Mathematics Three-week Curriculum
Course or Grade Level: SIXTH
TAKS
OBJ
Calendar (Weeks 3)
TEKS
Knowledge & Skills
6.1Number, operation, and
quantitative reasoning. The
student represents and uses
rational numbers in a variety of
equivalent forms.
Content
TAKS
OBJ
TEKS
Knowledge & Skills
6(11) Underlying processes and
mathematical tools. The student
applies Grade 6 mathematics to solve
problems connected to everyday
experiences, investigations in other
disciplines, and activities outside of
school.
Process
TEKS
Student Expectation
6.1A Compare and order non-negative
rational numbers. (supporting)
TEKS
Student Expectation
Specification/Examples
Including but not limited to:
 use the following forms of nonnegative rational numbers:
o fractions with like & unlike
denominators – unit fraction, proper
fraction, improper fraction, and
mixed numbers
o decimals
 use a variety of forms in real world
applications
 compare nonnegative numbers using
symbols such as <, >, etc.
 arrange on a number line (fractions
and decimals).
Specification/Examples
6.11 A identify and apply mathematics to
everyday experiences to activities in and
outside of school, with other disciplines,
and with other mathematical topics
6.11 B use a problem-solving model that
incorporates understanding the problem,
making a plan, carrying out the plan, and
evaluating the solution for
reasonableness.
6.11 C select or develop an appropriate
problem-solving strategy from a variety
of different types, including drawing a
picture, looking for a pattern, systematic
guessing and checking, acting it out,
making a table, working a simpler
problem, or working backwards to solve a
problem
6.11 D select tools such as real objects,
Stephenville ISD
Edited July 2013
Mathematics Three-week Curriculum
manipulatives, paper/pencil, and
technology or techniques such as mental
math, estimation, and number sense to
solve problems
6(12) Underlying processes and
mathematical tools. The student
communicates about Grade 6
mathematics through informal and
mathematical language,
representations, and models.
6.12 A communicate mathematical ideas
using language, efficient tools,
appropriate units, and graphical,
numerical, physical, or algebraic
mathematical models.
6.12 B evaluate the effectiveness of
different representations to communicate
ideas
Language of Instruction
Vocabulary
 Simpliest Form
 Equivalent
 Numerator
 Denominator
 Mixed Number
 Improper Fractions
 Percent
Stephenville ISD
6(13) Underlying processes and
mathematical tools. The student uses
logical reasoning to make conjectures
and verify conclusions.
6.13 A make conjectures from patterns or
sets of examples and non-examples
Technology TEKS/Product
6.5 A
6.5 B
6.5 C
6.5 D
6.6 A
6.6 F
Primary Resource reference
Fractional Clothesline –
www.illumination.com
Fractions Within a Square –
www.txar.org
Fraction Kits - About Teaching
Mathematics – A K-8 Resource –
Marilyn Burns
Equivalent Fraction Memory Match –
Teacher made
Uncover and Cover up – About
Teaching Mathematics – A K-8
Resource - Marilyn Burns
Ordering Fractions – Teacher made
Logic Number Problems – Wade H.
Sherard III grades 7 – 12
Aware Question Bank –Eduphoria
Problem Of the Week , Grades 5-6 –
The Mailbox – The Education Center,
Inc.
Engaging Mathematics: TEKS –Bases
Activities (region 4)
6.13 B validate his/her conclusions using
mathematical properties and relationships
Secondary Resource Reference
Holt Textbook
Lesson 4-1, 6.1A
Lesson 4-7, 6.1A
Lesson 3-1, 6-1A, 6-11A;
Lesson 4-4, 6.1A
Edited July 2013
Mathematics Three-week Curriculum
Motivation Math – Mentoring Minds
Supporting STAAR Achievement
(Targeting the TEKS and Readiness
Standards)
Target the Question (Lonestar
Learning)-UPSCheck
Learning Wheels Card Games
Student Performance
 Assessments
o Textbook assessment
o Common assessment
o Benchmark
o TAKS
o Advanced Placement
 Lab
 Project
 Essay
 Short answer response
 Applying mathematics
Intervention
Other Curricular
Connection
(ELA, Math, SS)
Stephenville ISD
Formative
Warm up: check for understanding daily
Target the Question (Lonestar learning): check for
understanding
Classroom observation through white board practice,
games, using manipulatives, questioning,
Independent Practice: Teacher made
Guided Practice: Teacher made
Summative
Weekly Quizzes
These TEKS will be tested on the 1st six weeks test.
Outline specific interventions for different learning needs:
 reteach options for non-mastery
 scaffolds for ELLs
 differentiation for struggling learners
Identify specific resources and teaching tools/ideas for intervention (grouping, pacing).
Introduction-level standards include tier 2 interventions.
Interventions for tested include both tier 2 and 3 focused small group interventions.
Interventions for reviewed standards include more tier 3 focused small group and individualized intervention.
The TEKS social studies strand for science and technology should be the first source to connect math concepts with the history of
mathematics and contributions of mathematicians.
Edited July 2013