Grade 6 Curriculum Map 2017 - bloomingdaleschools.org · The sixth grade program consists of seven units, each focusing on an important mathematical concept. This course provides

Bloomingdale School District Mathematics Department

Grade 6 Curriculum

Adopted: September 2017

Grade 6 Curriculum Profile

I. Overview of the course Connected Mathematics is a complete mathematics curriculum that helps students develop an understanding of important concepts , skills, procedures, and ways

of thinking and reasoning in number, geometry, measurement, algebra, probability and statistics. Students learn to link mathe matics with other subject areas, to

recognize similarities between programs, and to bridge the gap between elementary and secondary math. The sixth grade program consists of seven units, each

focusing on an important mathematical concept. This course provides students with the tools necessary for success on the PARCC.

II. Subject Areas Covered

A. Prime Time

1. Number Theory

2. Factors

3. Multiples

4. Primes

5. Composites

6. Prime Factorization

7. Order of Operations

8. Distributive Property

B. Comparing Bits and Pieces

1. Ratio

2. Unit rate

3. Rate tables

4. Rational numbers

5. Decimals

6. Percents

7. Equivalence

8. Absolute value

9. Number line

C. Let’s Be Rational

1. Fraction Addition

2. Fraction Subtraction

3. Fraction Multiplication

4. Fraction Division

5. Fraction Fact Families

D. Covering and Surrounding

1. Area and Perimeter Relationships

2. Area and perimeter of polygons

3. Surface area of rectangular prisms

4. Volume of rectangular prisms

E. Decimal Ops

1. Addition of decimals

2. Subtraction of decimals

3. Multiplication of decimals

4. Division of decimals

5. Estimation using decimals

F. Variables and Patterns

1. Variables

2. Variable expressions

3. Equations, inequalities

4. Representations of relationships in tables, graphs, equations.

G. Data About Us

1. Analysis of data distributions, including

shape, measures of center (mean,

median, mode) and variability (range,

interquartile range, mean absolute

deviation).


Grade 6 Curriculum

Adopted: September 2017

III. Methodology A. To facilitate learning a consistent threestep process is provided:

1) Launch 2) Explore 3) Summarize

B. Question and answer sessions to encourage student curiosity, confirm understanding and reinforce instruction

C. Presentation of solutions, using the whiteboard to discuss and correct classwork and homework

D. Regular homework and classwork assignments

E. Notetaking

F. Presentation of concepts through realworld projects

IV. Instructional Objectives A. To improve the student’s ability to use the principles of PreAlgebra in problem solving.

B. To instruct students in the use of proper mathematical thinking and reason effectively.

C. To equip students with the tools necessary for success in an Algebra program

D. To instruct students in the practical applications of rational numbers.

E. To make students aware of the importance of mathematics in their everyday life.

V. Text and Other Course Materials A. Connected Math 3, Grade 6. Lappan, Fey, Fitzgerald, Friel and Phillips. Pearson Prentice Hall.

B. Scientific or graphing calculators

C. Appropriate manipulatives

D. Whiteboard and markers; Smartboard technology

E. Copied and supplementary materials


Grade 6 Curriculum

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Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Unit 1 - Factors and Multiples Pacing - 20 days Common Unit Test

What are

factors and

multiples and

how are they

related?

Numeric

fluency

includes both

the

understanding

of and the

ability to

appropriately

use numbers.

The Number Compute 6.NS.B.4 - Find the Develop Use a strategy to

System fluently with greatest common factor strategies for find all the factors

multi-digit of two whole numbers finding factors of a number.

numbers and less than or equal to and multiples Provide an example

SMP 6 – find common 100 and the least using your strategy.

Attend to factors and common multiple of Classify numbers

precision. multiples. two whole numbers less as prime, Use a strategy to

than or equal to 12. composite, even, find all the multiples

Use the distributive odd, or square of a number up to

property to express a 100. Provide an

sum of two whole Recognize that example using your

numbers 1-100 with a factors of a strategy.

common factor as a number occur in

multiple of a sum of pairs Describe a situation

two whole numbers where it’s useful to

with no common factor. know about factors

For example, express Solve problems and multiples.

36 + 8 as 4(9+2). involving factors

and multiples Describe a strategy

to determine

whether a number is

prime, composite, or

square. Provide an

example using your

strategy.

What are Numeric The Number Compute 6.NS.B.4 - Find the Recognize Use a strategy to 9.2.8.B.3 -

factors and fluency System fluently with greatest common factor situations that find the common Evaluate

multiples and includes both multi-digit of two whole numbers call for common factors and the communication,

how are they the numbers and less than or equal to factors and greatest common collaboration,

related? understanding find common 100 and the least situations that factor of two and leadership

of and the SMP 7 – Look factors and common multiple of call for common numbers. Provide skills that can

ability to for and make multiples. two whole numbers less multiples an example using be developed

appropriately use of than or equal to 12. your strategy. through

use numbers. structure. Use the distributive Develop school, home,

property to express a strategies for Use a strategy to work, and


Grade 6 Curriculum

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Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

sum of two whole finding the least find the common extracurricular

numbers 1-100 with a common multiples and the activities for

common factor as a multiple and the least common use in a career.

multiple of a sum of greatest common multiple of two

two whole numbers factor numbers. Provide an

with no common factor. example using your

For example, express Solve problems strategy.

36 + 8 as 4(9+2). involving

common factors Describe how you

and common can find the

multiples GCF/LCM of a two

numbers.

Differentiate

between situations

that call for

common factors vs.

common multiples.

How can One Expressions & Apply and 6.EE.A.1 - Write and Recognize and Determine the prime W.6.2.A - 9.3.ST.2 - Use

different representation Equations extend evaluate numerical use the fact that factorization of 48. Introduce a topic; technology to

numerical may be more previous expressions using every whole organize ideas, acquire,

expressions of a helpful than SMP 6 – understandings whole number number can be Relate the prime concepts, and manipulate,

number be used another; used Attend to of arithmetic exponents written in exactly factorization of two information, analyze and

to solve together, precision. to algebraic one way as a numbers to the using text report data.

problems? multiple expressions 6.EE.A.2.B - Identify product of prime GCF/LCM of two structures (e.g.,

representations parts of an expression numbers. numbers. definition,

give a fuller using mathematical classification,

understanding terms (sum, term, Use exponential comparison/contr

of the product, factor, notation to write ast, cause/effect,

problem. quotient, coefficient); repeated factors. etc.) and text

view one or more parts features (e.g.,

of an expression as a Relate the prime headings,

single entity. For factorization of graphics, and

example, describe the two numbers to multimedia)

expression 2 (8 + 7) as the least when useful to

a product of two common aiding

factors; view (8 + 7) as multiple and comprehension.

both a single entity and greatest common


Grade 6 Curriculum

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Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

a sum of two terms. factor of two

numbers.

Solve problems

involving factors

and multiples.

How can Physical Expressions & Apply and 6.EE.A.1 - Write and Use order of Solve using order of

mathematical models can be Equations extend evaluate numerical operations to operations:

properties &

operations be

used to clarify

mathematical

previous

understandings

expressions using

whole number

solve problems. 7+ 3*42

used to solve relationships. SMP 8 – Look of arithmetic exponents Relate the area 43-25/5+2

problems? for and express to algebraic of a rectangle to

Reasoning regularity in expressions. 6.EE.A.2.B - Identify the Distributive Explain what the

and/or proof repeated parts of an expression Property. distributive property

can be used to reasoning. using mathematical means for

verify or refute terms (sum, term, Recognize that multiplication,

conjectures or product, factor, the Distributive addition, and

theorems in quotient, coefficient); Property relates subtraction.

algebra. view one or more parts the

of an expression as a multiplicative

single entity. For and additive Given a word

example, describe the structures of problem, decide

expression 2 (8 + 7) as whole numbers. which operation(s)

a product of two can be used to solve,

factors; view (8 + 7) as Use the write the expression

both a single entity and properties of and solve using

a sum of two terms. operations of order of operations.

numbers, Explain your

6.EE.2.c - Evaluate including the reasoning.

expressions at specific Distributive

values of their Property, and the

variables. Include Order of

expressions that arise Operations

from formulas used in convention to

real-world problems. write equivalent

Perform arithmetic numerical

operations, including expressions.

those involving whole-


Grade 6 Curriculum

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Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

number exponents, in Solve problems

the conventional order involving the

when there are no Order of

parentheses to specify a Operations and

particular order (Order Distributive

of Operations). For Property.

example, use the

formulas V = s3 and A

= 6 s2 to find the

volume and surface

area of a cube with

sides of length s = 1/2.

Unit 2 – Ratios, Rational Numbers, and

Equivalence - Pacing - 25 days

Common Unit Test

How can we One Ratios and Understand 6.RP.A.1 - Understand Expand Two different W.6.1.B - 9.3.ST‐SM.4 -

compare and representation Proportional ratio concepts the concept of a ratio interpretations of classes who reached Support claim(s) Apply critical

contrast rational may Relationships and use ratio and use ratio language a fraction to 3/5 of their with clear thinking skills

numbers? sometimes be reasoning to to describe a ratio include fundraising goals, reasons and to review

more helpful solve relationship between expressing a however one class relevant information,

than another; problems. two quantities. For fraction as a made more money evidence, using explain

used together, example, "The ratio of part–whole than the other. credible sources statistical

multiple wings to beaks in the relationship, as a Create a model and analysis, and

representations bird house at the zoo number, and as showing this demonstrating an to translate,

give a fuller was 2:1, because for an indicated situation. understanding of interpret and

understanding every 2 wings there was division. the topic or text. summarize

of a problem 1 beak." "For every Write three research and

vote candidate A Reason about the comparison statistical data.

received, candidate C roles of the statements about the

received nearly three numerator and same situation:

votes." denominator in using a difference, a

each of the fraction, and a ratio.

interpretations of

6.RP.A.2 - Understand a fraction. Use a number line

the concept of a unit to accurately plot,

rate a/b associated with Use the number compare, and order

a ratio a:b with b ≠ 0, line to reason rational numbers

and use rate language in about rational between 0 & 1.


Grade 6 Curriculum

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Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

the context of a ratio number

relationship. For relationships.

example, "This recipe

has a ratio of 3 cups of Recognize that

flour to 4 cups of sugar, fractions can

so there is 3/4 cup of represent both

flour for each cup of locations and

sugar." "We paid $75 distances on the

for 15 hamburgers, number line.

which is a rate of $5

per hamburger." Use ratios and

associated rates

6.RP.A.3 - Use ratio to compare

and rate reasoning to quantities.

solve real-world and

mathematical problems, Distinguish

e.g., by reasoning about between a

tables of equivalent difference, which

ratios, tape diagrams, is an additive

double number line comparison, and

diagrams, or equations. a ratio, which is

a multiplicative

6.NS.6.c - Find and comparison.

The Number Apply and position integers and

System extend other rational numbers Distinguish

previous on a horizontal or between

understandings vertical number line fractions as

of numbers to diagram; find and numbers and

the system of position pairs of ratios as

rational integers and other comparisons.

SMP 2 – numbers. rational numbers on a

Reason coordinate plane. Apply a variety

abstractly and of scaling

quantitatively. strategies to

solve problems

involving ratios


Grade 6 Curriculum

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Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Recognize that

equivalent fractions

represent the same

amount, distance,

or location; develop

strategies for

finding and using

equivalent

fractions.

Use partitioning

and scaling

strategies to

generate equivalent

fractions and ratios

and to solve

problems.

Recognize that

equivalent ratios

represent the same

relationship

between two

quantities; develop

strategies for

finding and using

equivalent ratios.

How can we

compare and

contrast rational

numbers?

Ratios and

proportional

relationships

are used to

express how

Ratio and

Proportional

Relationships

Understand ratio

concepts and use

ratio

reasoning to

solve

6.RP.A.1 - Understand the

concept of a ratio and use

ratio language

to describe a ratio

relationship between

Expand

interpretations of a

fraction to

include expressing

a

Using a number line

find five other

fractions that are

equivalent to 1/3.


Grade 6 Curriculum

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Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

quantities are problems. two quantities. For Fraction as a

part–whole

relationship, as a

number, and as

an indicated

division.

Apply a variety

of partitioning

strategies to

solve problems.

Use ratios and

associated rates

to compare

quantities.

Distinguish

Between fractions

as numbers and

Rations as

comparisons

Apply a variety

of scaling

strategies to

solve problems

involving ratios

and unit rates.

Recognize that a

unit rate is a ratio

in which one of

the quantities

being compared

How can you

related and example, "The ratio of determine a unit rate

how quantities wings to beaks in the for a situation and

change in bird house at the zoo explain how they

relation to was 2:1, because for are useful.

each other. every 2 wings there was

1 beak." "For every How are your

vote candidate A strategies for

received, candidate C writing equivalent

received nearly three ratios the same or

votes." different as writing

equivalent fractions.

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


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,


per hamburger."

6.RP.A.3 - Use ratio

and rate reasoning to


mathematical problems,

e.g., by reasoning about

tables of equivalent

ratios, tape diagrams,

double number line


Grade 6 Curriculum

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Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

diagrams, or equations. has a value of 1;

use rate language

in the context of a

ratio relationship.

Use partitioning

and scaling

strategies to

generate equivalent

fractions and ratios

and to solve

problems.

Recognize that

equivalent ratios

represent the same

relationship

between two

quantities; develop

strategies for

finding and using

equivalent ratios.

Build and use rate


ratios to solve

problems.

How can we Rational The Number Apply and 6.NS.C.5 - Understand Use multiple Provide examples of MS-ESS3-5. -

compare and numbers can System extend that positive and interpretations of fractions & Ask questions to

contrast rational be represented previous negative numbers are proper fractions, decimals that are clarify evidence

numbers? in multiple understandings used together to improper greater than one and of the factors that

ways and are SMP 2 – of numbers to describe quantities fractions, and less than zero. Plot have caused the

useful when Reason the system of having opposite mixed numbers. these fractions on a rise in global

examining abstractly and rational directions or values number line. temperatures

situations quantitatively. numbers. (e.g., temperature Use decimals to over the past


Grade 6 Curriculum

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Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

involving above/below zero, represent How are numbers century.

numbers that elevation above/below fractional and their opposites

are not whole. sea level, credits/debits, quantities with represented on a

positive/negative attention to place number line.

electric charge); use value.

positive and negative The absolute value

numbers to represent Recognize that of negative two is

quantities in real-world fractions are two. Explain why.

contexts, explaining the called rational

meaning of 0 in each numbers and that

situation. rational numbers

are points on the

6.NS.C.6.A - number line.

Recognize opposite

signs of numbers as Recognize that

indicating locations on fractions can

opposite sides of 0 on represent both

the number line; locations and

recognize that the distances on the

opposite of the opposite number line.

of a number is the

number itself, e.g., -(-3) Recognize that a

= 3, and that 0 is its number and its

own opposite. opposite are at

equal distances

6.NS.C.6.C - Find and from zero on the

position integers and number line; the

other rational numbers opposite of a is –

on a horizontal or a and the

vertical number line opposite of –a

diagram; find and is a.

position pairs of

integers and other Recognize that

rational numbers on a the absolute

coordinate plane. value of a

number is its

6.NS.C.7.A - Interpret distance from 0

statements of inequality on the number


Grade 6 Curriculum

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Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

as statements about the line and use it to

relative position of two describe real-

numbers on a number world quantities.

line diagram. For

example, interpret -3 >

-7 as a statement that -3 Develop

is located to the right of meaningful

-7 on a number line strategies for

oriented from left to representing

right. fraction amounts

greater than 1 or

6.NS.C.7.C - less than –1 as

Understand the absolute both mixed

value of a rational numbers and

number as its distance improper

from 0 on the number fractions.

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.

What is the One Ratios and Understand 6.RP.A.1 - Understand

the concept of a ratio

and use ratio language

to describe a ratio


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

Introduce Given the fraction MS-LS3-2. -

Develop and use a

model to describe

why asexual

reproduction results

in offspring with

identical genetic

information and

sexual

9.3.ST‐SM.2 -

relationship representation Proportional ratio concepts percent as a 1/5, find its Apply science

between may Relationships and use ratio part–whole equivalent decimal and

fractions, sometimes be reasoning to relationship in and percent. mathematics

decimals, and more helpful solve which the whole concepts to the

percents? than another; SMP 1 – Make problems. is not necessarily Given the decimal development

used together, sense of out of 100, but is 0.25, find its of plans,

multiple problems and scaled or equivalent fraction processes and

representations persevere in partitioned to be and percent. projects that

give a fuller solving them. “out of 100” or address real

understanding “per 100”. Given the percent world


Grade 6 Curriculum

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Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

of a problem. 1 beak." "For every 70%, find its reproduction problems.

vote candidate A Scale percents to equivalent fraction results in

received, candidate C predict new and decimal. offspring with

received nearly three outcomes. genetic variation.

votes." How are percents

Recognize that used to make a

6.RP.A.2 - Understand comparing comparison?

the concept of a unit situations with

rate a/b associated with different-sized Describe different

a ratio a:b with b ≠ 0, wholes is strategies you can

and use rate language in difficult without use to make

the context of a ratio some common comparisons.

relationship. For basis of

example, "This recipe comparison.


flour to 4 cups of sugar, Build and use

so there is 3/4 cup of rate tables of

flour for each cup of equivalent ratios

sugar." "We paid $75 to solve

for 15 hamburgers, problems.


per hamburger."

6.RP.A.3 - Use ratio

and rate reasoning to


mathematical problems,

e.g., by reasoning about


ratios, tape diagrams,

double number line

diagrams, or equations.


Grade 6 Curriculum

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Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Unit 3 - Understanding fraction operations. - Pacing - 21 days Common Unit Test

How do

operations

affect numbers?

Computational

fluency

includes

understanding

the meaning

and the

appropriate

use of

numerical

operations

The Number

System

SMP 1 – Make

sense of

problems and

persevere in

solving them.

Apply and

extend

previous

understandings

of

multiplication

and division to

divide

fractions by

fractions.

6.NS.B.3 - Fluently

add, subtract, multiply,

and divide multi-digit

decimals using the

standard algorithm for

each operation.

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)..

Use benchmarks

and other

strategies to

estimate results

of operations

with fractions.

Use estimates to

check the

reasonableness

of exact

computations.

Give various

reasons to

estimate and

identify when a

situation calls for

an overestimate

or an

underestimate.

Use estimates

and exact

solutions to

make decisions.

Determine when

addition,

subtraction,

multiplication, or

division is the

appropriate

operation to

solve a problem.

Develop ways to

model sums,

What are some

situations in which

estimating sums and

differences useful?

When is it useful to

over or

underestimate?

Suppose you are

helping a student.

Explain how to add

and subtract

fractions. Give an

example of a type

you think is easiest

and hardest to

explain.

Explain and illustrate

what “of” means when

you find a fraction of

another number.

What operation do you

use when you find part

of a part?

Use a square or a circle

to model the product of

½ and ¾.

Explain why the

answer to ½ x ¾ is less

than both numbers

W.6.1.A -

Introduce

claim(s) and

organize the

reasons and

evidence clearly.

9.3.12.AC.1 -

Use

vocabulary,

symbols and

formulas

common to

architecture

and

construction.


Grade 6 Curriculum

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How do

operations affect

numbers?

Computational

fluency includes

understanding the

meaning and the

appropriate use

of numerical

operations

Expressions and

Equations

SMP 4 –

Model with

mathematics.

Apply and extend

previous

understandings of

arithmetic to

algebraic

expressions.

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


Use estimates to

check the

reasonableness of

exact computations.

Give various

reasons to estimate

and identify when a

situation calls for

an overestimate

or an

underestimate.

(4x + 3y); apply Use estimates

and exact

solutions to

make decisions.

Determine when

addition,

subtraction,

multiplication, or

division is the

appropriate

operation to

solve a problem.

Develop ways to

model sums,

differences,

products, and

quotients with

areas, fraction

strips, and

number lines.

Use knowledge

of fractions and

properties of operations

to y + y + y to produce

the equivalent

expression 3y.


Grade 6 Curriculum

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equivalence of

fractions to

develop

algorithms for

adding,

subtracting,

multiplying, and

dividing

fractions.

Solve real-world

problems using

arithmetic

operations on

fractions.

Recognize that

when you multiply

or divide a fraction,

your answer might

be less than or

more than the

numbers

you started with


Grade 6 Curriculum

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Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

How do

operations affect

numbers?

Computational

fluency includes

understanding the

meaning and the

appropriate use

of numerical

operations

The Number

System

Apply and extend

previous

understandings of

multiplication

and division to

divide fractions

by fractions.

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


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

Use estimates to

check the

reasonableness of

exact computations.

Use estimates and

exact solutions to

make decisions.

Determine when

addition,

subtraction,

multiplication, or

division is the

appropriate

operation to solve a

problem.

Develop ways to

model sums,

differences,

products, and

quotients with

When solving a

problem how do you

recognize when

division is the

operation you need to

use?

Explain your strategy

for dividing a fraction

by another fraction.

Why is the quotient of

2½/¾ greater than 2½

?

2.1.6.A.3 -

Determine factors

that influence the

purchase of

healthcare products

and use of personal

hygiene practices.

9.3.12.ED‐TT.

5 - Establish a

positive climate

to promote

learning.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

chocolate equally? How areas, fraction

many 3/4-cup servings strips, and

are in 2/3 of a cup of number lines.

yogurt? How wide is a

rectangular strip of Use knowledge

land with length 3/4 mi of fractions and

and area 1/2 square equivalence of

mi? Compute fluently fractions to

with multi-digit develop

numbers and find algorithms for

common factors and adding,

multiples. subtracting,

multiplying, and

Expressions Apply and 6.EE.A.2.B - Identify dividing

and Equations extend parts of an expression fractions.

previous using mathematical

understandings terms (sum, term, Compare and

of product, factor, contrast dividing

multiplication quotient, coefficient); a whole number

and division to view one or more parts by a fraction to

divide of an expression as a dividing a

fractions by single entity. For fraction by a

fractions. example, describe the whole number.

expression 2 (8 + 7) as

SMP 4 – a product of two Recognize that

Model with factors; view (8 + 7) as when you

mathematics. both a single entity and multiply or

a sum of two terms. divide a fraction,

your answer

might be less

than or more

than the numbers

you started with.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

How are inverse Computational Expressions Apply and 6.EE.A.2.A - Write Solve real-world

problems using

arithmetic

operations on

fractions.

Determine when

addition,

subtraction,

multiplication, or

division is the

appropriate

operation to

solve a problem.

Write fact

families with

fractions to show

the inverse

relationship

between addition

and subtraction,

and between

multiplication

and division.

Represent

unknown real-

world and

abstract values

with variables.

Write equations

(or number

sentences) to

represent

relationships

among real-

How do you decide RI.6.4 -

operations used fluency and Equations extend expressions that record which operation to Determine the

to solve includes previous operations with use when solving a meaning of

mathematical understanding understandings numbers and with problem? words and

problems? the meaning SMP 5 – Use of letters standing for phrases as they

and the appropriate multiplication numbers. For example, How is the are used in a text,

appropriate tools and division to express the calculation relationship between including

use of strategically. divide "Subtract y from 5" as 5 addition and figurative,

numerical fractions by - y. subtraction like the connotative, and

operations fractions. relationship between technical

6.EE.A.2.B - Identify multiplication and meanings.

parts of an expression division? How are

using mathematical they different?

terms (sum, term,

product, factor, How do fact

quotient, coefficient); families help you

view one or more parts figure out “N” in a

of an expression as a sentence such as

single entity. For N÷ 2½ = 1¼

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.

6.EE.A.2.C - Evaluate

expressions at specific

values of their

variables. Include

expressions that arise

from formulas used in

real-world problems.

Perform arithmetic

operations, including


number exponents, in

the conventional order


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

when there are no world and

parentheses to specify a abstract values.

particular order (Order

of Operations). For Use fact families

example, use the to solve for

formulas V = s3 and A unknown values.

= 6 s2 to find the

volume and surface

area of a cube with


Reason about 6.EE.B.6 - Use

and solve one- variables to represent

variable numbers and write

equations and expressions when

inequalities. 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.

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.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Unit 4 - Geometric Measurement Pacing - 24 days Common Unit

Assessments

How can spatial Geometric Geometry Solve real- 6.G.A.1 - Find the area Deepen the Identify each 1.3.8.D.1 - 9.3.ST‐SM.2 -

relationships be relationships world and of right triangles, other understanding of situation as area or Incorporate Apply science

described by provide a mathematical triangles, special area and perimeter. various art and

careful use of means to make problems quadrilaterals, and perimeter of * painting a wall elements and the mathematics

geometric sense of a involving area, polygons by composing rectangular and * fencing a yard principles of concepts to the

language? variety of surface area, into rectangles or nonrectangular * carpeting a room balance, development

phenomena. and volume. decomposing into shapes. * framing a picture harmony, unity, of plans,

triangles and other emphasis, processes and

shapes; apply these Relate area to Given a rectangle of proportion, and projects that

techniques in the covering a 60 square meters rhythm/movement address real

context of solving real- figure. describe the in the creation world

world and mathematical rectangle with the of two- and problems.

problems. Relate perimeter greatest perimeter three-

to surrounding a and describe the dimensional

The Number Apply and 6.NS.C.8 - Solve real- figure. rectangle with the artworks, using a

System extend world and mathematical least perimeter. broad array of art

previous problems by graphing Analyze what it media and art

understandings points in all four means to Given a rectangle mediums to

of numbers to quadrants of the measure area and with a perimeter of enhance the

the system of coordinate plane. perimeter. 20 meters, describe expression of

rational Include use of the rectangle with creative ideas

numbers. coordinates and Develop and use the least area and (e.g.,

absolute value to find formulas for describe the perspective,

distances between calculating area rectangle with the implied space,

points with the same and perimeter. greatest area. illusionary depth,

first coordinate or the value, and

same second Develop pattern).

coordinate. techniques for

estimating the

Expressions Apply and 6.EE.A.2.C - Evaluate area and

and Equations extend expressions at specific perimeter of an

previous values of their irregular figure.

understandings variables. Include

of arithmetic expressions that arise Explore

to algebraic from formulas used in relationships

SMP 4 – expressions. real-world problems. between

Model with Perform arithmetic perimeter and

mathematics. operations, including area, including


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Reason about

and solve one-

variable

equations and

inequalities.

those involving whole- that one can vary

number exponents, in considerably

the conventional order while the other

when there are no stays fixed.

parentheses to specify a

particular order (Order Visually

of Operations). For represent

example, use the


relationships

between

= 6 s2 to find the perimeter and

volume and surface area on a graph.

area of a cube with

sides of length s = 1/2. Solve problems

involving area

6.EE.A.3 - Apply the and perimeter of

properties of operations rectangles.

to generate equivalent

expressions. For

example, apply the

distributive property to

the expression 3 (2 + x)

to produce the


+ 3x; apply the


the expression 24x +

18y to produce the


(4x + 3y); apply



the equivalent

expression 3y.

6.EE.B.6 - Use

variables to represent

numbers and write

expressions when


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

solving a real-world or


understand that a


an unknown number,




Represent and

analyze

quantitative

relationships

between

dependent and

independent

variables.

set.

6.EE.C.9 - Use


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


the independent

variable. Analyze the


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


distance and time.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

How can we Reasoning Geometry Solve real- 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-


problems.



values of their

variables. Include




Perform arithmetic





when there are no



of Operations). For

example, use the


= 6 s2 to find the

volume and surface

area of a cube with



Deepen the

understanding of

area and perimeter

of rectangular and

nonrectangular

shapes.

Relate area to

covering a figure.

Relate perimeter to

surrounding a

figure.

Analyze what it

means to measure

area and perimeter.

Develop and use

formulas for

calculating area and

perimeter.

Recognize that a

triangle can be

thought of as half

of a rectangle

whose sides are

equal to the base

and height of the

triangle.

Know that the

choice of base of

Find the area of a W.6.1 - Write 9.3.12.ED‐AD

best represent and/or proof world and triangle with a base arguments to M.2 - Identify

and verify can be used to mathematical of 3 cm and a height support claims behaviors

geometric/

algebraic

verify or refute problems of 9 cm. with clear necessary for

relationships? conjectures or involving area, reasons and developing

theorems in surface area, How is finding the relevant and sustaining

geometry. and volume. area of a triangle evidence. a positive

related to finding learning

the area of a culture.

rectangle?

What can you say

about the area and

perimeter of a

Expressions Apply and triangle that have

and Equations extend the same base and

previous height? Provide

understandings evidence to support

of arithmetic your answer.

to algebraic

SMP 3 – expressions.

Construct

viable

arguments and

critique the

reasoning of

others.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Reason about and

solve one

variable

equations and

inequalities.


to generate equivalent

expressions. For

example, apply the


the expression 3 (2 + x)

to produce the


+ 3x; apply the



18y to produce the


(4x + 3y); apply



the equivalent

expression 3y.

6.EE.A.4 - Identify

when two 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.

6.EE.B.6 - Use


numbers and write

expressions when

a triangle (or

parallelogram) is

arbitrary but that

the choice of the

base determines

the height.

Recognize that

there are many

triangles (or

parallelograms)

that can be

drawn with the

same base and

height.

Develop

formulas and

strategies, stated

in words or

symbols, for

finding the area

and perimeter of

triangles and

parallelograms.

Solve problems

involving area

and perimeter of

parallelograms

and triangles.

Solve problems

involving area

and perimeter of

polygons by

composing into

rectangles or

decomposing

into triangles.


Grade 6 Curriculum

DraDraftft



understand that a variable

can represent an unknown

number, or, depending on

the purpose at hand, any


set.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

How can we Reasoning Geometry Solve real- 6.G.A.1 - Find the area Deepen the How is finding the VA:Pr4.1.6a -

best represent and/or proof world and of right triangles, other understanding of area of a Analyze

and verify can be used to mathematical triangles, special area and parallelogram similarities and

geometric/algeb verify or refute problems quadrilaterals, and perimeter of similar to finding differences

raic conjectures or involving area, polygons by composing rectangular and the area of a triangle associated with

relationships? theorems in surface area, into rectangles or nonrectangular and the area of a preserving and

geometry. and volume decomposing into shapes. rectangle? presenting two

triangles and other dimensional,

shapes; apply these Relate area to Find the area of a three

techniques in the covering a parallelogram with a dimensional, and

context of solving real- figure. base of 10.5 mm. digital artwork.

world and mathematical and a height of 8.2

problems. Relate perimeter mm.

to surrounding a

6.G.A.3 - Draw figure. What can you say

polygons in the about the area and

coordinate plane given Analyze what it perimeter of two

coordinates for the means to parallelograms that

vertices; use measure area and have the same base

coordinates to find the perimeter. and height? Explain

length of a side joining your reasoning.

points with the same Develop and use

first coordinate or the formulas for Plot the coordinates

same second calculating area on the coordinate

coordinate. Apply these and perimeter. plane and determine

techniques in the the perimeter of the

context of solving real- Analyze how the polygon.


problems.

area of a triangle


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

The Number

System

Expressions &

Equations

SMP 1 – Make

sense of

problems and

preserve in

solving them.

Apply and

extend

previous

understandings

of numbers to

the system of

rational

numbers.

Apply and

extend

previous

understandings

of arithmetic

to algebraic

expressions.

6.NS.C.8 - Solve real-


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.

and the area of a

parallelogram

are related to

each other and to

the area of a

rectangle.

Recognize that a

parallelogram

can be

decomposed into

two triangles.

Thus the area of

a parallelogram

is twice the area

of a triangle with

the same base

and height as the

parallelogram.

Know that the

choice of base of

a triangle (or

parallelogram) is

arbitrary but that

the choice of the

base determines

the height.

Recognize that

there are many

triangles (or

parallelograms)

that can be

drawn with the

same base and

height.



values of their

variables. Include




Perform arithmetic





when there are no



of Operations). For

example, use the


= 6 s2 to find the


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

volume and surface Develop

area of a cube with formulas and

sides of length s = 1/2. strategies, stated

in words or

6.EE.A.3 - Apply the symbols, for

properties of operations finding the area

to generate equivalent and perimeter of

expressions. For triangles and

example, apply the parallelograms.


the expression 3 (2 + x) Find the side

to produce the lengths and area

equivalent expression 6 of polygons on a

+ 3x; apply the coordinate grid.


the expression 24x + Solve problems

18y to produce the involving area

equivalent expression 6 and perimeter of

(4x + 3y); apply parallelograms

properties of operations and triangles.


the equivalent Solve problems

expression 3y. involving area

and perimeter of

Reason about 6.EE.B.6 - Use polygons by

and solve one- variables to represent composing into

variable numbers and write rectangles or

equations and expressions when decomposing

inequalities. solving a real-world or into triangles


understand that a


an unknown number,




set.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Represent and 6.EE.C.9 - Use

analyze variables to represent

quantitative two quantities in a real-

relationships world problem that

between change in relationship

dependent and to one another; write an

independent equation to express one

variables. quantity, thought of as




the independent



the dependent and






motion at constant


ordered pairs of





distance and time.

How do Geometric Geometry Solve real- 6.G.A.1 - Find the area Solve problems Using a net, MS-ETS1- 9.3.12.ED‐AD

geometric relationships world and of right triangles, other involving area determine the 3Analyze data M.2 - Identify

relationships provide a mathematical triangles, special and perimeter of surface area of a from tests to behaviors

help to solve means to make problems quadrilaterals, and rectangles. 3X4X10 rectangular determine necessary for

problems and/or sense of a involving area, polygons by composing prism. similarities and developing

make sense of variety of surface area, into rectangles or Extend the differences among and sustaining

phenomena? phenomena. and volume. decomposing into understanding of Calculate the several design a positive

triangles and other the volume of volume of a solutions to learning

shapes; apply these rectangular rectangular prism identify the best culture.

techniques in the prisms. with a length of 2 ½ characteristics of


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets Assessment Formative

and Summative

Inter- disciplinary

Connections

21st Century

Connections

context of solving real- inches, width of 4 ¼ each that can be

world and mathematical Relate volume to inches, and a height combined into a

problems. filling a three- of 3 inches. new solution to

dimensional better meet the

6.G.A.2 - Find the figure. Describe a strategy criteria for

volume of a right for finding the success.

rectangular prism with Extend surface area of a 3-

fractional edge lengths understanding of D figure.

by packing it with unit the strategies for

cubes of the appropriate finding the How does knowing

unit fraction edge volume of the area of a 2-D

lengths, and show that rectangular figure help you find

the volume is the same prisms to the surface area of a

as would be found by accommodate 3-D figure?

multiplying the edge fractional side

lengths of the prism. lengths. What information is

Apply the formulas V = necessary to find the

l w h and V = B h to Relate finding volume of prisms?

find volumes of right area of two-

rectangular prisms with dimensional

fractional edge lengths shapes to finding

in the context of the surface area

solving real-world and of three-

mathematical problems. dimensional

objects.

6.G.A.4 - Represent

three-dimensional Develop

figures using nets made strategies for

up of rectangles and finding the

triangles, and use the surface area of

nets to find the surface three-

area of these figures. dimensional

Apply these techniques objects made

in the context of from rectangles

solving real-world and and triangles.

mathematical problems.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Expressions

and Equations

Apply and extend

previous

understandings

of arithmetic

to algebraic

expressions.

6.EE.A.2.C – Evaluate

Expressions at the

Solve problems

involving surface

and volume of

rectangular

prisms.

values of their

variables. Include




Perform arithmetic





when there are no



of Operations). For

example, use the


= 6 s2 to find the

volume and surface

area of a cube with


Reason about 6.EE.B.6 - Use


variable numbers and write

equations and expressions when

inequalities. solving a real-world or


understand that a


an unknown number,




set.

Represent and

analyze

6.EE.C.9 - Use



Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections










the independent



the dependent and






motion at constant


ordered pairs of





distance and time.

Mid-Year Assessment Pacing – One Day

Unit 5 - Computing with Decimals and Percents

Pacing - 21 days

Common Unit

Assessments

How can ratios Ratios and Ratios & Understand 6.RP.A.1 - Understand Use estimates to How can you SL.6.1 - Engage

and proportional Proportional ratio concepts the concept of a ratio solve problems determine what effectively in a

proportional relationships Relationships and use ratio and use ratio language and check operation to use range of

relationships be are used to reasoning to to describe a ratio answers. when solving a collaborative

used to express how solve relationship between problem involving discussions (one-

determine quantities are SMP 1 – Make problems. two quantities. For Recognize when decimals? on-one, in

unknown related and sense of example, "The ratio of addition, groups, and

quantities? how quantities problems and wings to beaks in the subtraction, Describe a strategy teacher-led) with


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

change in persevere in bird house at the zoo multiplication, or you use when diverse partners

relation to solving them. was 2:1, because for division is the solving a problem on grade 6

each other. every 2 wings there was appropriate with decimals and topics, texts, and

1 beak." "For every operation to why it is helpful to issues, building

vote candidate A solve a problem. you. on others' ideas

received, candidate C and expressing

received nearly three Solve problems We paid $75 for 15 their own clearly.

votes." using arithmetic hamburgers. What

operations on is the unit rate?

6.RP.A.2 - Understand decimals,

the concept of a unit including finding How can unit rates

rate a/b associated with unit rates. be helpful to

a ratio a:b with b ≠ 0, determine a better

and use rate language in price?

the context of a ratio

relationship. For



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,


per hamburger."

6.RP.A.3.B - 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?


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

How can Computational The Number Compute 6.NS.B.3 - Fluently Use estimates to Why is it necessary 9.2.8.B.5 -

computational fluency System fluently with add, subtract, multiply, solve problems to line up the Analyze labor

strategies be includes multi-digit and divide multi-digit and check decimal points when market trends

applied to understanding numbers and decimals using the answers. adding or using state and

practical the meaning find common standard algorithm for subtracting federal labor

situations? and the factors and each operation. Use place value decimals? market

appropriate multiples. to develop information and

use in given understanding of Solve the following other

situations. Expressions & Apply and 6.EE.A.2.A - Write algorithms and to problems: resources

Equations extend expressions that record relate operations available online.

previous operations with with decimals to 27.618 + 9.52

understandings numbers and with the same

of arithmetic letters standing for operations with 28-4.35

to algebraic numbers. For example, fractions.

expressions. express the calculation

"Subtract y from 5" as 5 Solve problems

- y. using arithmetic

operations on

SMP 7 – Look Reason about 6.EE.B.5 - Understand decimals,

for and make and solve one- solving an equation or including finding

use of variable inequality as a process unit rates.

structure. equations and of answering a

inequalities. question: which values Use fact families

from a specified set, if to write and

any, make the equation solve equivalent

or inequality true? Use number

substitution to sentences.

determine whether a

given number in a

specified set makes an

equation or inequality

true.

6.EE.B.6 - Use


numbers and write

expressions when



Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections






number in a specified set.



problems by writing and

solving equations of the


q for cases in



numbers.

How can Computational The Number Compute 6.NS.B.2 - Fluently Use estimates to Describe an SL.6.1.B - 9.1.12.B.3 -

computational fluency System fluently with divide multi-digit solve problems algorithm for Follow rules for Construct a

strategies be includes multi-digit numbers using the and check multiplying any two collegial plan to

applied to understanding numbers and standard algorithm. answers. decimal numbers. discussions, set accumulate

practical the meaning find common Use an example to specific goals emergency

situations? and the factors and 6.NS.B.3 - Fluently Use place value show why your and deadlines, “rainy day”

appropriate multiples. add, subtract, multiply, to develop algorithm works. and define funds.

use in given and divide multi-digit understanding of individual roles

situations. decimals using the algorithms and to Describe an as needed.

standard algorithm for relate operations algorithm for

each operation. with decimals to dividing any two

the same decimal numbers.

Expressions & Reason about 6.EE.B.7 - Solve real- operations with Use an example to

Equations and solve one- world and mathematical fractions. show why your

variable problems by writing algorithm works.

equations and and solving equations Extend

inequalities. of the understanding of Solve the following

form x + p = q and px = multiplication problems:

SMP 6 – q for cases in and division of


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Attend to which p, q and x are all multidigit whole 3.7 * 5.2

precision. nonnegative rational numbers.

numbers. 5.31 ÷ 0.3

Develop

standard What is the fact

algorithms for family connection

multiplying and between multiplying

dividing and dividing

decimals with decimals?

the aid of, at

most, paper and

pencil.

Find a repeating

or terminating

decimal

equivalent to a

given fraction.

Use fact families

to write and

solve equivalent

number

sentences.

Use

multiplication

sentences to

check division

sentences.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

How can Computational The Number Compute 6.NS.B.3 - Fluently Recognize when With a subtotal of 9.1.4.E.2

computational fluency System fluently with add, subtract, multiply, addition, $8.53 and a percent Apply

strategies be includes multi-digit and divide multi-digit subtraction, of tax of 7%, comparison

applied to understanding numbers and decimals using the multiplication, or calculate the grand shopping skills

practical the meaning find common standard algorithm for division is the total. to purchasing

situations? and the factors and each operation. appropriate decisions.

appropriate multiples. operation to A skateboard costs

use in given solve a problem. $35. It is on sale for 9.1.8.A.1

situations. Ratios & Understand 6.RP.A.3.C - Find a 25% off. What is Explain the

Proportional ratio concepts percent of a quantity as Solve problems the discounted meaning and

How can ratios Ratios and Relationships and use ratio a rate per 100 (e.g., using arithmetic price? purposes of

and proportional reasoning to 30% of a quantity operations on taxes and tax

proportional relationships solve means 30/100 times the decimals, How do you deductions and

relationships be are used to problems. quantity); solve including finding determine the why fees for

used to express how problems involving unit rates. original price if you various

determine quantities are finding the whole, know the discount? benefits (e.g.,

unknown related and given a part and the Develop models medical

quantities? how quantities percent. for percent How do you benefits) are

change in problems. determine the taken out of

relation to Expressions & Apply and 6.EE.A.3 - Apply the percent one number pay

each other. Equations extend properties of operations Write and solve is of another?

previous to generate equivalent number

understandings expressions. For sentences

of arithmetic example, apply the involving

to algebraic distributive property to percents.

expressions. the expression 3 (2 + x)

to produce the Write number

equivalent expression 6 sentences to

+ 3x; apply the represent

distributive property to relationships

the expression 24x + between both

18y to produce the real-world and

equivalent expression 6 abstract values.

(4x + 3y); apply

properties of operations Use fact families

to y + y + y to produce to write and

the equivalent solve equivalent

expression 3y. number


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

6.EE.B.6 - Use


numbers and write

expressions when solving

a real-world or












q for cases in



numbers.

sentences.

Unit 6 – Focus on Algebra Pacing - 38 days Common Unit

Assessments

How can ratios

and proportional

relationships be

used to determine

unknown

quantities?

Ratios and

proportional

relationships are

used to express

how quantities

are related and

how quantities

change in

relation to

Ratios &

Proportional

Relationships

Understand

ratio concepts

and use ratio

reasoning to

solve problems.

6.RP.A.3.A - Make

tables of equivalent ratios

relating quantities with

whole-number

measurements, find

missing values in the

tables, and plot the pairs

of values on the

coordinate plane. Use

tables to compare

Explore problem

situations that

involve variables

and relationships.

Interpret the

“stories” told by

patterns in tables

and coordinate

What are the pros

and cons of showing

patterns with tables,

graphs, and written

reports?

How can you

determine average

speed? How do a table

and a graph

6.1.4.B.3 -

Explain how and

when it is important

to use digital

geographic tools,

political maps, and

globes to

measure distances

and to

9.3.ST‐SM.2 -

Apply science

and mathematics

concepts to the

development of

plans, processes

and projects that

address real


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard

Learning Targets

Assessment

Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

each other. ratios.

6.RP.A.3.B - Solve unit

rate problems including

those involving unit

pricing and constant

speed.For example, if it

took 7 hours to mow 4


how many lawns could

be mowed in 35 hours?

At what rate were

lawns being mowed?

6.RP.A.3.D - Use ratio

reasoning to convert

measurement units;

manipulate and

transform units

appropriately when

multiplying or dividing

quantities.

6.NS.C.6.C - Find and

position integers and

other rational numbers

on a horizontal or

vertical number line

diagram; find and

position pairs of

integers and other

rational numbers on a

coordinate plane.

6.NS.C.8 - Solve real-


problems by graphing

graphs of

numeric (x, y)

data.

Represent the

pattern of change

that relates two

variables in

words, data

tables, graphs,

and equations.

Investigate

situations that

change over

time.

Examine

increasing and

decreasing

patterns of

change.

Compare linear

and nonlinear

patterns of

change by using

tables or graphs.

Use tables,

graphs, and

equations to find

the value of a

variable given

the value of the

associated

variable.

(time, distance) determine time world

data show speed? zones and problems.

locations using

latitude and

longitude.

The Number Apply and

System extend

previous

understandings

of numbers to

the system of

rational

numbers.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

points in all four Describe

quadrants of the advantages and

coordinate plane. disadvantages of

Include use of using words,

coordinates and tables, graphs,

absolute value to find and equations to

distances between represent

points with the same patterns of

first coordinate or the change relating

same second two variables

coordinate. and make

connections

Expressions & Represent and 6.EE.C.9 - Use across those

Equations analyze variables to represent representations.


relationships world problem that Calculate

between change in relationship average speed

dependent and to one another; write an and show how it

SMP 3 – independent equation to express one is reflected in a

Construct variables. quantity, thought of as table or graph

viable the dependent variable, and vice versa.

arguments and in terms of the other

critique the quantity, thought of as Solve problems

reasoning of the independent that involve

others. variable. Analyze the variables.


the dependent and






motion at constant


ordered pairs of





Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections


distance and time.

How can The symbolic The Number Apply and 6.NS.C.6.B - Explore problem It takes Ben 40 MS-PS3-1 - 9.3.ST.2 - Use

algebraic language of System extend Understand signs of situations that minutes to mow Construct and technology to

representations algebra is used previous numbers in ordered involve variables each field on a farm. interpret acquire,

be used to to understandings pairs as indicating and Create a table graphical manipulate,

generalize communicate of numbers to locations in quadrants relationships. showing how long displays of data analyze and

patterns and and generalize the system of of the coordinate plane; (t) it will take Ben to describe the report data.

relationships? the patterns in rational recognize that when Identify the to mow 2, 3, 4, and relationships

mathematics. numbers. two ordered pairs differ dependent and 5 fields (f). Identify of kinetic energy

only by signs, the independent the dependent and to the mass of an

locations of the points variables and independent object and to the

are related by describe how variables. speed of an

reflections across one they are related object.

or both axes. in a situation. When the


6.NS.C.6.C - Find and Interpret the independent and

position integers and “stories” told by dependent variables

other rational numbers patterns in tables is displayed in a

on a horizontal or and coordinate graph, what can you

vertical number line graphs of learn about the

diagram; find and numeric (x, y) relationship from a

position pairs of Data. rising graph, a level

integers and other graph, and a falling

rational numbers on a Represent the graph?

coordinate plane. pattern of change

that relates two Plot the following

6.NS.C.8 - Solve real- variables in ordered pairs on a

world and mathematical words, data coordinate plane:

problems by graphing tables, graphs,

points in all four and equations. (2,-8)

quadrants of the (-4,-5)

coordinate plane. Investigate (0,3)

Include use of situations that (-1,7)

coordinates and change over

absolute value to find time. Is the line segment


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

distances between connecting points

points with the same Examine T(-8, -9), N(-8, 6)

first coordinate or the increasing and horizontal or

same second decreasing vertical? What is

coordinate. patterns of the length of the line

change. segment?

Expressions & Represent and 6.EE.C.9 - Use Compare linear

Equations analyze variables to represent and nonlinear

quantitative two quantities in a real- patterns of

relationships world problem that change by using

between change in relationship tables or graphs.


independent equation to express one Use tables,

variables. quantity, thought of as graphs, and

the dependent variable, equations to find

in terms of the other the value of a

quantity, thought of as variable given

the independent the value of the

SMP 7 – Look variable. Analyze the associated

for and make relationship between variable.

use of the dependent and

structure. independent variables Explore

using graphs and tables, relationships that

and relate these to the require graphing

equation. For example, in all four

in a problem involving quadrants.

motion at constant

speed, list and graph Describe

ordered pairs of advantages and

distances and times, and disadvantages of

write the equation d = using words,

65t to represent the tables, graphs,

relationship between and equations to

distance and time. represent

patterns of

change relating

two variables


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

and make

connections across

those

representations.

Solve problems that

involve variables.

How can The symbolic Expressions & Apply and 6.EE.A.2.A - Write Explore problem Create an equation

algebraic language of Equations extend expressions that record situations that to express the

representations algebra is used previous operations with involve variables relationships in

be used to to understandings numbers and with and given tables and

generalize communicate of arithmetic letters standing for relationships. graphs.

patterns and and generalize to algebraic numbers. For example,

relationships? the patterns in expressions. express the calculation Identify the If the value of one

mathematics. "Subtract y from 5" as 5 dependent and variable in a

- y. independent relationship is

variables and known, describe

6.EE.A.2.C - Evaluate describe how how you can use a

expressions at specific they are related table, graph, or

values of their in a situation. equation to find the

variables. Include value of the other

expressions that arise Interpret the variable.

from formulas used in “stories” told by

real-world problems. patterns in tables

Perform arithmetic and coordinate

operations, including graphs of

those involving whole- numeric (x, y)

number exponents, in Data.


when there are no Represent the

parentheses to specify a pattern of change

particular order (Order that relates two

of Operations). For variables in

example, use the words, data

formulas V = s3 and A tables, graphs,

= 6 s2 to find the and equations.

volume and surface


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

area of a cube with Investigate

sides of length s = 1/2. situations that

change over

Reason about 6.EE.B.6 - Use time.


variable numbers and write Examine

equations and expressions when increasing and

inequalities. solving a real-world or decreasing

mathematical problem; patterns of

understand that a change.


an unknown number, Use tables,

or, depending on the graphs, and

purpose at hand, any equations to find

number in a specified the value of a

set. variable given

the value of the

6.EE.B.7 - Solve real- associated

world and mathematical variable.

problems by writing

and solving equations Describe

of the advantages and

form x + p = q and px = disadvantages of

q for cases in using words,

which p, q and x are all tables, graphs,

nonnegative rational and equations to

numbers. represent

patterns of

Ratios & Understand 6.RP.A.2 - Understand change relating

Proportional ratio concepts the concept of a unit two variables

Relationships and use ratio rate a/b associated with and make

reasoning to a ratio a:b with b ≠ 0, connections

solve and use rate language in across those

problems. the context of a ratio representations.

relationship. For

example, "This recipe Write an

SMP 5 – Use has a ratio of 3 cups of equation to

appropriate flour to 4 cups of sugar, express the


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

tools so there is 3/4 cup of relationship

strategically. flour for each cup of between two

sugar." "We paid $75 variables in one

for 15 hamburgers, and two

which is a rate of $5 operations: y=mx

per hamburger." , y=b+x,

and y=b+mx.

6.RP.A.3.A - Make

tables of equivalent Calculate

ratios relating quantities average speed

with whole-number and show how it

measurements, find is reflected in a

missing values in the table or graph

tables, and plot the and vice versa.

pairs of values on the

coordinate plane. Use Recognize and

tables to compare express direct

ratios. proportionality

relationships

6.RP.A.3.B - Solve unit with a unit rate

rate problems including (y=mx) and

those involving unit represent these

pricing and constant relationships in

speed.For example, if it rate tables and

took 7 hours to mow 4 graphs.


how many lawns could Solve problems

be mowed in 35 hours? that involve

At what rate were variables.

lawns being mowed?

Use properties of

6.RP.A.3.D - Use ratio operations,

reasoning to convert including the

measurement units; Distributive

manipulate and Property and the

transform units Order of

appropriately when Operations, to

multiplying or dividing write equivalent


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

quantities. expressions for

the dependent

variable in terms of

the independent

variable.

Interpret and

evaluate

expressions in

which letters stand

for numbers and

apply the Order of

Operations as

needed.

Recognize that

equations are

statements of

equivalence

between two

expressions.

Solve linear

equations of the

forms y=ax, y=b

+x, and y=b+ax

using numeric

guess and check,

tables

of (x, y) values, and

graphs or fact

families.

How can algebraic

representations be

used to

The symbolic

language of

algebra is used to

Ratios &

Proportional

Relationships

Understand ratio

concepts

and use ratio

reasoning to

6.RP.A.3.A - Make


ratios relating quantities

with whole-number

Explore problem

situations that

involve variables

and

At the South Pole, the

temperature was

-19°F. At the North

Pole, the

MS-ESS3-3 -

Apply scientific

principles to design

a method

9.3.12.ED‐AD

M.2 - Identify

behaviors

necessary for


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

generalize communicate solve measurements, find relationships. temperature was - for monitoring developing

patterns and and generalize problems. missing values in the 16°F. Write an and minimizing a and sustaining

relationships? the patterns in tables, and plot the Identify the inequality to show human impact on a positive

mathematics. pairs of values on the dependent and where it is warmer. the environment. learning

coordinate plane. Use independent Then write a culture.

tables to compare variables and sentence to describe

ratios. describe how your inequality.

they are related

6.RP.A.3.B - Solve unit in a situation. Is it possible to have

rate problems including to different, but

those involving unit Represent the equivalent

pricing and constant pattern of change expressions for a

speed.For example, if it that relates two given situation?

took 7 hours to mow 4 variables in Explain.

lawns, then at that rate, words, data

how many lawns could tables, graphs, How can you

be mowed in 35 hours? and equations. represent and find

At what rate were solutions to

lawns being mowed? Use tables, inequalities?

graphs, and

Expressions & Apply and 6.EE.A.2.A - Write equations to find In the expression,

Equations extend expressions that record the value of a 3x + 7 + 5y, identify

previous operations with variable given the coefficients and

understandings numbers and with the value of the the total number of

of arithmetic letters standing for associated terms.

SMP2- Reason to algebraic numbers. For example, variable.

abstractly and expressions. express the calculation

quantitatively. "Subtract y from 5" as 5 Write an

- y. equation to

express the

6.EE.A.2.B - Identify relationship

parts of an expression between two

using mathematical variables in one

terms (sum, term, and two

product, factor, operations: y=mx

quotient, coefficient); , y=b+x,

view one or more parts and y=b+mx.

of an expression as a


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

single entity. For Solve problems

example, describe the that involve

expression 2 (8 + 7) as variables.

a product of two

factors; view (8 + 7) as Use tables,

both a single entity and graphs, or

a sum of two terms. properties of

numbers such as

6.EE.A.2.C - Evaluate the Distributive

expressions at specific Property to show

values of their that two

variables. Include expressions are

expressions that arise equivalent.


real-world problems. Recognize that

Perform arithmetic equations are

operations, including statements of

those involving whole- equivalence

number exponents, in between two

the conventional order expressions.

when there are no

parentheses to specify a Solve linear

particular order (Order equations of the

of Operations). For forms y=ax, y=b

example, use the


+x,

and y=b+axusing

= 6 s2 to find the numeric guess

volume and surface and check, tables

area of a cube with of (x, y) values,

sides of length s = 1/2. and graphs or

fact families.


properties of operations Write an

to generate equivalent inequality and

expressions. For associate it with

example, apply the an equation to

distributive property to find solutions

the expression 3 (2 + x) and graph the


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

to produce the solutions on a

equivalent expression 6 number line

+ 3x; apply the



18y to produce the


(4x + 3y); apply



the equivalent

expression 3y.

6.EE.A.4 - Identify

when two 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.

Reason about 6.EE.B.5 - Understand

and solve one- solving an equation or

variable inequality as a process

equations and of answering a

inequalities. question: which values

from a specified set, if

any, make the equation

or inequality true? Use

substitution to


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

determine whether a

given number in a

specified set makes an

equation or inequality

true.

6.EE.B.6 - Use


numbers and write

expressions when solving

a real-world or












q for cases in



numbers.

6.EE.B.8 - Write an

inequality of the form x >

c or x < c to

represent a constraint or

condition in a real- world

or mathematical

problem. Recognize


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

that inequalities of the

form x > c or x < c have

infinitely many

solutions; represent

solutions of such

inequalities on number

line diagrams.

Represent and 6.EE.C.9 - Use

analyze variables to represent










the independent



the dependent and






motion at constant


ordered pairs of





distance and time.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

Unit 7 – Statistics & Data Analysis Pacing – 29

days

Common Unit

Assessments

What does the The message Statistics & Develop 6.SP.A.1 - Recognize a Ask questions, Which question 6.1.12.B.4.b - 9.3.ST‐SM.4 -

collection of conveyed by Probability understanding statistical question as collect and could be used to Analyze the Apply critical

data and the data of statistical one that anticipates analyze data, and produce varied impact of thinking skills

statistics tell us? depends on variability. variability in the data interpret data to statistical data: population shifts to review

how the data is related to the question answer and migration information,

collected, SMP 4 – and accounts for it in questions. “How tall am I?” or patterns during explain

represented, Model with the answers. For “How tall are the the statistical

and mathematics. example, "How old am Describe data students in my Reconstruction analysis, and

summarized. I?" is not a statistical with respect to school?” period. to translate,

question, but "How old its shape, center, interpret and

are the students in my and variability or Given these name summarize

school?" is a statistical spread. lengths, create a line research and

question because on plot & describe the statistical data.

anticipates variability in Construct and distribution of the

students' ages. use simple data:

surveys as a

6.SP.A.2 - Understand method of 14, 12, 11, 7, 12, 18,

that a set of data collecting data. 12, 8, 9, 11

collected to answer a

statistical question has a Recognize that

distribution which can data consist of

be described by its counts or

center, spread, and measurements of

overall shape. a variable, or an

attribute; these

6.SP.A.3 - Recognize observations

that a measure of center comprise a

for a numerical data set distribution of

summarizes all of its data values.

values with a single

number, while a Organize and

measure of variation represent data

describes how its values using tables, dot

vary with a single plots, line plots,

number. ordered-value

bar graphs,

Summarize 6.SP.B.4 - Display frequency bar

and describe numerical data in plots graphs,


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

distributions. on a number line, histograms, and

box-and-whisker

plots.

Recognize that a

graph shows the

overall shape of

a distribution,

whether the data

values are

symmetrical

around a central

value, and

whether the

graph contains

any unusual

characteristics

such as gaps,

clusters, or

outliers.

Distinguish

between and

compute

measures of

central tendency

(mean, median,

and mode) and

measures of

spread (range,

interquartile

range (IQR), and

mean absolute

deviation

(MAD))

Identify how the

median and

mean respond to

including dot plots,

histograms, and box

plots.

6.SP.B.5.A - Reporting

the number of

observations.

.

6.SP.B.5.C - Giving

quantitative measures

of center (median

and/or mean) and

variability (interquartile

range and/or mean

absolute deviation), as

well as describing any

overall pattern and any

striking deviations from

the overall pattern with

reference to the context

in which the data were

gathered.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

changes in the

data values of a

distribution.

Describe the

amount of

variability in a

distribution by

noting whether the

data values cluster

in one or more

areas or are

fairly spread out.

What does the The message Statistics & Develop 6.SP.A.1 - Recognize a Ask questions, Describe a method 8.1.8.A.4 - 9.3.ST‐SM.4 -

Apply critical

thinking skills to

review

information,

explain statistical

analysis, and to

translate,

interpret and

summarize

research and

statistical data.

collection of conveyed by Probability understanding statistical question as collect and for calculating the Graph and

data and the data of statistical one that anticipates analyze data, and mean of a set of data calculate data

statistics tell us? depends on variability. variability in the data interpret data to and explain why within a

how the data is related to the question answer your method works. spreadsheet and

collected, and accounts for it in questions. present a

represented, the answers. For Why are mean, summary of the

and example, "How old am Describe data median, and mode results.

summarized. I?" is not a statistical with respect to called measures of

question, but "How old its shape, center, center and what

are the students in my and variability or does each tell you

school?" is a statistical spread. about a set of data?

question because on

SMP 8 – Look anticipates variability in Distinguish One student says

for and express students' ages. between you can only use the

regularity in categorical data mode to describe

repeated 6.SP.A.2 - Understand and numerical categorical data but

reasoning. that a set of data data, and identify you can use the

collected to answer a which graphs mode, median, and

statistical question has a and statistics can mean to describe

distribution which can be used to numerical data. Is

be described by its represent each that student correct?

center, spread, and kind of data. Can you find the

overall shape. range for categorical

Recognize that a data? Explain.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

6.SP.A.3 - Recognize graph shows the

that a measure of center overall shape of

for a numerical data set a distribution,

summarizes all of its whether the data

values with a single values are

number, while a symmetrical

measure of variation around a central

describes how its values value, and

vary with a single whether the

number. graph contains

any unusual

Summarize 6.SP.B.4 - Display characteristics

and describe numerical data in plots such as gaps,

distributions. on a number line, clusters, or

including dot plots, outliers.

histograms, and box

plots. Distinguish

between and

6.SP.B.5.A - Reporting compute

the number of measures of

observations. central tendency

(mean, median,

6.SP.B.5.B - Describing and mode) and

the nature of the measures of

attribute under spread (range,

investigation, including interquartile

how it was measured range (IQR), and

and its units of mean absolute

measurement. deviation

. (MAD)).

6.SP.B.5.C - Giving

quantitative measures Identify how the

of center (median median and

and/or mean) and mean respond to

variability (interquartile changes in the

range and/or mean data values of a

absolute deviation), as distribution.



Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

overall pattern and any Relate the choice

striking deviations from of measures of

the overall pattern with central tendency

reference to the context and variability to

in which the data were the shape of the

gathered. distribution and

the context

6.SP.B.5.D - Relating

the choice of measures

of center and variability

to the shape of the data

distribution and the

context in which the

data were gathered.

What does the The message Statistics & Develop 6.SP.A.1 - Recognize a Ask questions, Find the mean 2.1.6.B.4 -

Compare and

contrast nutritional

information on

similar food

products

in order to make

informed choices.

2.1.6.A.1 - Explain

how health data can

be used to assess

and improve each

dimension of

personal wellness.

9.3.12.ED‐AD

collection of conveyed by Probability understanding statistical question as collect and absolute deviation M.2 - Identify

data and the data of statistical one that anticipates analyze data, and of the following behaviors

statistics tell us? depends on variability. variability in the data interpret data to data set: necessary for

how the data is related to the question answer developing

collected, and accounts for it in questions. 39, 31, 37, 39, 34, and sustaining

represented, the answers. For 35, 34, 30, 36, 42 a positive

and example, "How old am Describe data learning

summarized. I?" is not a statistical with respect to culture.

question, but "How old its shape, center, Describe how you

are the students in my and variability or can use the IQR and

school?" is a statistical spread. MAD to compare

question because on how two data

anticipates variability in Distinguish distributions vary.

students' ages. between and

compute

6.SP.A.2 - Understand measures of

that a set of data central tendency

collected to answer a (mean, median,

statistical question has a and mode) and

distribution which can measures of

be described by its spread (range,

center, spread, and interquartile


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

overall shape. range (IQR), and

mean absolute

6.SP.A.3 - Recognize deviation

that a measure of center (MAD)).

for a numerical data set

summarizes all of its

values with a single Describe the

number, while a amount of

measure of variation variability in a

describes how its values distribution by

vary with a single noting whether

number. the data values

cluster in one or

6.SP.B.4 - Display more areas or are

numerical data in plots fairly spread out.

on a number line,

including dot plots, Use measures of

histograms, and box center and spread

plots. to compare data

distributions.

Summarize 6.SP.B.5.C - Giving

and describe quantitative measures

distributions. of center (median

and/or mean) and

variability (interquartile

range and/or mean

absolute deviation), as


overall pattern and any

striking deviations from

the overall pattern with

reference to the context

in which the data were

gathered.

6.SP.B.5.D - Relating

the choice of measures



Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

The Number

System

SMP 2 –

Reason abstractly

and

quantitatively.

Apply and extend

previous

understandings of

numbers to the

system of

rational

numbers.

to the shape of the data

distribution and the

context in which the data

were gathered.

6.NS.C.7 - Understand

ordering and absolute

value of rational numbers.

What does the The message Statistics & Develop 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 on

anticipates variability in

students' ages.

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.

Ask questions, The basketball team 2.1.6.B.4 -

Compare and

contrast nutritional

information on

similar food

products

in order to make

informed choices.

9.3.ST.2 - Use

collection of conveyed by Probability understanding collect and scored the following technology to

data and the data of statistical analyze data, and points in their acquire,

statistics tell us? depends on variability. interpret data to games: manipulate,

how the data is answer analyze and

collected, questions. 75, 68, 75, 78, 70, report data.

represented, 79, 76, 80, 72, 65,

and SMP 5 – Use Describe data 72, 66, 70, 75, 80,

summarized. appropriate with respect to 76

tools its shape, center,

strategically. and variability or Create a box plot,

spread. line plot, and

histogram using this

Organize and data set.

represent data

using tables, dot How do you decide

plots, line plots, which graph is most

ordered-value appropriate for a

bar graphs, given data set?

frequency bar

graphs,

histograms, and

box-and-whisker

plots.


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

6.SP.A.3 - Recognize Make informed

that a measure of center decisions about

for a numerical data set which graphs or

summarizes all of its tables can be

values with a single used to display a

number, while a particular set of

measure of variation data.

describes how its values

vary with a single Recognize that a

number. graph shows the

overall shape of

Summarize 6.SP.B.4 - Display a distribution,

and describe numerical data in plots whether the data

distributions. on a number line, values are

including dot plots, symmetrical

histograms, and box around a central

plots. value, and

whether the

6.SP.B.5.A - Reporting graph contains

the number of any unusual

observations. characteristics

such as gaps,

6.SP.B.5.C - Giving clusters, or

quantitative measures outliers.

of center (median

and/or mean) and Distinguish

variability (interquartile between and

range and/or mean compute

absolute deviation), as measures of

well as describing any central tendency

overall pattern and any (mean, median,

striking deviations from and mode) and

the overall pattern with measures of

reference to the context spread (range,

in which the data were interquartile

gathered. range (IQR), and

mean absolute

6.SP.B.5.D - Relating deviation


Grade 6 Curriculum

DraDraftft

Essential

Questions

Enduring

Understandings

Domain

Cluster

Standard


Formative and

Summative

Inter- disciplinary

Connections

21st Century

Connections

the choice of measures (MAD)).


to the shape of the data Identify how the

distribution and the median and

context in which the mean respond to

data were gathered. changes in the

data values of a

distribution.

Relate the choice

of measures of

central tendency

and variability to

the shape of the

distribution and

the context.

Describe the

amount of

variability in a

distribution by

noting whether

the data values

cluster in one or

more areas or are

fairly spread out.

Use measures of

center and spread

to compare data

distributions

End-Year Assessment Pacing - One Day


Grade 6 Curriculum

DraDraftft


Grade 6 Curriculum

DraDraftft


Grade 6 Curriculum

DraDraftft


Grade 6 Curriculum

DraDraftft

Documents

Grade 6 Curriculum Map 2017 - bloomingdaleschools.org · The sixth grade program consists of seven units, each focusing on an important mathematical concept. This course provides