expression |

|pp. 11 - 14 of 14 |Equation |

| |Variable |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |4 |

Georgia Performance Standards

|M6A3 |Evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations.      |

|Unit 4 Framework Enduring Understandings |Unit 4 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent numbers. |Why do we use letters to represent numbers in mathematics? |

|There are conventions for using letters to represent numbers in mathematics. |Why do we need conventions in mathematics? |

|Algebraic expressions are used to represent relationships between numbers. |How do I evaluate an algebraic expression? |

|Inverse operations are helpful in understanding and solving problems. |How can variables be used to describe patterns? |

| |How do I solve a one-step equation? |

|Vocabulary |Literacy GPS |

| | |

|Algebraic expression |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Equation | |

|Variable |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |4 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Add using compatible numbers [for example, for 80 + 31 =, think (80 + 20) + 11 and |Estimate and solve single- and multi-step problems |

|for 262 + 150, think (260 + 140) + 2 + 10] |Use variables to represent the unknown quantity |

|Determine the GCF and LCM for a given pair of numbers |Apply the Work Backwards strategy to solve process problems |

|Recognize or calculate fraction, decimal and percent equivalents | |

|Skill Mastery: Prime factorization | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.4.16 |M6A3 |Understand combinations as a foundation for working |MIC Comparing Quantities, “Looking at Combinations” |Student Activity Sheet 1, p. 57 |

| | |with variables and equations |The School Store, pp. 6 – 9 |Optional: Colored pencils (Same colors for each |

| | | | |student) |

| | | | | |

|2.4.17 |M6A3 |Write algebraic expressions to represent a real world|MIC Comparing Quantities, “Equations” The School |Student Activity Sheet 5, p. 61 |

| | |situation |Store Revisited and Hats and Sunglasses, pp. 28 – 30 | |

| | |Explore strategies to solve equations | | |

|2.4.18 |M6A3 |Solve one-step addition and subtraction equations |Holt Mathematics Course 1, Addition Equations” and |Balance scale |

| | | |“Subtraction Equations,” pp. 74 – 76 and 78 - 89 |Counters and markers for variables |

| | | | |Teacher-selected examples and practice problems |

|2.4.19 |M6A3 |Evaluate algebraic expressions |GPS Framework Unit 4 One Step Equations, “Learning |Counters and markers for variables |

| | |Solve one-step multiplication equations |the Conventions for Multiplying and Dividing Letters |Optional: Transparency of Question 4 from the task|

| | | |and Numbers,” pp. 7 – 9 of 14 | |

| | | | | |

|2.4.20 |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Use a variable to represent the unknown with “Using Letters to Represent Numbers” from GPS Framework Unit 4 One Step Equations, pp. 5 – 6 of |Weekly Focus: Use algebraic expressions |

|14. |to represent a real situation with an |

| |unknown |

|Maintenance: Determine sales prices with “Reaching All Learners” from HM Course 1, p. 395. | |

| |Maintenance: Solve problems involving |

|Maintenance: Recognize fraction, decimal, and percent equivalence with “Triple Play" from HM Course 1, p. 402. |percent |

| | |

|Exploration: Explore number patterns with Technology Lab “Find a Pattern in a Sequence” from HM Course 1, p. 37. |Skill: Prime factorization |

| | |

|Intervention: |Refer to Holt Mathematics Course 1 |

|Reflection with Closure |

| |

|Why are letters used for the variables rather than another set of symbols? |

|How many variables can be included in one algebraic expression? |

|How are inverse operations useful when solving equations? |

|How do these solution steps reflect the concept of balance? |

|Journal |

| |

|Do we have to use letters in these equations? Why not just use the boxes and lines we used in elementary school? Why are n and x so common? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC Comparing Quantities Section E items |

|Skill Mastery: Write the prime factorization for the following numbers using exponents. 84 916 244 510 |

|Performance Task: |

|Culminating Task: |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |5 |

Georgia Performance Standards

|M6A3 |Evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations.      |

|M6A2a |Analyze and describe patterns arising from mathematical rules, tables, and graphs.      |

|Unit 4 Framework Enduring Understandings |Unit 4 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent numbers. |Why do we use letters to represent numbers in mathematics? |

|There are conventions for using letters to represent numbers in mathematics. |How can variables be used to describe patterns? |

|Algebraic expressions are used to represent relationships between numbers. |How do I solve a one-step equation? |

|Variables can be used to generalize patterns. | |

|Pictures and diagrams are helpful in recognizing relationships. | |

|Inverse operations are helpful in understanding and solving problems. | |

|Vocabulary |Literacy GPS |

| | |

|Algebraic expression |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Equation | |

|Variable |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |5 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Add using compatible numbers |Estimate and solve single- and multi-step problems |

|Interpret data from a histogram or line graph |Use variables to represent the unknown quantity |

|Add and subtract fractions and mixed numbers |Apply the Make a Table and Find a Pattern strategies to solve process problems |

|Skill Mastery: Fraction and decimal equivalents | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.5.21 |M6A3 |Solve one-step equations |GPS Framework Unit 4 One Step Equations, “The Ant,” |Copies of problem from the task |

| | | |pp. 10 – 11 of 14 | |

| | |Identify and evaluate expressions |Holt Mathematics Course 1, “Variables and | |

| | | |Expressions,” pp. 54 – 57 | |

|2.5.22 |M6A2a |Identify patterns from tables |Holt Mathematics Course 1, “Translate Between Words |No additional materials |

| |M6A3 |Express patterns in words and with algebraic |and Math,” pp. 58 – 60 | |

| | |expressions | | |

| | | | | |

|2.5.23 |M6A2a |Identify patterns from tables |Holt Mathematics Course 1, “Translating Between |No additional materials |

| |M6A3 |Express patterns in words and with algebraic |Tables and Expresions,” pp. 62 - 65 | |

| | |expressions | | |

|2.5.24 |M6A2a |Write a formula that involves a variable |GPS Framework Unit 4 One Step Equations, Culminating |Copies of problem from the task |

| |M6A3 |Recognize patterns to solve problems |Task “Building with Toothpicks,” pp. 11 – 14 of 14 |Optional: Toothpicks |

|2.5.25 |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Apply the rules of equality with “Balancing Act” from GPS Framework Unit 4 One Step Equations, p. 9 of 14. |Weekly Focus: Identify and extend number |

| |patterns |

|Maintenance: Determine sales prices with “Reaching All Learners” from HM Course 1, p. 395. | |

| |Maintenance: Solve one-step equations |

|Maintenance: Recognize fraction, decimal, and percent equivalence with “Triple Play" from HM Course 1, p. 402. | |

| |Skill: Fraction and decimal equivalents |

|Exploration: Explore number patterns with Technology Lab “Find a Pattern in a Sequence” from HM Course 1, p. 37. | |

|Intervention: Pan Balance – Numbers | |

| |Refer to Holt Mathematics Course 1 |

|Reflection with Closure |

| |

|Can all patterns be generalized with an algebraic expression? |

|How many elements are needed before a pattern can be determined? |

|How many operations can be included in generating a pattern? |

|Journal |

| |

|Do I prefer using a table or words to describe a pattern? Why are tables used so often when we talk about patterns? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected HM Course 1 Chapter 2 items |

|Skill Mastery: Write each decimal as a fraction in simplest form |

|0.8 0.14 0.03 1.45 |

|Performance Task: |

|Culminating Task: GPS Framework, Grade 6, Unit 4, One-Step Equations, “Building with Toothpicks,” pp. 11 - 14 of 14 |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Weeks: |6-9 |

Instructional Unit Plan

Unit 5 Georgia Performance Standards

M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.

M6D1b Using data, construct frequency distributions, frequency tables, and graphs.

M6D1c Choose appropriate graphs to be consistent with the nature of the data (categorical or numerical). Graphs should include pictographs,

histograms, bar graphs, line graphs, circle graphs, and line plots.

M6D1d Use tables and graphs to examine variation that occurs within a group and variation that occurs between groups.

M6D1e Relate the data analysis to the context of the questions posed

M6A1 Students will understand the concept of ratio and use it to represent quantitative relationships

M6N1f Use fractions, decimals, and percent interchangeably

M6N1g Solve problems involving fractions, decimals and percents

|Unit 5 Framework Enduring Understandings |Unit 5 Framework Essential Questions |

| | |

|The ratio of the circumference to the diameter of any circle is a constant approximately equal to|What is the relationship between the circumference and the diameter of a circle? |

|3.14. |How can we determine the formula for the area of a circle? |

|Formulas can be used to help us find missing measurements of figures. |When should I use a circle graph? |

|The area of a circle can be approximated using the area of a rectangle. |How do circle graphs help me compare different groups? |

|Fractions, decimals, and percents help us solve problems and make sense of data. |How can fractions, decimals and percents help me answer questions related to data? |

|Some data sets are best displayed using circle graphs. | |

|Unit Assessment |Literacy GPS |

| | |

|GPS Framework, Grade 6, Unit 5, Circles and Graphs, Culminating Task “Data and Circle Graphs,” |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|pp. 13 - 16 of 16 | |

| |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Vocabulary | |

| | |

|Diameter | |

|Circumference | |

|Circle Graph | |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |6 |

Georgia Performance Standards

|M6M2b |Select and use units of appropriate size and type to measure length, perimeter, area, and volume. |

|M6A1 |Students will understand the concept of ratio and use it to represent quantitative relationships. |

|Unit 5 Framework Enduring Understandings |Unit 5 Framework Essential Questions |

| | |

|The ratio of the circumference to the diameter of any circle is a constant approximately equal to|What is the relationship between the circumference and the diameter of a circle? |

|3.14. |How can we determine the formula for the area of a circle? |

|Formulas can be used to help us find missing measurements of figures. | |

|The area of a circle can be approximated using the area of a rectangle. | |

| | |

| | |

|Vocabulary |Literacy GPS |

| | |

|Diameter |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Circumference | |

| |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |6 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Recognize compatible decimals, including money amounts (for example, 0.72 and 0.28 or|Develop algebraic reasoning skills |

|$4.15 + 1. 85) |Apply exchange strategies to solve equality problems |

|Solve one-step equations, including exponents |Use variables to represent unknown quantities |

|Calculate 1%, 10%, 25% and 50% of any whole number |MIC Comparing Quantities, “Finding Prices,” pp. 16 – 18 |

|Skill Mastery: Multiply and divide money amounts | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.6.26 |M6M2b |Define measurement terms associated with a circle |GPS Framework, Unit 5 Circles and Graphs, |Copies of framework task |

| |M6A1 |Understand the relationship between diameter and |“Discovering Pi” Task |Calculators |

| | |circumference |Holt Mathematics Course 1, “Circles and | |

| | | |Circumference,” pp. 520 - 523 | |

|2.6.27 |M6M2b |Understand the relationship between diameter and |MIC Reallotment, “Perimeter and Area” Circles, pp. 41|Student Activity Sheet 13, p. 99 |

| |M6A1 |circumference |- 43 |Calculators |

| | | | |Compasses |

| | | | |Centimeter rulers |

|2.6.28 |M6M2b |Explore strategies using sectors of circles to |GPS Framework, Unit 5 Circles and Graphs, “Deriving |Four paper circles with diameters of about eight |

| |M6A1 |estimate the area of a circle |the Area of a Circle,” pp. 9 – 10 of 16 |inches for each student group |

| | | |Holt Mathematics Course 1, “Explore Areas of |Scissors |

| | | |Circles,” p. 557 |HM Lab 10-5 Record Sheet for each group |

|2.6.29 |M6M2b |Develop strategies using grids and squares to |MIC Reallotment, “Perimeter and Area” Circles and |Student Activity Sheet 14, p. 100 |

| | |determine the formula for the area of a circle |Area, pp. 44 - 45 |Calculators |

| | |Apply area formula to solve real word problems | | |

|2.6.30 |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Identify interior angles and circle segments with free exploration using the circular geoboard. |Weekly Focus: Define and model |

| |measurement terms related to circles |

|Maintenance: Identify and generalize number patterns with “Patterns and Sequences” problems 1 - 15 from HM Course 1, pp. 37 – 38. | |

| |Maintenance: Solve problems involving |

|Maintenance: Solve fraction puzzles with “Fraction Riddles” from HM Course 1, p. 280. |elapsed time in hours and minutes |

| | |

|Exploration: Explore addition and subtraction of positive and negative numbers with “Zero Sum” from HM course 1, p. 654. |Skill: Multiply and divide money amounts |

| | |

|Intervention: |Refer to Holt Mathematics Course 1 |

|Reflection with Closure |

| |

|Compare and contrast circles and polygons. |

|Why are there fewer circles than triangles and quadrilaterals in architecture? |

|How can a circle have interior angles if it has no straight line segments? |

|Journal |

| |

|Describe how you can find the circumference of a circle by measuring the radius or the diameter. If you need to explain your thinking by using a specific circle. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC Reallotment Section D items |

|Skill Mastery: Multiply and divide money amounts |

|$41.23 x 47 $203.75 x 38 $48.99 ÷ 23 $621.72 ÷ 44 |

|Performance Task: |

|Culminating Task: |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |7 |

Georgia Performance Standards

|M6M2b |Select and use units of appropriate size and type to measure length, perimeter, area, and volume. |

|M6D1b |Using data, construct frequency distributions, frequency tables, and graphs. |

|M6D1c |Choose appropriate graphs to be consistent with the nature of the data (categorical or numerical). Graphs should include pictographs, histograms, bar graphs, line graphs, circle |

| |graphs, and line plots. |

|M6D1d |Use tables and graphs to examine variation that occurs within a group and variation that occurs between groups. |

|M6D1e |Relate the data analysis to the context of the questions posed. |

|Unit 5 Framework Enduring Understandings |Unit 5 Framework Essential Questions |

| | |

|The ratio of the circumference to the diameter of any circle is a constant approximately equal to|What is the relationship between the circumference and the diameter of a circle? |

|3.14. |How can we determine the formula for the area of a circle? |

|Formulas can be used to help us find missing measurements of figures. |When should I use a circle graph? |

|The area of a circle can be approximated using the area of a rectangle. | |

|Some data sets are best displayed using circle graphs. | |

|Vocabulary |Literacy GPS |

| | |

|Diameter |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Circumference | |

| |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |7 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Recognize compatible decimals, including money amounts |Estimate and solve single- and multi-step problems |

|Interpret data from a line graph or histogram |Use variables to represent the unknown quantity |

|Recognize and extend patterns represented in a table |Apply the Logical Reasoning strategy to solve process problems |

|Skill Mastery: Add and subtract fractions and mixed numbers | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.7.31 |M6M2b |Solve real world problems involving the measurement |Holt Mathematics Course 1, “Area of Circles” Motivate|Paper plates |

| | |of circles |and Reaching All Learners, p. 559 |Grid paper |

| | | | |Compasses |

| | | | | |

|2.7.32 |M6M2b |Solve real world problems involving the measurement |Holt Mathematics Course 1, “Area of Circles,” pp. 558|Calculators |

| | |of circles |- 561 | |

| | | | | |

| | | | | |

|2.7.33 |M6M2b |Introduce the connection between circles and circle |GPS Framework Unit 5 Circles and Graphs, “Circles and|Problem from the task |

| | |graphs |Sectors,” pp. 11 – 12 of 16 | |

| | | | | |

|2.7.34 |M6D1b, c, d, e |Create circle graphs from survey data |MIC Fraction Times, “Survey Results” The Newspaper |Optional: Survey results in newspapers |

| | | |and Favorite Color, pp. 1 - 3 |Student Activity Sheet 1 |

| | | | |Colored pencils or markers |

| | | | |Optional: cardboard and tape or glue |

|2.7.35 |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Solve problems involving measurements of circles with “Using the Equation c/d=pi” Task from GPS Framework Unit 5 Circles and Graphs, pp. 7 – |Weekly Focus: Estimate and calculate the |

|8 of 16. |area of circles |

| | |

|Maintenance: Identify and generalize number patterns with “Patterns and Sequences” problems 1 – 15 from HM Course 1, pp. 37 – 38. |Maintenance: Calculate percent of a given|

| |whole number or money amount |

|Maintenance: Solve fraction puzzles with “Fraction Riddles” from HM Course 1, p. 280. | |

| |Skill: Add and subtract fractions and |

|Exploration: Explore addition and subtraction of positive and negative numbers with “Zero Sum” from HM course 1, p. 654. |mixed numbers |

| | |

| |Refer to Holt Mathematics Course 1 |

|Reflection with Closure |

| |

|How can square units be used to determine the area of a curved figure? |

|Why are square units still used when measuring the area of a curved figure? |

|Journal |

| |

|Describe how you can find the area of a circle by measuring its radius or its diameter. If you need to, explain your thinking by using a specific circle. Why is your method useful? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC Fraction Times Section A, and MIC Reallotment Section D items |

|Skill Mastery: Add and subtract fractions and mixed numbers |

|1/2 + 4/5 + 3/10 5/7 – 1/3 5 4/5 + 3 1/4 2 7/8 – 1 5/6 |

|Performance Task: |

|Culminating Task: |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |8 |

Georgia Performance Standards

M6D1b Using data, construct frequency distributions, frequency tables, and graphs.

M6D1c Choose appropriate graphs to be consistent with the nature of the data (categorical or numerical). Graphs should include pictographs,

histograms, bar graphs, line graphs, circle graphs, and line plots.

M6D1d Use tables and graphs to examine variation that occurs within a group and variation that occurs between groups.

M6D1e Relate the data analysis to the context of the questions posed.

|M6N1f |Use fractions, decimals, and percent interchangeably. |

M6N1g Solve problems involving fractions, decimals and percents.

|Unit 5 Framework Enduring Understandings |Unit 5 Framework Essential Questions |

| | |

|Fractions, decimals, and percents help us solve problems and make sense of data. |When should I use a circle graph? |

|Some data sets are best displayed using circle graphs. |How do circle graphs help me compare different groups? |

| |How can fractions, decimals and percents help me answer questions related to data? |

|Vocabulary |Literacy GPS |

| | |

|Diameter |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Circumference | |

| |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |8 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Calculate elapsed time, counting on by minutes first and then hours (for example with|Estimate and solve single- and multi-step problems |

|4:12 until 9:00, think 48 minutes gets me to 5:00 and then 4 hours more until 9:00, for a total |Use variables to represent the unknown quantity |

|of 4 hours and 48 minutes) |Apply the Logical Reasoning and Work Backwards strategies to solve process problems |

|Solve one-step equations, including exponents | |

|Calculate 1%, 10%, 25% and 50% of any whole number | |

|Skill Mastery: Decimal operations | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.8.36 |M6D1b, d, e |Represent data on circle graphs |MIC Fraction Times, “Survey Results” Just for Teens, |Student Activity Sheet 2, p. 68 |

| |M6N1g |Compare survey results from different sized samples |pp. 4 – 5 |Colored pencils or markers |

| | | | |Optional: cardboard and tape or glue |

| | | | | |

|2.8.37 |M6D1b, c, d, e |Use fractions and proportional reasoning to analyze |MIC Fraction Times, “Survey Results” Just for Teens, |Student Activity Sheet 3, p. 69 |

| |M6N1f, g |data on circle graphs |pp. 6 – 9 | |

| | |Compare various representations of data | | |

|2.8.38 |M6D1b, d, e |Represent and interpret data on circle graphs |MIC Fraction Times, “Survey Results” Check Your Work,|Student Activity Sheet 2, p. 68 |

| |M6N1g | |pp. 11 – 13 |Colored pencils or markers |

|2.8.39 |M6D1b, c, d, e |Compare circle graphs with other representations |MIC Fraction Times, ”It Adds Up” Pet Survey, pp. 14 -|Student Activity Sheet 2, p. 68 |

| |M6N1f, g |Analyze data from circle graphs |15 |Colored pencils or markers |

| | | | | |

|2.8.40 |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Construct a circle graph with Activity Steps 1-6 from “Hands On Lab—Construct Circle Graphs,” HM Course 1, pp. 524 – 525. |Weekly Focus: Transfer data to a circle |

| |graph |

|Maintenance: Determine reasonableness of solution with “Logic Puzzle,” including Extend, from HM Course 1, p. 528. | |

| |Maintenance: Determine the mean, median, |

|Maintenance: Solve problems involving fraction operations and data with “Problem Solving on Location” from HM Course 1, pp. 346 – 347. |and mode for a data set |

| | |

|Exploration: Develop spatial reasoning with “Create Tessellations” from HM Course 1, pp. 468 – 469. |Skill: Decimal operations |

| | |

|Intervention: Students input data and a circle graph is generated with the |Refer to Holt Mathematics Course 1 |

|identified percents. | |

|Reflection with Closure |

| |

|Which benchmark fractions and percents are used when first studying a circle graph? |

|Can circle graphs be used for either categorical or numerical data? |

|Compare and contrast circle graphs with bar graphs and line graphs. |

|Journal |

| |

|How could I explain the ways to interpret a circle graph to younger students who do not understand percents yet? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC Fraction Times Section A items |

|Skill Mastery: Decimal operations |

|570.8 - 23.22 = 34.5 + 17.23 + 14 + 1.5= 0.6 x 7.12= 82.3 x 0.34= 0.84 / 1.2 = 5.05 / 0.005= |

|Performance Task: |

|Culminating Task: |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |9 |

Georgia Performance Standards

M6D1b Using data, construct frequency distributions, frequency tables, and graphs.

M6D1c Choose appropriate graphs to be consistent with the nature of the data (categorical or numerical). Graphs should include pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots.

M6D1d Use tables and graphs to examine variation that occurs within a group and variation that occurs between groups.

|M6D1e |Relate the data analysis to the context of the questions posed. |

|M6N1g |Solve problems involving fractions, decimals and percents. |

|Unit 5 Framework Enduring Understandings |Unit 5 Framework Essential Questions |

| | |

|Fractions, decimals, and percents help us solve problems and make sense of data. |When should I use a circle graph? |

|Some data sets are best displayed using circle graphs. |How do circle graphs help me compare different groups? |

| |How can fractions, decimals and percents help me answer questions related to data? |

| | |

|Vocabulary |Literacy GPS |

| | |

|Diameter |ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects |

|Circumference | |

| |ELA6W2a Produce technical writing that follows an organizing structure |

| | |

| |ELA6LSV1b Ask relevant questions |

| | |

| |ELA6LSV1c Respond to questions with appropriate information |

|Atlanta Public Schools Teaching Plans |Sixth Grade |Quarter: |2 |Week: |9 |

|Warm-Up/Quick Practice |Problem Solving |

|Mental Math: Calculate elapsed time, counting on by minutes first and then hours |Develop algebraic reasoning skills |

|Calculate percent of a given whole number or money amount |Apply exchange strategies to solve equality problems |

|Determine the GCF and LCM for a given pair of numbers |Use variables to represent unknown quantities |

|Skill Mastery: Order rational numbers |MIC Comparing Quantities, “Return to Mario’s,” p. 30 (Optional: Brief overview of Mario’s |

| |Restaurant” p. 23) |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|2.9.41 |M6D1e |Interpret data displayed on circle graphs |MIC Picturing Numbers, “A Piece of the Pie” Fuel |Student Activity Sheet 3, p. 67 |

| |M6N1g | |Gauges and How People Spend their Vacations, pp. 10 –| |

| | | |11 | |

| | | | | |

|2.9.42 |M6D1b, c, d, e |Create a frequency table and circle graph based on |MIC Picturing Numbers, “A Piece of the Pie” Data |Student Activity Sheets 4 and 5, |

| |M6N1g |survey data |Collection and Ways of Traveling to School, pp. 12 - |pp. 68 - 69 |

| | | |15 |Materials to gather class data |

| | | | |Optional: Enlarged copy of Transportation Data |

|2.9.43 |M6D1a, b, c, d, e |Compare different representations of the same data |MIC Picturing Numbers, “A Piece of the Pie” Ways of |Student work from previous lesson |

| |M6N1g |Compare data from different samples |Traveling to School, pp. 13 - 15 | |

| | | | | |

|2.9.44 |M6D1a, b, c, d, e |Create a frequency table and circle graph based on |GPS Framework Unit 5 Circles and Graphs, Culminating |Data from Framework task |

| |M6N1g |survey data |Task “Data and Circle Graphs,” pp. 13 – 16 |Materials to create circle graphs for class |

| | | | |presentation |

|2.9.45 |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Interpret circle graphs with “Music Link” from HM Course 1, p.384. |Weekly Focus: Interpret data displayed |

| |on circle graphs |

|Maintenance: Determine reasonableness of solution with “Logic Puzzle,” including Extend, from HM Course 1, p. 528. | |

| |Maintenance: Solve one-step or multi-step|

|Maintenance: Solve problems involving fraction operations and data with “Problem Solving on Location” from HM Course 1, pp. 346 – 347. |word problems involving whole numbers or |

| |decimals |

|Exploration: Develop spatial reasoning with “Create Tessellations” from HM Course 1, pp. 468 – 469. | |

| |Skill: Order rational numbers |

|Intervention: | |

| |Refer to Holt Mathematics Course 1 |

|Reflection and Closure |

| |

|Do you agree or disagree that circle graphs are more valid than other representations since they do not have scales that can be manipulated? |

|What do you think is the maximum number of categories (segments) that can clearly be represented on a circle graph? |

|Journal |

| |

|When would a circle graph be the most appropriate representation for my data? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Selected MIC Picturing Numbers Section B items |

|Skill Mastery: Order the following rational numbers from greatest to least. |

|(1) 1.2 1 1/4 0.8 7/8 1.022 (2) 3 3/4 3.8 3 1/2 3.004 3.3 |

|Performance Task: |

|Culminating Task: GPS Framework, Grade 6, Unit 5, Circles and Graphs, “Data and Circle Graphs,” pp. 13 - 16 of 16 |

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