mathematics curricular guide

Mathematics Curricular Guide

SIXTH GRADE

Pasco School District 6th Grade Mainstream Math 2013-2014 School Year

2 Updated: November 1, 2013

MATHEMATICS SCOPE & SEQUENCE

CCSS Strand Dates Page

1. Expressions and Equations .......... (September 3rd – October 18th) ......................................................... 4

2. Number System ………..…….(Sept. 27th-30th & October 21st – January 10th)…………………………….………..………..8

3. Ratio and Proportional Relationships …(January 13th – February 21st) ................................................ 14

4. Geometry ....................................... (February 24th – March 21st) ........................................................ 17

5. Statistics and Probability ..................(March 24th – April 11th) .......................................................... 20

Additional Common Core Resources ......................................................................... 22

Assignment Column Key:

Holt (in black text) = 6th Grade Holt Course 1 Book

Holt ( ) = 6th CC Supplement found at

http://my.hrw.com

Holt (in light blue text) = 7th Grade Holt Course 2 Book

Holt (in green bold text) = 8th Grade Holt Course 3 Book

White text and highlighted purple = Merrill Pre-Algebra

White text highlighted maroon = McDougal Littell Algebra

http://my.hrw.com/



Overview of Pacing

Expressions and Equations (Estimated 33 days)

6.EE.A – Apply and extend previous understandings of arithmetic to algebraic expressions

6.EE.B – Reason about and solve one-variable equations and inequalities

6.EE.C – Represent and analyze quantitative relationships between dependent and independent variables

Number System (Estimated 46 days)

6.NS.A – Apply and extend previous understandings of multiplication and division to divide fractions by fractions

6.NS.B – Compute fluently with multi-digit numbers and find common factors and multiples

6.NS.C – Apply and extend previous understandings of numbers to the system of rational numbers

Ratio and Proportional Reasoning (Estimated 26 days)

6.RP.A – Understand ratio concepts and use ratio reasoning to solve problems

Geometry (Estimated 16 days)

6.RP.A – Understand ratio concepts and use ratio reasoning to solve problems

Statistics and Probability (Estimated 10 days)

6.SP.A – Develop understanding of statistical variability

6.SP.B – Summarize and describe distributions

* Estimated days do not include pre-test, test review, or post-test days. ** Standards that are not within 6th grade CCSS were not omitted, but are not counted within the number of days allotted per strand.



Unit Name: Expressions and Equations

Starting Date Goal: September 4 Ending Date Goal: October 18

Standard Lesson Objective Days Formative Assessments/Assignment

s

Alignment Notes

CCSS.Math.Content.6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.

Holt 1.1- Numbers and Patterns

Holt 1.2 Exponents Holt 1.2 – Exponents

Students represent numbers by using exponents.

3

Pg. 6 – 9 Pg. 12 # 1-31 Pg. 10 - 13

Holt 1.3 Order of Operations Holt 1.4 – Order of Operations

Students use the order of operations.

3 Pg. 20 # 1-21 Pg. 19 – 22 Merrill Pre-Algebra 1-1

CCSS.Math.Content.6.EE.A.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Holt 1.4 Properties and Mental Math Holt 1.5 – Properties of Numbers

Students use number properties to compute mentally.

4 Pg. 24 # 1-57 Pg. 24 - 27

CCSS.Math.Content.6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Holt 2.1 Variables and Expressions Holt 1.6 – Variables and

Students identify and evaluate expressions.

2 Pg. 52 # 1-26 Pg. 30 - 33

http://www.corestandards.org/Math/Content/6/EE/A/1


http://www.corestandards.org/Math/Content/6/EE/B/6



Algebraic Expressions CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate

expressions in which letters stand for numbers.

o CCSS.Math.Content.6.EE.A.2a Write expressions that

record operations with numbers and with letters standing

for numbers. For example, express the calculation

“Subtract y from 5” as 5 – y.

o CCSS.Math.Content.6.EE.A.2b Identify parts of an

expression using mathematical terms (sum, term, product,

factor, quotient, coefficient); view one or more parts of an

expression as a single entity. For example, describe the

expression 2 (8 + 7) as a product of two factors; view (8 +

7) as both a single entity and a sum of two terms.

Holt 2.2 Translating between Words and Math Holt 1.7 – Translating Words into Math Holt 1.8 – Simplifying Algebraic Expressions

Students translate between words and math.

2 Pg. 56 # 1-35 Pg. 34 – 37 Pg. 38 - 41

CCSS.Math.Content.6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

Holt 2.3 Translating between Tables and Expressions Holt 5.3 – Functions, Tables, and Graphs Holt 5.4 – Sequences

Students write expressions for tables and sequences.

2 Pg. 60 #1-15 Pg. 284 - 287 Pg. 288 - 291

Could possibly come back and graph these tables rather than doing 13.1 and 13.2

CCSS.Math.Content.6.EE.A.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s

3 and A =

6 s2 to find the volume and surface area of a cube with

sides of length s = ½

Holt 2.3 - Hands on Lab Explore Area and Perimeter of Rectangles

Use grid paper to model the perimeter and area of rectangles.

1 Pg. 62 – (Activity 1 & Activity 2)

CCSS.Math.Content.6.EE.A.4 Identify when two Holt 2.4 - Equations and Students determine whether a number is a

2 Pg. 68 # 1-45


http://www.corestandards.org/Math/Content/6/EE/A/2/a

http://www.corestandards.org/Math/Content/6/EE/A/2/b

http://www.corestandards.org/Math/Content/6/EE/C/9

http://www.corestandards.org/Math/Content/6/EE/A/2/c




expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for… CCSS.Math.Content.6.EE.B.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true

Their Solutions Holt 1.9 – Equations and Their Solutions Holt 1.10 – Solving Equations by Adding or Subtracting Holt 1.11 – Solving Equations by Multiplying or Dividing

solution of an equation. Pg. 42 – 45 Pg. 48 – 51 Pg. 52 - 55

CCSS.Math.Content.6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

Holt 2.5 - Addition Equations

Students solve whole number addition equations.

2 Pg. 72 #1-36

Holt 2.6 - Subtraction Equations

Students solve whole-number subtraction equations.

2 Pg. 75 #1-32

Holt 2.7 - Multiplication Equations

Students solve whole-number multiplication equations.

2 Pg. 79 #1-38

Holt 2.8 - Division Equations

Students solve whole- number division equations.

2 Pg. 82 #1-31

CCSS.Math.Content.6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

Holt 13.1 – Tables and Functions Holt 13.2 – Graphing Functions Holt 5.5 – Graphing Linear Functions

Students use data in table to write an equation for a function and use the equation to find a missing value. Students represent linear functions using ordered pairs and graphs.

3 Pg. 700 #1-21 Pg. 704 #1-29 Pg. 296 – 299

Does not have to be addressed within the scope of Equations and Expressions. Math background on page 700 in teachers’ manual covers independent and dependent variables. Watch out for negative values we have not covered integers yet.

CCSS.Math.Content.6.EE.B.8 Write an inequality of the

form x > c or x < c to represent a constraint or condition in

Holt 13.5 – Inequalities Students solve

one-step

3 Pg. 720 #1-6, 19-24 Does not have to be addressed within the scope of Equations



http://www.corestandards.org/Math/Content/6/EE/C/9




a real-world or mathematical problem. Recognize that

inequalities of the form x > c or x < c have infinitely many

solutions; represent solutions of such inequalities on

number line diagrams.

inequalities. and Expressions.



Unit Name: Number System Starting Date Goal: October 21 Ending Date Goal: January 10

Standard Lesson Objective Days Formative Assessments/Assignment

s

Alignment Notes

CCSS.Math.Content.6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Holt 3.1 Lab Decimal Understanding Holt 3.1 – Representing, Comparing, and Ordering Decimals

Students write, compare, and order decimals using place value and number lines.

2 Pg. 98 (Activity #1…1-5)(Activity #2…1-5) Pg. 102 #1-16

Also addressed in Holt 4.4

Holt 3.2 – Estimating Decimals Holt 3.1 – Estimating with Decimals

Students estimate decimal sums, differences, products, and quotients.

1 Pg. 106 #6-8, 17-19, 28-31

Pg. 144 – 147

Example 3 is the estimation with multiplication and division.

CCSS.Math.Content.6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

CCSS.Math.Content.6.NS.B.2 Fluently divide multi-digit

numbers using the standard algorithm

CCSS.Math.Content.6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Holt 3.3 – Adding and Subtracting Decimals Holt 3.2 – Adding and Subtracting Decimals

Students add and subtract decimals.

1 Pg. 112 #1-29 Pg. 148 – 151

Holt 3.5 Hands on Lab

Use decimal grids to model multiplication and division of decimals.

1 Pg. 120 - (Activity 1 + Activity 2)

Holt 3.5 Multiplying Decimals Holt 3.3 – Multiplying Decimals

Students multiply decimals by whole numbers and by decimals.

2 Pg. 124 #1-28 (Practice Page A, B, C) Pg. 154 - 157

Teacher needs to address multiplying and dividing by 1, 0, and 0<x<1 Integrate mental math strategies as you work through these lessons. Get students to recognize the pattern that is formed when you multiply or divide by powers of ten.

Long Division Practice Students will be able to fluently divide using the algorithm.

2 Teacher Created Worksheets and Strategies – free math drills.com

Holt 3.6 Dividing Decimals by Whole

Students divide decimals by whole

2 Pg. 127-128 #1-18, 22-30

http://www.corestandards.org/Math/Content/6/NS/B/3

http://www.corestandards.org/Math/Content/6/NS/A/1





Numbers numbers.

Holt 3.7 Dividing by Decimals Hands-On Lab 3.4 Holt 3.4 – Dividing Decimals

Students divide whole numbers and decimals by decimals.

2 Pg. 131 #9-20

Pg. 158-159 Pg. 160 - 163

Holt 3.9 – Solving Decimal Equations Holt 3.5 – Solving Equations Containing Decimals

Students solve equations involving decimals.

2 Pg. 136 Pg. 164 - 167

2

CCSS.Math.Content.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..

Holt 4.2 Factors and Prime Factorization

Students write prime factorizations of composite numbers.

1 Pg. 163 #1-33 Scaffolding

CCSS.Math.Content.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..

Holt 4.3 Greatest Common Factor Holt 2.7 – Greatest Common Factor

Students find the greatest common factor of a set of numbers.

1 Pg. 167 # 1-18 Pg. 108 – 111

Scaffolding

Embedded in 5.NBT and 5.NF Holt 4.4 Decimals and Fractions

Students convert between decimals and fractions.

1 Pg. 177 #1-56

Address after teaching chapter 3; if fractions were taught first.





Holt 2.10 – Equivalent Fractions and Decimals Holt 6.2 – Fractions, Decimals, and Percents

Pg. 122 – 125 Pg. 340 – 343

Example 1 + 2 Conversions Example 3 ordering and comparing

5.NF.1 & 5.NF.2 Holt 4.5 Equivalent Fractions Holt 2.9 – Equivalent Fractions and Mixed Numbers

Students write equivalent fractions.

1 Pg. 182 #1-44 Pg. 118 - 121

scaffolding

Embedded in 5.NBT and 5.NF Holt 4.6 Mixed Numbers and Improper Fractions

Students convert between mixed numbers and improper fractions.

2 Pg. 188 #1-47 (Practice Page A, B, and C)

Scaffolding

Embedded in 4.NF Holt 5.1 – Least Common Multiple Holt 2.8 – Least Common Multiple

Students find the least common multiple of a group of numbers

1 Pg. 218 - 221 Pg. 112 - 115

CCSS.Math.Content.6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

Holt 5.6 Multiplying Fractions by whole numbers

Students multiply fractions by whole numbers.

2 Pg. 246 #1-39 (Practice Page A, B, and C)

CCSS.Math.Content.6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and

Holt 5.7 – Hands-On Lab Modeling Fraction Multiplication

Use grids o model fraction multiplication.

1 Pg. 248 – (Activity 1 + Activity 2)

Holt 5.7 - Multiplying Students multiply fractions.

2 Pg. 252 #1-48 Integrate estimating and mental math





use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

CCSS.Math.Content.6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Fractions (Practice Page A, B, and C)

strategies as you work through these lessons.

Holt 5.8 - Multiplying Mixed Numbers Holt 3.9 – Multiplying Fractions & Mixed Numbers

Students multiply mixed numbers.

2 Pg. 256 #1-52 (Practice Page A, B, and C) Pg. 186 - 189

Integrate estimating and mental math strategies as you work through these lessons.

Holt 5.9 - Dividing Fractions and Mixed Numbers Holt 3.10 – Dividing Fractions and Mixed Numbers

Students divide fractions and mixed numbers.

2 Pg. 262 #1-53 (Practice Page A, B, and C) Pg. 190 - 193

Holt 5.10 – Solving Fraction Equations Holt 3.11 – Solving Equations Containing Fractions

Students solve equations by multiplying and dividing fractions.

3 Pg. 264 - 267 Pg. 194 - 197

CCSS.Math.Content.6.NS.C.6 Understand a rational

number as a point on the number line. Extend number line

diagrams and coordinate axes familiar from previous

grades to represent points on the line and in the plane with

negative number coordinates.

o CCSS.Math.Content.6.NS.C.6a Recognize opposite signs

of numbers as indicating locations on opposite sides of 0

on the number line; recognize that the opposite of the

opposite of a number is the number itself, e.g., –(–3) = 3,

and that 0 is its own opposite.

o CCSS.Math.Content.6.NS.C.6b Understand signs of

numbers in ordered pairs as indicating locations in

quadrants of the coordinate plane; recognize that when

Holt 11.1 – Integers and Absolute Value Holt 2.1- Integers Holt 6.6 – Order Pairs Holt 11.3 – The Coordinate Plane

2

3

Pg. 594 – 597 Pg. 72 – 75 Pg. 311 - 313 Pg. 604 – 607

6th Grade Holt does not explicitly cover the standard. Does not have to be taught in sequence

http://www.corestandards.org/Math/Content/6/NS/C/5



two ordered pairs differ only by signs, the locations of the

points are related by reflections across one or both axes.

o CCSS.Math.Content.6.NS.C.6c Find and position integers

and other rational numbers on a horizontal or vertical

number line diagram; find and position pairs of integers

and other rational numbers on a coordinate plane.

Holt 5.1 – The Coordinate Plane Holt 3.2 – Graphing on a Coordinate Plane

2

Pg. 276 – 279 Pg. 124 - 127

CCSS.Math.Content.6.NS.C.7 Understand ordering and

absolute value of rational numbers.

o CCSS.Math.Content.6.NS.C.7a Interpret statements of

inequality as statements about the relative position of two

numbers on a number line diagram. For example, interpret

–3 > –7 as a statement that –3 is located to the right of –7

on a number line oriented from left to right.

o CCSS.Math.Content.6.NS.C.7b Write, interpret, and

explain statements of order for rational numbers in real-

world contexts. For example, write –3 oC > –7

oC to

express the fact that –3 oC is warmer than –7

oC

o CCSS.Math.Content.6.NS.C.7c Understand the absolute

value of a rational number as its distance from 0 on the

number line; interpret absolute value as magnitude for a

positive or negative quantity in a real-world situation. For

example, for an account balance of –30 dollars, write |–30|

= 30 to describe the size of the debt in dollars.

Holt 11.1 Integers and Absolute Value Holt 2.1 - Integers

Learn to identify and graph integers and find opposites.

2 Pg. 596 #1-6, 11-19, 2-33, 39-45 Pg. 72 - 75

Absolute value is not a 6th grade standard this year; next year common core will include absolute value. Merrill Pre-Algebra Chapter 2 Does not have to be taught in sequence

CCSS.Math.Content.6.NS.C.7 Understand ordering and

absolute value of rational numbers.

o CCSS.Math.Content.6.NS.C.7d Distinguish comparisons

of absolute value from statements about order. For

example, recognize that an account balance less than –30

dollars represents a debt greater than 30 dollars.

Holt – Skill Bank “Absolute Value and Distance” Holt 1.4 – Integers and Absolute Value 2-1 Integers and

1

1

1

SB16 Pg. 18 – 21 Pg. 54-56

6th Grade Holt does not explicitly cover the standard. Does not have to be taught in sequence


http://www.corestandards.org/Math/Content/6/NS/C/7/a

http://www.corestandards.org/Math/Content/6/NS/C/7/b



Absolute Value 2.1 The Real Number Line

1

Pg. 63-70

o CCSS.Math.Content.6.NS.C.8 Solve real-world and

mathematical problems by graphing points in all four

quadrants of the coordinate plane. Include use of

coordinates and absolute value to find distances between

points with the same first coordinate or the same second

coordinate

Holt 6.6 – Order Pairs Holt 11.3 – The Coordinate Plane

2 Pg. 311 – 313 Pg. 604 – 607

6th Grade Holt does not explicitly cover the standard. Scaffold to distance formula is not allocated by the Holt series. Does not have to be taught in sequence




Unit Name: Ratio and Proportional Relationships

Starting Date Goal: January 13 Ending Date Goal: February 21

Standard Lesson Objective Days Formative Assessments/Assignments

Alignment Notes

CCSS.Math.Content.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Holt 7.1 Ratios *Example 1 and 2 only Holt 4.1 – Ratios

Students write ratios. 3 Pg. 342 #1-4, 6-9, 12-19, 21-25, 30-31 (Review for Mastery pg 1 Practice A #1-8 Practice B #1-10) Pg. 214 - 217

Break 7.1 into two separate concepts ratios and rates.

7.3 Proportions 4.3 – Identifying and Writing Proportions

Students write and sole proportions.

2 Pg. 354 #1, 6, 7, 12 Pg. 222 - 225

CCSS.Math.Content.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

1 CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Holt 7.1 - Rates * Example 3 only Holt 4.2 – Rates

Students write ratios and find unit rates.

3 Pg. 342 #5, 10-11, 20, 27 (Review for Mastery pg 2 Practice A #9 Practice B #11-12) Pg. 218 - 221

CMP2 CCSS Investigation Problem 1.1

1

CCSS.Math.Content.6.RP.A.3 Use ratio and rate Holt 7.2 - Using Table to Students use a able to find 3 Pg. 346 #1-26

http://www.corestandards.org/Math/Content/6/RP/A/1


http://www.corestandards.org/Math/Content/6/RP/A/3/b




reasoning to solve real-world and mathematical

problems, e.g., by reasoning about tables of

equivalent ratios, tape diagrams, double number

line diagrams, or equations.

o CCSS.Math.Content.6.RP.A.3a Make tables of

equivalent ratios relating quantities with whole-

number measurements, find missing values in

the tables, and plot the pairs of values on the

coordinate plane. Use tables to compare ratios.

Explore Equivalent Ratios and Rates

equivalent ratios and rates. (Review for Mastery Practice A Practice B)

CCSS.Math.Content.6.RP.A.3 Use ratio and rate

reasoning to solve real-world and mathematical

problems, e.g., by reasoning about tables of

equivalent ratios, tape diagrams, double number

line diagrams, or equations.

o CCSS.Math.Content.6.RP.A.3a Make tables of

equivalent ratios relating quantities with whole-

number measurements, find missing values in

the tables, and plot the pairs of values on the

coordinate plane. Use tables to compare ratios.

Students graph equivalent ratios on the coordinate plane.

1 Extension Exercises #1-4

CMP2 CCSS Investigation Problem 1.3

3

CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. CCSS.Math.Content.6.RP.A.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Holt 7.7 - Percents Holt 6.1 - Percents

Students write percents as decimals and as fractions.

1 Pg. 373 #1-49 Pg. 336 - 338

CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of

Students find percents of a number.

2 Extension Exercises #1-44

http://www.corestandards.org/Math/Content/6/RP/A/3/a


http://www.corestandards.org/Math/Content/6/RP/A/3/a


http://www.corestandards.org/Math/Content/6/RP/A/3/c




equivalent ratios, tape diagrams, double number line diagrams, or equations. CCSS.Math.Content.6.RP.A.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Holt 6.4 – Percent of a Number

Pg. 348 – 351

Holt 6.5 – Solving Percent Problems

Students solve problems involving percents.

2 Extension Exercises #1-32 Pg. 352 – 355

CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. CCSS.Math.Content.6.RP.A.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Holt 9.3 - Converting Customary Units Holt 4.5 – Customary Measurements

Students convert customary units of measure using ratio tables.

5 Does not have to be taught in sequence

Holt 9.4 - Converting Metric Units Holt 4.6 – Metric Measurements

Students convert metric units of measure using ratio tables.

Holt 9.5 - Time and Temperature

Students convert measures of time and temperature using ratio tables.

http://www.corestandards.org/Math/Content/6/RP/A/3/c


http://www.corestandards.org/Math/Content/6/RP/A/3/d



Unit Name: Geometry Starting Date Goal: February 24 Ending Date Goal: March 21


Alignment Notes

5.MD.1 Holt 9.1 Understanding Customary Units of Measure Holt 9.2 Understanding Metric Units of Measure

Students understand and select appropriate units of measure.

1 Pg. 482 #1-27 scaffolding

Pg. 486 #1-22

3.MD.8 CCSS.Math.Content.6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Holt 9.7 Perimeter Holt 9.2 – Perimeter and Circumference

Students find the perimeter and missing side lengths of a polygon.

1 Pg. 508 #1-22 Pg. 530 – 533

scaffolding

Holt 10.1 Area of Rectangles and Parallelograms Holt 9.3 – Area of Parallelograms

Learn to estimate the area of irregular figures and to find the area of rectangles and parallelograms.

2 Pg. 536 #1-20 Pg. 536 - 539

scaffolding

Holt 10.2 Area of Triangles and Trapezoids Holt 9.4 – Area of Triangles and Trapezoids

Learn to find the area of triangles and trapezoids.

1 Pg. 542 #1-29 Pg. 540 - 543

scaffolding

7.G.4 Holt 9.8 Hands on Lab Explore Circumference

Use a compass, string, ruler, scissors, and calculator to explore circles.

1 Pg. 510 – (Activity 1 & Activity 2)

Holt 9.8 Circles and Circumference Holt 9.2 – Perimeter and Circumference

Learn to identify the parts of a circle and to find the circumference of a circle.

4 Pg. 514 #1-21 Pg. 530 – 533

Holt 10.5 Area of Circles Holt 9.5 – Area of Circles

Learn to find the area of a circle.

4 Pg. 554 #1-24 Pg. 546 - 549

http://www.corestandards.org/Math/Content/6/G/A/1



CCSS.Math.Content.6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Holt 10.3 Area of Composite Figures Holt 9.6 – Area of Irregular Figures

Learn to break a polygon into simpler parts to find its area.

3 Pg. 546 #1-9 Pg. 550 - 553

Holt only has shapes with rectangles, parallelograms and triangles. Teacher needs to make sure students are familiar with shapes including those shapes and circles.

CCSS.Math.Content.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Holt 11.3 – The Coordinate Plane Holt 11.4 – Transformations in the Coordinate Plane

2 6th Grade Holt does not explicitly cover the standard.

CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Holt 10.6 Three-Dimensional Figures

Learn to name three-dimensional figures.

1 Pg. 562 #1-28

CCSS.Math.Content.6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Holt 10.7 Hands on Lab Explore Volumes of Prisms

Use centimeter cubes to find the volume of prisms.

1 Pg. 565 – (Only Activity 1) Only responsible for rectangular prisms; ignore activity 2 for cylinders

Holt 10.7 Volume of Prisms Learn to estimate and find the volumes of rectangular prisms.

3 Pg. 568 #1-20 Only responsible for rectangular prisms; do not assign triangular prisms. Fractional side lengths are incorporated in CCSS.

CCSS.Math.Content.6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find

Holt 10.9 Hands on Lab Model Three-Dimensional Figures

Use a net to build a three-dimensional figure.

1 Pg. 574 – (Activity 1)

Holt 10.9 Surface Area Learn to find the surface areas of rectangular prisms and pyramids.

3 Pg. 578 #1-15








volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.




Unit Name: Statistics and Probability Starting Date Goal: March 24 Ending Date Goal: April 11


Alignment Notes

CCSS.Math.Content.6.SP.B.5 Summarize numerical data

sets in relation to their context, such as by:

o CCSS.Math.Content.6.SP.B.5a Reporting the number of

observations.

o CCSS.Math.Content.6.SP.B.5b Describing the nature of the

attribute under investigation, including how it was measured

and its units of measurement.

Holt 12.1 Introduction to Probability

Learn to estimate the likelihood of an event and to write and compare probabilities.

1 Pg. 654 #1-16 Make sure the probabilities constructed are represented in the different forms. Holt does not do a good job. Intentionally teach.

Holt 12.2 Experimental Probability

Learn to find the experimental probability of an event.

2 Pg. 658 #1-14

CCSS.Math.Content.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Holt 12-3 Counting Methods and Sample Spaces

Learn to use counting methods to find all possible outcomes.

2 Pg. 664 #1-12

CCSS.Math.Content.6.SP.B.5 Summarize numerical data

sets in relation to their context, such as by:

o CCSS.Math.Content.6.SP.B.5a Reporting the number of

observations.

Holt 12-4 Theoretical Probability

Learn to find the theoretical probability and complement of an event.

2 Pg. 668 #1-36

CCSS.Math.Content.6.SP.A.2 Understand that a set of data

collected to answer a statistical question has a distribution

which can be described by its center, spread, and overall

shape.

CCSS.Math.Content.6.SP.A.3 Recognize that a measure of

center for a numerical data set summarizes all of its values

with a single number, while a measure of variation describes

how its values vary with a single number.

CCSS.Math.Content.6.SP.B.4 Display numerical data in

plots on a number line, including dot plots, histograms, and

box plots.

3 6th Grade Holt does not explicitly cover the standard.

http://www.corestandards.org/Math/Content/6/SP/B/5

http://www.corestandards.org/Math/Content/6/SP/B/5/a

http://www.corestandards.org/Math/Content/6/SP/B/5/b

http://www.corestandards.org/Math/Content/6/SP/A/1


http://www.corestandards.org/Math/Content/6/SP/B/5/a






CCSS.Math.Content.6.SP.B.5c Giving quantitative measures

of center (median and/or mean) and variability (interquartile

range and/or mean absolute deviation), as well as describing

any overall pattern and any striking deviations from the

overall pattern with reference to the context in which the data

were gathered.

CCSS.Math.Content.6.SP.B.5d Relating the choice of

measures of center and variability to the shape of the data

distribution and the context in which the data were gathered.

http://www.corestandards.org/Math/Content/6/SP/B/5/c

http://www.corestandards.org/Math/Content/6/SP/B/5/d



Illustrative Mathematics This online resource lists example problems in correspondence to the individual standards. http://www.illustrativemathematics.org/

CCSS Progressions This online resource conveys the actual meaning behind the standards, the documents are written by the CCSS creators. http://commoncoretools.me/category/progressions/

Smarter Balanced Assessment Consortium This online site helps incorporate technology in the classroom for the transition into CCSS and has a plethora of additional resources. http://www.smarterbalanced.org/

EngageNY The site has links to assessment examples for CCSS, as per New York’s understanding of them: there are examples for multiple grades and both ELA and Math. http://www.engageny.org/resource/new-york-state-common-core-sample-questions

Inside Mathematics Site displays videos of classrooms that are engaged in CCSS practices. http://www.insidemathematics.org/index.php/commmon-core-math-intro

Common Core State Standards Initiative Online resource containing the common core standards. http://www.corestandards.org/

http://www.illustrativemathematics.org/

http://commoncoretools.me/category/progressions/

http://www.smarterbalanced.org/

http://www.engageny.org/resource/new-york-state-common-core-sample-questions

http://www.insidemathematics.org/index.php/commmon-core-math-intro

http://www.corestandards.org/

mathematics curricular guide

Documents