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- 1. 6 th Grade Math Curriculum Map 6th Grade Math Curriculum Map :~*:~", IntroductionThis document contains all mandated 2010 Arizona Mathematical Standards for 6thunits and clusters. The units represent the major domain under which the identified ":i~~~~~" ma1fiematiCs~~;i:~~ standards have been organized into fall. Thtll~~~,er represents the collection of similarconcepts within the larger domain. Within these units and clusters the Derformance~tl have been s~tiiji~~~d to represent a logical progressionof the content knowledge. It is expected that all teachers follow the clusters as des~~ctin the following document.Approximate TimeApproximate times are based on a 60-minute instructional session for grades 6-8. clusters must be taught prior to the 2013 AIMSassessment.Essential QuestionsEssential Questions are to be posed to the students at the beginning the cluster. They are designed to facilitateconceptual development of the content and can be used as a tool for m order thinking and inquiry. The students should beable to answer these on their own by the end ofBig IdeasBig Ideas are the essential understandings earri~. These are the enduring understandings we want students to carrywith them from grade level to grade level. )uestion~:il~ indicative of a student mastering the Big Idea, however they arc notalways synonymous. Thus, in cases that the .>"(Om",. not include all components of the Big Idea, the Big Idea (forteacher use) has been provided inilflllill:i process. Being aware of such misconceptions allows us to plan for them duringThis document has been organized b~nt s~ds and mathematical practices. The content standards are those that represent knowledgespecific to the mathematical standard (~~ains). The mathematical practices describe varieties of expertise that mathematics educators atall levels should seek to develop in their s t ¥ l These practices rest on important "processes and proficiencies" with longstanding importance inmathematics education. The content standards and mathematical standards have been paired to represent possible combinations of content standardswith mathematical practices. As described in the Arizona state standards, the content standards are not intended to be taught in isolation; thus, the8/13/2012 1 Isaac Elementary School District
- 2. 6 th Grade Math Curriculum Mappairing of these standards provides a possible context for teaching these standards. Each time, the performance objective should be taught to a deeperlevel of understanding and/or should be connected to the other standards in the cluster.Common Core/Cross CurricularThe standards in the Common Core/Cross Curricular column represent possible reading, tjng£:m~:~nd language standards that can be reinforcedor taught through the mathematical content standards with which they are paired.P riority<;::{:~:"~lt;*:~;;With input from grade level teachers, standards have been prioritized in two way~~:::;~tcontent~tandardsscale. Essential standards represent those that are heavily weighted on state/na~~¥f exams:f,~@dational, and!6f;~licable in multiple contexts.Important standards are those that are applicable in many contexts and less hea~i:w~ig~~::~tfstate/national exams. Useful standards are thosewith the least weight on state/national exams and are likely only useful in a specifid:~~dt~o:!:this is denoted in the priority column with the codes E(essential), I (important) and U (useful). This label applies to the content standards:OWi~ The skill/process standards that are a priority for thisgrade level are highlighted in blue and are expected to be master:mJat this grade leveL:ili:~c?,;.;Key Vocabulary ;,:~:;:~::;",:;::>, :.The key vocabulary that should be taught for each of the performancei1iiectivegi$Ji~~~~er vocabulary. These vocabulary words are codedas tier one (1), tier two (2) or tier three (3). Tier one words are those th~:~e v~~~~irtm~~ should not be explicitly taught. Tier two words arehigh utility words that can be used across content are~~ :or~ontexts. Tiettijl:e~~ords are content specific words.ResourcesThe two types of resources listed are the W "lJ;~~;_U Resources. All are suggestions that teachers may use to supportinstruction. They are aligned to the standards hp;Wp;h resources are useful Internet links that can be used for the teachersedification prior to instruction or as a tool during in~(?tj~~:~mf:b are suggested pages from the adopted texts.Unit/Cluster ProjectThe Unit/Cluster Projects ~~achcrS:~::lJ.seto support students in making connections, critical thinking, higher orderthinking, and/or spiraling ~~til from all clusters within a unit while cluster project support the standards in aparticular cluster. While it~ijlil~t tem;mer do a project with every unit or cluster these resources will support project-based instructionand practice should the teach~~AssessmentThe assessment section of the map for teachers to plan the dates that they will give a formative assessment for the cluster. It isexpected that each cluster be assessed -UIUulon formative assessment.8/13/2012 2 Isaac Elementary School District
- 3. 6 th Grade Math Curriculum MapOtherStandards may appear more than once. Each time they should be taught within the context of the ~~ster and/or revisited to a deeper level ofknowledge. Underlined segments of a standard indicate an additional piece of the standard that wS~1t~ly not covered in previous clusters.[Brackets) will occasionally appear though out the document and indicate clarification of the,f~~I#rd. Bracketed information is not a part of thestandard itself. .; ·.·.:i~;(:::>:::~ili·:·~C U nit: Ratios and Proportional Relationships Cluster: Ratios and Rates Annroximate Time: 1 week Essential Questions Big Ideas • How are parts of a number represented? . The same number can be written as a rate and a ratio. • How are ratios and rates related? • Why is it important to know the equivalent form of8/13/2012 3 Isaac Elementary School District
- 4. 6th Grade Math Curriculum Ma Priority I Standard Mathematical Common Key Vocabulary Resources Practices Core/Cross Web Resources Core Curricular 6.RP.l. Understand the concept of 6.MP.2 6-8. RST.4 Comparing Ratios and MC: 6-1 a ratio and use ratio language to 6.MP.6 6-8.WHST.2d Rates Worksheet describe a ratio relationship between two quantities. , Equivalent Ratios ~orksheet :~.tion concept I 6.MP.2 !6-8.RST.4 ExaI1lple Probh~ms for I MC: 6-1 I a unit rate alb associated with a 6.MP.6 Solving Unit Rates ratio a:b with b 0, and use rate language in the context of a ratio Ratio and Rate Venn relationship. Dimrram 6.RP.3. Use ratio and rate 6.MP.l Doub{(i[~l)1ber line Types of Ratios MC: 6-2 reasoning to solve real-world and 6.MP.2 Diagraht:s:: mathematical problems, e.g., by 6.MP.4 :E:quations reasoning about tables of 6.MP.S ::~flent ratios equivalent ratios, tape diagrams, 6.MP.7 Rate double number line diagrams, or Ratio equations. Tape diagrams Unit Project: Assessment:8/1312012 4 Isaac Elementary School District
- 5. 6th Grade Math Curriculum Map Unit: The Number System Cluster: Fractions, Decimals, and Percents Aooroximate Time: 5 weeks Essential Questions Big Ideas • How are parts of a number represented? lum~~;.m be written as a fraction, • How are fractions, decimals, and percents related? • Why is it important to know equivalent forms of numbers? • Why is it important to know the percent of a number? a number is represented depends on the given • What are the strategies we use to multiply and divide tractio$18/13/2012 5 Isaac Elementary School District
- 6. 6 th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular 6.NS. 1. Interpret and compute 6.MP.l 6-8. RST.7 Dividing Fractions MC: 5-7, 5-8, 5-9, quotients of fractions, and solve 6.MP.2 Student Copy 5-10 word problems involving division 6.MP.3 of fractions by fractions, e.g., by 6.MP.4 CM: Bits & Pieces using visual fraction models and 6.MP.7 II equations to represent the 6.MP.8 Investigation 3 & 4 problem. 6.NS.4. Find the greatest common 6.MP.7 MC: 1-2,4-1,4-5 factor of two whole numbers less than or equal to 100 and the Prime factorization CM: Prime Time least common multiple of two Investigation I, 3-5 whole numbers less than or equal Factor Game to 12. Use the distributive property to express a sum of two whole numbers 1-1 00 with a Prime numbers common factor as a multiple of a Sum sum of two whole numbers with no Whole number common factor. 6.NS.9. Convert between Annex Changing fractions, MC: 4-7, 4-8, 7-1, expressions for positive rational Convert percents, and decimals 7-3 numbers, including fractions, Decimal decimals, and percents Equivalent PowerPoints CM: Bits & Pieces Fraction 1 Percent Converting Game 3.4,4.4 Rational number Ascending order MC: 3-2,4-6 order integers; Compare fractions. decimals, arsu::;:;:. Descending order CM: Bits & Pieces percents. Fractions I Integers 3.5, Investigation 2 Least common denominator Percents8/13/2012 6 Isaac Elementary School District
- 7. 6 th Grade Math Curriculum Ma Priority I Standard Mathematical Common Key Vocabulary Resources ,e.;: : ~ ~l,~;· " Practices Core/Cross Web Resources Core Curricular Unit Project: Assessment:8/1312012 7 Isaac Elementary School District
- 8. 6th Grade Math Curriculum Map Unit: The Number System Cluster: Decimal Operations Time: 2 weeks Essential Questions Big Ideas • What are the strategies we use to add, subtract, multiply, and divide the value of the solution. decimals? Priority Standard Mathematical Resources Practices Web Resources Core In 6.NS.2. Fluently divide multi-digit 6.MP.2 MC: 5 Grade: 4-4 numbers using the standard 6.MP.7 algorithm. 6.MP.8 DI~sbr Quotient 6.NS.3. Fluently add, subtract, Addend I MC: 3-4, 3-5, 3-6, multiply, and divide multi-digit Algorithm 3-7,3-8,3-9 decimals using the standard Difference Fluency with Decimals algorithm for each operation. Dividend CM: Bits & Pieces Divisor III Factor 1.2, 2.3, 3.3 Minuend Product Quotient Subtrahend Sum Unit Project:8/13/2012 8 Isaac Elementary School District
- 9. 6 th Grade Math Curriculum Map Unit: The Number System Cluster: Absolute Value and Integers Anproximate Time: 2 weeks Essential Questions Big Ideas • What is absolute value? wide array of contexts. • How do you order integers? • How do you model integers?8/13/2012 9 Isaac Elementary School District
- 10. 6th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular 6.NS.5. Understand that positive 6.MP.l 6-8.RST.4 I ntrod ucti on Me: 2-9 and negative numbers are used 6.MP.2 6-8.WHST.2d Me: Grade: 2-1 together to describe quantities 6.MP.4 having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge!; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.6. Understand a rational 6.MP.2 Whole Numbers and Me: 2-9 number as a point on the number 6.MP.4 Integers Me: 7th Grade: 2-1 line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with neaative number coordinates. 6.NS.7. Understand ordering and Absolute value Absolute Value War Me: 11-1 absolute value of rational Ascending order LA: 2-4 numbers. Descending order Absolute Value Greater than Worksheet a. Interpret statements of Inequality inequality as statements about the Integers Khan Academy relative position of two num Less than on a number line d Line diagram AAAMath Rational numbers Number Balls right of -7 on a oriented from Eduplace numbers in real-world For example, write -3 oC > to express the fact that -3 oC is warmer than -7 oC. c. Understand the absolute value of a rational number as its8/13/2012 10 Isaac Elementary School District
- 11. 6th Grade Math Curriculum Map Priority I Standard Mathematical Common Key Vocabulary Resources Practices Core/Cross Web Resources Core Curricular distance from a on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, = write 1-30 I 30 to describe the size of the debt in dollars. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars. *S 1C2PO 1, Apply and interpret MC: 11-2, 11-3 the concepts of addition and subtraction with integers using models. Gizmo with Number Lines Gizmo with Chips Unit Project: Assessment:8113/2012 11 Isaac Elementary School District
- 12. 6th Grade Math Curriculum Map Unit: Expressions and Equations Cluster: Expressions and Order of Operations ApDroximate Time: 2 weeks Essential Questions Big Ideas • What is an algorithm? strategies for computing. • What argument can you provide to explain your solution? operatlons will affect solutions.811312012 12 Isaac Elementary School District
- 13. th6 Grade Math Curriculum Priority I Standard Mathematica I Common Vocabulary Resources Practices Core/Cross Web Resources Core 6.EE. 1. Write and evaluate numerical expressions 6.MP.2 Order of MC: 1-3, involving whole-number exponents. Operations 1-4 Order of Qperation:; Examples Evaluate Expressions Order of 6.EE.2. Write, read, and evaluate expressions in 6.MP.1 MC: 1-5 which letters stand for numbers. 6.MP.2 Exponent 6.MP.3 Expressions Expressions a. Write expressions that record operations with 6.MP.4 Factor numbers and with letters standing for numbers. 6.MP.6 Order of operations For example, express fhe calculation "Subtrad y Parenthesis Gizmos to from 5" as 5 - y. Product Quotient b. Identify parts of an expression using Substitution mathematical terms (sum, term, product, Sum quotient, coefficient); view one or more an expression as a single entity. For example, Term describe the expression 2(8+7) as a produd of Variable Workshe~t two fadors; view (8+7) and a sum of two Translate to Algebraic variables. Equations Substitution order when there are no . a particular order (Order of example, use fhe formulas V=s3 al1Cit;~~ find fhe volume and surface area sides of lenath s=} *S1C1PO 6. Express the inverse Cube root Perfect Squares MC: 7th between exponents and roots for Cubed Grade: 18113/2012 13 Isaac Elementary School District
- 14. 6th Grade Math Curriculum Map Priority Standard Mathematical Common Key Vocabulary I Resources Practices Core/Cross Web Resources Core Curricular squares and cubes. ~{:pxponents 3 s~erse ~:tt~t Cubes p~, Radf6iil, Unit Project: Assessment:811312012 14 Isaac Elementary School District
- 15. 6th Grade Math Curriculum Map Unit: Expressions and Equations Cluster: Properties Aoproximate Time: 1 week Essential Questions Big Ideas • What are the math properties and why do we use them? a(b) + a(c) a(b) + a(c) a(b + c) • a+b=b+a • a*b=b*a • Associative Property • a + (b + c) = (a + b) + C • a * (b * c) = (a * b) * c • Identity Property • a+O=a • a*l a8/1312012 15 Isaac Elementary School District
- 16. 6th Grade Math Curriculum Priority I Standard Mathematical Common Key Vocabulary I Resources Practices Core/Cross Web Resources Core Curricular 6.EE.3. Apply the properties of 6.MP.2 6-8.RST.4 Basic Number I MC: 12-1, 12-2 operations to generate equivalent 6.MP.3 expressions. 6.MP.4 MC: 7th Grade: I 6.MP.6 S 6.MP.7 6.EE.4. Identify when two 6.MP.2 6-8.RST.S MC: 12-2 expressions are equivalent 6.MP.3 6.MP.4 Combining Like Tenns 6.MP.6 6.MP.7 Equivalent Expressions Worksheet Unit Project: Assessment:8/13/2012 16 Isaac Elementary School District
- 17. 6th Grade Math Curriculum Map Unit: Expressions and Equations Cluster: Solving Equations Approximate Time: 3 weeks Essential Questions Big Ideas • What does a variable represent? • How do you solve/interpret equations? Algebra is used to solve real world situations. • What are the multiple ways you can represent the process anrtSOlUUUlU,> Estimates can be used to verify the reasonableness of8113/2012 17 Isaac Elementary School District
- 18. 6th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular 6.EE.S. Understand solving an 6.MP.l 6-S.RST.7 MC: 12-3, 12-4, equation or inequality as a 6.MP.2 12-5 process of answering a question: 6.MP.4 which values from a specified set, 6.MP.7 MC: 7th Grade: 5 if any, make the equation or 6 inequality true? Use substitution to determine whether a given number in a specified set makes an eauation or ineauality true. 6.EE.6. Use variables to represent 6.MP.2 MC: 12-3, 12-4, numbers and write expressions 6.MP.4 12-5 when solving a real-world or 6.MP.7 Equations mathematical problem; MC: 7th Grade: 3 understand that a variable can Writing Expressions 1,5-6 represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 6.EE.7. Solve real-world and One-step Equations MC: 12-3, 12-4, mathematical problems by writing 12-5 and solving equations of the form x p = q and px = q for cases in which MC: 7th Grade: 3 p, q and x are all nonnegative Solving One-step 1,5-6 rational numbers ~uation Video *S3C3PO 2. Coefficient Two-step Equations MC: 7th Grade: 3 Equation 5 Inverse properties Equation Game Term Two-step equations Multi-step equation Variable Video Unit Project: Assess8113/2012 18 Isaac Elementary School District
- 19. 6th Grade Math Curriculum Map Unit: Expressions and Equations Cluster: Inequalities Time: 2 weeks Essential Questions Big Ideas • What is an inequality? the circle on the graph is fjlled in nUitmer is included in the solution. • What symbol represents greater/less than and greater/less than or • What symbol represents the phrase not equal to?8113/2012 19 Isaac Elementary School District
- 20. 6th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular 6.EE.B. Write an inequality of the 6.MP.l 6-8.RST.7 Solving Inequal ities MC: 7th Grade: form x > c or x < c to represent 6.MP.2 Video pg. 740 a constraint or condition in a 6.MP.3 real-world or mathematical 6.MP.4 MC: 8th Grade: 8 problem. Recognize that 6.MP.7 6, 8-7, 8-8 inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Solving Linear Inequalities: Multiplication/Oi vision Online Quiz: Solving Linear Inequalities: Multiplication/Oi vision Real Life Problems Worksheet Graphing Inequalities Foldable-Student Copy .3 Dependent variable Graphing From Function MC: 1-6,6-6 represent two q~~Jes RST.7 Equation Tables real-world pr~iiti~hat 1C2-01 Function in relationship ET06-S1C2 -02 Input (x) Function Machine write an equation ET06-S1 C2-03 Output (y) quantity, thought of ET06-S6C2-03 In/out table Stop That Creature dependent variable, in SC06-S2C2-03 Independent variable the other quantity, thought the independent variable. Analyze the relationship betwee~;:~::j;::~: the dependent and independent variables using graphs and tables, and relate these to the8/13/2012 20 Isaac Elementary School District
- 21. 6th Grade Math Curriculum Map Priority I Standard Mathematical Common Key Vocabulary Resources ">~" Practices Core/Cross Web Resources Core Curricular ... $~;.··f;,~:j;j]::·: Unit Proiect: Assessment:8/13/2012 21 Isaac Elementary School District
- 22. 6 th Grade Math Curriculum Map Unit: Geometry Cluster: Coordinate Plane Aoproximate Time: 2 weeks Essential Questions Big Ideas • How do you use a coordinate plane? r<!:~1InU! an exact location on a coordinate • How do you find a missing coordinate? • What are the features of a coordinate plane? • How do values on a coordinate plane811312012 22 Isaac Elementary School District
- 23. 6th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular 6.NS.B. Solve real-world and 6.MP.l 6.G.3 The Math Worksheet MC:4-9,11-7 mathematical problems by 6.MP.2 6-8.RST.7 Site graphing points in all four 6.MP.4 quadrants of the coordinate 6.MP.5 plane. Include use of coordinates 6.MP.7 and absolute value to find distances between points with the same first coordinate or the same second coordinate. 6.G.3. Draw polygons in the 6.MP.l pJane coordinate plane given 6.MP.2 Qrdered piiir coordinates for the vertices; use coordinates to find the length of a 6.MPA 6.MP.5 ~$i~> PolYi~hn side joining points with the same 6.MP.! Parallelogram first coordinate or the same Quadri lateral second coordinate. Apply these Vertex (vertices) techniques in the context of solving real-world and mathematical problems. 1. Identify simp~ a Coordinate plane I Introduction I MC: 11-8 translation or reflection and Origin model its effect on a Quadrants dimensional figure Reflection coordinate Translation quadrants. X-axis Y-axis *S4C2P02. Coordinate plane MC: 11-9 a polygon in the coo"l.W Horizontal line using a horizontal or v~. Origin of reflection. Reflection X-axis Y-axis8/13/2012 23 Isaac Elementary School District
- 24. 6th Grade Math Curriculum Map Priority I Standard Mathematical Common Key Vocabulary I Resources Practices Core/Cross Web Resources Core Curricular Unit Project: Assessment:8113/2012 24 Isaac Elementary School District
- 25. 6th Grade Math Curriculum Map Unit: Geometry Cluster: Area, Volume, and Surface Area Approximate Time: 4 weeks Essential Questions Big Ideas • What real world use is there for knowing area, volume, and surface expressed in linear units, eStpressed in square units, and measures of volume are expressed in cubic units.8/13/2012 25 Isaac Elementary School District
- 26. 6th Grade Math Curriculum Priority I Standard Mathematical Common Key Vocabulary Resources Practices Core/Cross Web Resources Core Curricular 6.G.l. Find the area of right 6.MP.l 6-S.RST.7 MC: 1-9, 10-4 triangles, other triangles, special 6.MP.2 6-S.WHST.2b,d quadrilaterals, and polygons by 6.MP.3 ET06-S1 C2-02 MC: 7th Grade: 3 composing into rectangles or 6.MP.4 6, 11-2, 11-6 decomposing into triangles and other 6.MP.5 shapes; apply these techniques in the 6.MP.6 CM: Covering and context of solving real-world and 6.MP.7 Surrounding mathematical problems. 6.MP.B 6.G.2. Find the volume of a right 6.MP.l 6-S.RST.4 MC: 10-6 rectangular prism with fractional 6.MP.2 ET06-S1C2-02 edge lengths by packing it with unit 6.MP.3 cubes of the appropriate unit 6.MP.4 fraction edge lengths, and show 6.MP.5 that the volume is the same as 6.MP.6 would be found by multiplying the 6.MP.7 edge lengths of the prism. Apply 6.MP.B the formulas V == I w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. 6.G.4. Represent three-dimensional Edge MC: 10-7, LA20 figures using nets made up of Face rectangles and triangles, and use the Nets MC: i h Grade: 12 nets to find the surface area Surface area Surface Area and Nets 4 figures. Apply these techl)~~;it):tl1.r <I..:O;JW Three-dimensional Foldable-Teacher Copy context of solving real~i#Jd Vertex mathematical Area MC: 10-1 Irregular polygon Perimeter CM: Covering and Surroun~i!lg ·S4C1 P01. Define TC (pi) as the MC: 10-2 ratio between the circumference Circumference and diameter of a circle and Diameter CM: Covering and ovnl",in the relationsh Pi811312012 26 Isaac Elementary School District
- 27. 6th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular the diameter, radius, and circumference~~--~------+- .. *S4C1 PO 2. Solve problems MC: LA 10 using properties of supplementary, complementary, Me: 7th Grade: and vertical angles. 10-1, 10-2 Unit Project: A8/13/2012 27 Isaac Elementary School District
- 28. 6th Grade Math Curriculum Map Unit: Statistics and Probability Cluster: Graphing and Measures of Central Tendency ApDroximate Time: 4 weeks Essential Questions Big Ideas • How can you collect, organize, and display data? Charts, tabl~~,~@~graphs help us make valid :~~:~:~t~" «:>:,)r:.,>. Werences, decisions, and arguments. • How does the type of data influence the choice of graph? graphs need to be used in specific • How do you use modes of central tendency? • How do we determine which i ... f"....,,,ti ...,,.8/13/2012 28 Isaac Elementary School District
- 29. 6th Grade Math Curriculum Priority Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular 6.SP.l. Recognize a statistical question as one 6.MP.l Galileo that anticipates variability in the data related to 6.MP.3 the question and accounts for it in the answers. 6.MP.6 Study Island 6.SP.2. Understand that a set of data collected to 6.MP.2 MC: 2-6, 2-7 answer a statistical question has a distribution 6.MP.4 that can be described by its center, spread, and 6.MP.5 MC: 7m Grade: overall shape. 6.MP.6 8-1,8-2 6.MP.7 eM: Data About Us 6.SP.3. Recognize that a measure of center for a 6.MP.2 Galileo numerical data set summarizes all of its values with 6.MP.4 a single number, while a measure of variation 6.MP.5 Study Island describes how its values vary with a single number. 6.MP.6 6.MP.7 6.SPA. Display numerical data in plots on a Box and whiskers Box Plots MC: 2-5, LA25 number line, including dot plots, histograms, and Dot plot box plots. th Histogram Histograms MC: 8 Grade: Interquartile 8-1,8-4 Line plot Lower quartile I Me: 8 th Grade: Maximum 11-6 Minimum Box Plots Stem and leaf plot Upper quartile Foldable-Teacher Copy I eM: About Us Data Investigation 2 6.SP.5. 6-S.WHST.2a Absolute Grab a Handful ET06-S6C2-03 deviation Box Plot Activit) Box and whiskers Dot plot Minute to Win It b. Describing the nature Histogram Box Plots investigation, including how Interquartile Recording Sheet its units of measurement Line plot Lower quartile Minute to Win It c. Giving quantitative measures of Maximum Games and/or mean) and variability (interquartile range Mean and/or mean absolute deviation), as well as overall pattern and Median Box and Whiskers8/13/2012 29 Isaac Elementary School District
- 30. 6th Grade Math Curriculum Priority Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular deviations from the overall pattern with reference Task Analysis to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shope of the data distribution and the context in which the data were gathered. *S2C1 P2. Formulate and answer questions by Me: 2-4 interpreting, analyzing, and drawing inferences from displays of data, including histograms and stem-and-Ieaf plots. Unit Project:8113/2012 30 Isaac Elementary School District
- 31. 6 th Grade Math Curriculum Map Unit: Probability Cluster: Theoritical and Experimental Probability Time: 1 week Essential Questions Big Ideas • How are theoretical probability and experimental probability different? ~H<n:rn of estimation. • What is a sample space and how is it used? Using a systematic approach can confirm solutions. • What is a conjecture? • Why do we replicate an experiment? • What are the multiple ways8/13/2012 31 Isaac Elementary School District
- 32. 6th Grade Math Curriculum Priority I Standard Mathematical Practices I Common Core/Cross Curricular Resources Web Resources Core P01. Use data collected Expressing MC: 7-4 from multiple trials of a single Likelihood event to form a conjecture about CM: How likely is the theoretical probability. it? ·S2C2PO 2. Use theoretical MC: 7-4 probability to • predict experimental CM: How likely is outcomes, it? • compare the outcome of the experiment to the prediction, and replicate the experiment and compare results *S2C2P03. Determine all Possible outcomes Sample Space MC: 7-5 possible outcomes (sample Probability space) of a given situation using Sample space CM: How likely is Tree it? Certain MC: 7-5 Conjecture Favorable outcomes CM: How likely is Possible outcomes it? Impossible Probability Random Repeat SampIe space Tree .. Unit Project: 8113/2012 32 Isaac Elementary School District
- 33. 6 th Grade Math Curriculum Map Unit: Measurement Cluster: U.S. Customary and Metric System Approximate Time: 2 weeks Essential Questions Big Ideas • What are the units in the U.S. customary system? apprtmn~te units of measure for different • What are the units in the metric system? • How do you convert between units?8113/2012 33 Isaac Elementary School District
- 34. th6 Grade Math Curriculum M Priority I Standard Mathematical Common Key Vocabulary I Resources Practices Core/Cross Web Resources Core Curricular *S4C4PO 1. Determine the CM: Chapter 8 appropriate unit of measure for a given context and the appropriate tool to measure to the needed precision (including length, capacity, angles, time, and mass). *S4C4PO 2. Solve problems CM: Chapter 8 involving conversion within the U.S. Customary and within the metric system Length Liter Mass Meter Metric Mile Milli Ounce Pint Pound Quart Ton Weight Yard *S4C4PO 3. Estim Scale CM: 7m Grade: 6-8 measure of objects Scale drawing drawing or map. Scale factor Scale model Unit Project:8/13/2012 34 Isaac Elementary School District
- 35. 6th Grade Math Curriculum Priority I Standard Mathematical Common Resources Practices Core/Cross Web Resources Core Curricular Assessment:8113/2012 35 Isaac Elementary School District

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