Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: Math Advantage Program
Grade: 6th Grade
For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
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Board Approved: October, 2014
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Core Curriculum Content Standards
Scope and Sequence
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Quarterly Benchmark Assessment
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Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION
Dennis Ventrello, Interim Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, Board President
Mr. Doug Poye, Board Vice President
Ms. Amy Antelis
Ms. Michele Arminio
Mr. Marvin I. Braverman
Mr. Ken Chiarella
Mr. Lew Kaufman
Mr. Tom Nothstein
Mr. Anthony Prezioso
Jamesburg Representative
Mr. Robert Czarneski
WRITERS NAME
Catherine Puc’ and Melissa Rosen
CURRICULUM SUPERVISOR
Susan M. Gasko
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Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education
by well-trained committed staff in a safe and orderly environment.
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a
global society through a preeminent education.
Beliefs
1. All decisions are made on the premise that children must come first.
2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse
population.
3. We believe there is a sense of urgency about improving rigor and student achievement.
4. All members of our community are responsible for building capacity to reach excellence.
5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.
6. We believe that collaboration maximizes the potential for improved outcomes.
7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.
8. We believe that resources must be committed to address the population expansion in the community.
9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups.
2. Systematically collect, analyze, and evaluate available data to inform all decisions.
3. Improve business efficiencies where possible to reduce overall operating costs.
4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.
5. Provide early interventions for all students who are at risk of not reaching their full potential.
6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
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Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn, so teachers and
parents know what they need to do to help them. The standards are
designed to be robust and relevant to the real world, reflecting the
knowledge and skills that our young people need for success in college
and careers. With American students fully prepared for the future, our
communities will be best positioned to compete successfully in the
global economy.
Links:
1. CCSS Home Page: http://www.corestandards.org
2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions
3. CCSS The Standards: http://www.corestandards.org/the-standards
4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca
5. Partnership for Assessment of Readiness for College and Careers
(PARCC): http://parcconline.org
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Quarter 1
I. Number System
Unit Topics(s)
A. Operations with Decimals
1.
Adding
2.
Subtracting
3.
Multiplying
4.
Dividing
B. Fractions
1.
Divisibility Rules
2.
Factors/Multiples
3.
Simplifying
4.
Improper/Mixed Numbers
5.
Operations with Fractions & Mixed Numbers
a. Adding
b. Subtracting
c. Multiplying
d. Dividing
II. Expressions & Equations
A. Order of Operations
1. Using parentheses
2. Using exponents
III. Statistics & Probability
A. Mean
B. Median
C. Mode
D. Range
IV. Grade Level Curriculum Connections
Marking Period 1: SOLVE ONE VARIABLE EQUATIONS AND
INEQUALITIES
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A. Use substitution to determine whether a number makes an equation
or inequality true.
B. Use variables to represent number when writing expressions to
solve problems
C. Write and solve equations in the form or p+x=q and px=qwhere p,
x,and q are nonnegative rational numbers
D. Write an inequality in the form x› c or x‹c to represent a constraint
or condition
1. Recognize there are many solutions
2. Represent solutions on number lines
Quarter 2
I. Number System
A. Operations with Decimals
1.
Adding
2.
Subtracting
3.
Multiplying
4.
Dividing
Unit Topic(s)
B. Fractions
1.
Divisibility Rules
2.
Factors/Multiples
3.
Simplifying
4.
Improper/Mixed Numbers
5.
Operations with Fractions & Mixed Numbers
a. Adding
b. Subtracting
c. Multiplying
d. Dividing
II. Expressions & Equations
A. Order of Operations
1. Using parentheses
2. Using exponents
III. Statistics & Probability
A. Mean
B. Median
C. Mode
D. Range
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IV. Grade Level Curriculum Connections
Marking Period 2: STATISTICAL VARIABILITY AND SUMMARIZE
AND DESCRIBE DISTRIBUTIONS
A. Recognize a statistical question as one that anticipates variability in
the data
B. Data distribution can be used to describe its center, spread, or
overall shape
C. Measures of center summarize all values of a single number;
measures of variation describe how values vary with a single
number
D. Display numerical data in a variety of ways
1. number line
2. dot plots
3. histograms
4. box plots
E. Summarize numerical data
1. Report number of observations
2. Describe nature of attributes
3. Measures of center: mean or median
4. Measures of variability: interquartile range
and/or mean absolute deviation
5. Describe overall patterns or striking deviations
F. Relate the choice of measure to the shape of the data and the context
Quarter 3
I. Number System: Operations with Decimals
A.
Adding
B.
Subtracting
C.
Multiplying
D.
Dividing
II. Number System: Fractions
A.
Divisibility Rules
B.
Factors/Multiples
C.
Simplifying
D.
Improper/Mixed Numbers
E.
Operations with Fractions & Mixed Numbers
1. Adding
2. Subtracting
3. Multiplying
4. Dividing
III. Expressions & Equations
A.
Order of Operations
1. Using exponents
2. Using parentheses
IV. Statistics & Probability
A.
Mean
B.
Median
C.
Mode
D.
Range
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Unit Topic(s)
IV. Grade Level Curriculum Connections
Marking Period 3: RATIO CONCEPTS & REASONING
A. Use ratio language to describe a relationship between two
quantities; ratio a:b with b≠0
B. Understand unit rate and use rate language to describe a ratio
relationship
C. Solve real world and mathematical problems
D. Make tables of equivalent ratios, find missing values, and plot pairs
on a coordinate plane
1. Solve unit rate problems
2. Find percent of a quantity as a rate per hundred
3. Use ratio reasoning to convert measurements
Quarter 4
I. Number System
A. Operations with Decimals
1.
Adding
2.
Subtracting
3.
Multiplying
4.
Dividing
Unit Topic(s)
B. Fractions
1.
Divisibility Rules
2.
Factors/Multiples
3.
Simplifying
4.
Improper/Mixed Numbers
5.
Operations with Fractions & Mixed Numbers
a. Adding
b. Subtracting
c. Multiplying
d. Dividing
II. Expressions & Equations
A. Order of Operations
1. Using parentheses
2. Using exponents
III. Statistics & Probability
A. Mean
B. Median
C. Mode
D. Range
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IV. Grade Level Curriculum Connections
Marking Period 4: SOLVE PROBLEMS INVOLVING AREA, SURFACE
AREA, AND VOLUME
A. Find area by composing into rectangles or decomposing into
triangles
B.
C.
D.
E.
1. right triangles
2. triangles
3. polygons
4. special quadrilaterals
Find volume of a right rectangular prism with fractional edge
lengths by modeling
1. show equivalence to multiplying edge lengths
2. apply formulas V=LWH and V=BH in problem solving
Draw polygons in the coordinate plane
1. given coordinates for the vertices
2. use coordinates to find lengths of sides
Find surface area of three dimensional figures
1. Use nets made of rectangles and triangles
2. Find surface area of figures
Apply techniques to solve real world problems
Unit 1: Number System : Operations with Decimals
Stage 1 Desired Results
ESTABLISHED GOALS
6.NS.2 - Fluently divide multi-digit numbers using
the standard algorithm.
6.NS.3 - Fluently add, subtract, multiply, and divide
multi-digit decimals using the standard algorithm
for each operation.
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Transfer
Students will be able to independently use their learning to…
perform operations with decimals to the desired place value.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. How do operations affect numbers?
2. How do you use the relationship
• Solve real-world and word problems
between addition and subtraction to
involving multi-digit decimals
add and subtract decimals?
• Operations on decimals and whole
3. How would you demonstrate and
numbers are based upon place value
explain the process of multiplying
relationships
multi-digit whole numbers using the
• The relationship of the location of the
standard algorithm?
digits and the value of the digits is part
4. How do you look for and make use of
of understanding multi-digit operations
structure when operation with
• Representations and operations of
decimals?
rational numbers can help them make
5. How do you know that your answer
sense of real world situations and
makes sense?
problems
• Adding and subtracting are inverse
operations
• Multiplication and division are inverse
operations
• In a multi-digit number, a digit in one
place represents 10 times as much as it
represent in the place to its right and
1/10 of what it represents in the place
to its left
• The relationship of the location of the
digits and the value of the digits is part
of understanding multi-digit operations
Acquisition
Students will know…
Students will be skilled at…
• Vocabulary: decimal, decimal point,
• Adding, subtracting, multiplying, and
product, quotient, sum, difference,
dividing decimals
addend, dividend, divisor, repeating
• Dividing multi-digit numbers fluently
decimal
using the standard algorithm
• Will perform basic operations, such as:
• Fluently adding, subtracting,
adding, subtracting, multiplying and
multiplying and dividing decimals to
dividing multi-digit decimals using the
solve problems
standard algorithm
• Rounding decimal answers to a
• Standard algorithms for addition,
specific value
subtraction, multiplication and division
of multi-digit decimals
• With-in a multi-digit number, a digit in
one place represents 10 times as much
as it represents in the place to its right
and 1/10 of what it represents in the
place to its left
• That the placement of the decimal point
plays an important role in the
computation of decimals
• There is a relationship between
fractions and division
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Evaluative Criteria
Suggested monitoring Scale: Use the
following or similar scale to monitor or
evaluate a student’s daily learning and
understanding of key concepts.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
1. 3.5 + 6.14
2. 40.4 – 6.37
3. 0.0085 x 0.044
4. 0.31 ÷ 0.2
5. Frosty’s Ice Cream Shop sells ice cream by the weight. They charge $1.99 per pound. The
toppings are $0.30 each. Suppose your bowl of ice cream weighed 0.6pounds and you
got four toppings. How much would you pay the cashier?
6. The Frosen family went on vacation for spring break. They drove for 12.7 hours, and
traveled a distance of 695 miles. What was their average speed (how many miles per
hour did they travel)?
7. You are planning a field trip to Flippy’s Zoo. There are 126 students that will be going on
the field trip. Use this information and the information on the Flippy’s Zoo brochure to
help you answer the planning questions below.
a. Your class had a few fundraisers this year. If they raised $1036.25 from selling
candy bars, $524 from dance ticket sales, and $206.58 from Valentine Flower
sales, how much did your class raise altogether?
b. According to the Flippy’s Zoo brochure, how many chaperones (adults) are
needed?
c. If each bus can hold 40 people, how many buses are needed?
d. Bus drivers are paid $5.65 an hour. If the field trip is going to last 6.2 hours, how
much will it cost to pay all the bus drivers?
e. Using the map on the Flippy’s Zoo brochure, how many miles will each bus have
to drive to take the students to and from Flippy’s Zoo?
OTHER EVIDENCE:
• Pre-Assessment on adding & subtracting decimals and multiplying & dividing decimals
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
• Post-Assessments on adding & subtracting decimals and multiplying & dividing decimals
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Stage 3 – Learning Plan
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•
•
•
•
•
•
•
•
•
•
Summary of Key Learning Events and Instruction
Students will play a PowerPoint decimal jeopardy game.
Students can complete a FACEing math glyph to review their decimal skills.
Students can play tic tac toe decimal math versus each other.
Students can create a flipbook or poster that will teach other students about operations using decimals.
Students can apply their learned skills through the “go shopping” activity (shopping with regular prices and sales for multiple family members
on a given budget.
Using the task cards, students must correctly complete the task given before they can move forward on a game board. Example: Find the
difference of 97.3 – 25.63 =; James went to the grocery store and bought 3 loaves of bread for $2.17 each and a gallon of milk for $3.24. If he
pays with a $20.00, how much change will he get back?
Students will play the multiplication/division game.
Decimal Tangrams – solve problems to either spell out a phrase or to form an object or shape.
Decimal bingo.
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Chicken coop fraction games
o Factor samurai
o Divisibility dash
o Math edge: divide
o Math edge: multiplication
o Math 6th testing prep
o Geometry combat
o Algebra combat
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
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o
o
o
o
o
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www.illustrative
www.mathematics.org
www.worksheetworks.com
www.math-play.com
www.studeyisland.com
Unit 1: Number System : Operations with Fractions
Stage 1 Desired Results
ESTABLISHED GOALS
6.NS.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 store context
for (2/3) ÷ (3/4); use the relationship between
multiplication and division to explain that (2/3) ÷
(3/4) = 8/9 because ¾ 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 ½ lb. of chocolate
equally? How many ¾ cup servings are in 2/3 of a
cup of yogurt? How wide is a rectangular strip of
land with ¾ mi and area ½ square mi?
6.NS.2 - Fluently divide multi-digit numbers using
the standard algorithm.
6.NS.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.
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Transfer
Students will be able to independently use their learning to…
perform operations with fractions.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How do you look for and make use of
structure when operating with
• Equivalent fractions are critical when
adding and subtracting fractions with
fractions?
unlike denominators
• How do operations with fractions
relate to operations with whole
• Multiplication can be interpreted as
numbers?
scaling/resizing
• What do equivalent fractions represent
• Use your knowledge of fractions and
and why are they useful when solving
equivalence of fractions to develop
equations with fractions.
algorithms for adding, subtracting,
multiplying, and dividing fractions.
• How do you know that your answer
makes sense?
• Solve problems involving addition,
subtraction, multiplication and
• Without dividing, how can you tell
division of fractions by fractions, as
when a number is divisible by another
well as mixed numbers
number? (divisibility rules)
• How can you find the greatest common
factor?
• How can you find the least common
multiple?
Acquisition
Students will know…
Students will be
• Vocabulary: numerator, denominator, skilled at…
fraction, improper fraction, mixed
• Apply divisibility rules
number, simplify, equivalent fraction,
• Find LCM & GCF
unlike denominators, factor, product,
• Compute equivalent fractions
sum, difference, quotient, factor pairs,
• Add fractions with unlike
least common multiple, greatest
denominators
common factor, least common
• Add mixed numbers with unlike
denominator, prime factorization,
denominators
factor tree, common factors, common
• Subtract fractions with unlike
multiples,
•
•
•
•
•
•
•
There are an infinite number of
equivalent fractions that can be used
to add/subtract fractions with unlike
denominators
How to find the greatest common
factor
How to find the least common
multiple
How to interpret and compute
quotients of fractions
Perform basic processes such as add
and subtract fractions with unlike
denominators including mixed
numbers
Perform basic processes, such as
multiply a fraction by a whole number
or a fraction
Divide unit fractions by whole
numbers and whole numbers by unit
fractions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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denominators
Subtract mixed numbers with unlike
denominators by replacing fractions
with equivalent fractions and by
regrouping
Solve word problems involving
addition of fractions referring to the
same whole
Solve word problems involving
subtraction of fractions referring to the
same whole
Interpret a fraction as division of the
numerator by the denominator
Multiply fraction by whole number
Multiply fraction by fraction
Solve real world problems involving
multiplication of fractions
Solve real world fractions involving
multiplication of mixed numbers
Compute quotients of fractions divided
by fractions
Explain the meaning of quotient
determined by division of fractions,
equations and real-life situations
Find the GCF of two whole numbers
less than or equal to 100
Find the LCM of two numbers less than
or equal to 12
Choose between addition, subtraction,
multiplication or division as an
appropriate operation used to solve a
problem
Solve word problems involving the
addition and subtraction of fractions
referring to the same whole, including
unlike denominators
Solve real world problems involving
multiplication of fractions and mixed
numbers
•
Evaluative Criteria
Suggested monitoring Scale: Use the
following or similar scale to monitor or
evaluate a student’s daily learning and
understanding of key concepts.
Of Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
1.
2.
3.
4.
5.
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Perform basic processes, such as
interpret quotients of fractions
A party store is making balloon bouquets for a Halloween party. Every bouquet will be
identical. The store will use 24 orange, 36 black and 12 purple balloons altogether. What
is the greatest number of balloon bouquets the store will put together? How many of
each color balloon will be in a bouquet?
A package of hotdogs contains 10 hot dogs. A package of bun contains 8 buns. What are
the least number of packages of buns and hot dogs you must purchase, so you won’t have
left over hot dogs?
Joe and Sandy need 2 2/5 bushels of apples to make applesauce. Suppose Joe picks 1 5/6
bushels of apples. How many more bushels need to be picked?
When Kelly gets home from school, ¾ of a sandwich is left in the refrigerator. She cuts
the part remaining into three equal parts and eats two of them. What fraction of the
whole sandwich did she eat?
6.
7.
Jenny was given 5 2/5 hr. to clean her big house. She was allowed 3/5 hr. for each room
she cleaned. How many rooms are in her house?
OTHER EVIDENCE:
• Pre-Assessment on adding & subtracting fractions and multiplying & dividing fractions
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Post-Assessments on adding & subtracting fractions and multiplying & dividing fractions
Stage 3 – Learning Plan
•
•
•
Summary of Key Learning Events and Instruction
Students will complete a fraction color by number
Students can create a flipbook or poster that will teach other students about operations using fractions
Students will play fraction bingo
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•
Students will complete climb the pyramid
•
•
•
•
•
•
•
•
•
•
•
Students will solve fraction Tangrams – solve problems to either spell out a phrase or to form an object or shape.
Students will play a PowerPoint fraction jeopardy game.
Students will complete a FACEing math glyph to review their fraction skills.
Students will play tic tac toe fraction math versus each other
Students will 4 dice: fraction game
Students will play a matching game: equivalent fractions; mixed numbers to improper fractions
Students will play 4 – in – a – row game (like connect 4)
Students will play fraction frenzy review game
Students will complete fraction operations scavenger hunt
Students will play I have, who has
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Chicken coop fraction games
o Factor samurai
o Divisibility dash
o Math edge: divide
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•
o Math edge: multiplication
o Math 6th testing prep
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
o www.illustrative
o www.mathematics.org
o www.worksheetworks.com
o www.math-play.com
o www.studeyisland.com
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Unit 2 – Expressions & Equations: Order of Operations
Stage 1 Desired Results
ESTABLISHED GOALS
6.EE.1- Write and evaluate numerical expressions
involving whole-number exponents.
6.EE.2 - Write, read, and evaluate expressions in
which letters stand for numbers.
6EE.2c - Evaluate expressions at specific values of
their variables. Include expressions that arise from
formulas used in real-world problems.
Perform arithmetic operations, including those
involving whole-number exponents, in the
conventional order when there are no parentheses
to specify a particular order (Order of Operations).
Transfer
Students will be able to independently use their learning to…
evaluate numerical expressions using the order of operations.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How can you use repeated factors in
real-life situations?
• There is a designated sequence to
perform operations (Order of
• How properties of operations used to
Operations)
prove equivalence.
• Properties of operations are used to
• What is the effect of inserting
determine if expressions are equivalent
parentheses into a numerical
• There is a designated sequence to
expression?
perform operations (order of
operations
• Algebraic expressions may be used to
represent and generalize mathematical
problems and real life situations.
Acquisition
Students will know…
Students will be skilled at…
• Vocabulary: power, base, exponent,
• Write numerical expressions that
perfect square, numerical expressions,
have whole number exponents
evaluate, order of operations,
• Evaluate numerical expressions that
parentheses, expression
have whole number exponents and
rational bases
• Exponential notation is a way to
express repeated products of the same
• Write algebraic expressions to
number
represent real life and mathematical
situations
• Identify parts of an expression using
appropriate terminology
• Given the value of a variable, students
will evaluate the expression
• Use order of operations to evaluate
expressions.
Stage 2 - Evidence
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Evaluative Criteria
Suggested monitoring Scale: Use the following or
similar scale to monitor or
evaluate a student’s daily learning and
understanding of key concepts.
Assessment Evidence
PERFORMANCE TASK(S):
1. Review the order of operations
2.
3.
4.
A store has 27 six-packs, and 34 single cans of soda. Write an expression using the
numbers 27, 5, 15, 12 and 34 to show how many cans the store has all together. Do
not use parentheses unless they are necessary. Then evaluate your expression to
find the number of cans.
Find the mistake : 100 –10 x 8 + 40 ÷5 • (5-3) = 24
What is the value of this expression?
OTHER EVIDENCE:
• Pre-Assessment on exponents, order of operations
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Post-Assessments on exponents, order of operations.
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Stage 3 – Learning Plan
•
Order of operations scramble
•
Students will play Play 4-in-a-row using order of operations
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•
Order of Operations Dice Game
•
•
•
•
•
•
•
•
Students will complete order of operations and exponents Tangrams – solve problems to either spell out a phrase or to form an object or shape.
order of operations and exponents bingo
Students will play a PowerPoint order of operations and exponents jeopardy game.
Students can complete a FACEing math glyph to review their order of operations and exponents skills.
Students can play tic tac toe order of operations and exponents math against each other
Students can create a flipbook or poster that will teach other students about order of operations and exponents
Students will play the order of operations and exponents game
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Math 6th testing prep
o Algebra combat
o Middle school math HD
o Sixth grade learning games
24 | P a g e
•
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
o www.illustrative
o www.mathematics.org
o www.worksheetworks.com
o www.math-play.com
o www.studeyisland.com
25 | P a g e
ESTABLISHED GOALS
Unit 3: Statistics and Probability – Mean, Median, Mode, & Range
Stage 1 Desired Results
6.SP.1 Recognize a statistical question as one
that anticipates variability in the data
related to the question and accounts for it in
the answers.
6.SP.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.
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Transfer
Students will be able to independently use their learning to…
find mean, median, mode and range of a set of data and choose the measure that best represents a
given set of data.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How can you describe a set of data?
• A calculation can be made of quantative
• How do we analyze and interpret data
measures of the center (median, mean)
set?
• Patterns and deviations can be
• Do statistics always tell the truth?
described from patterns in the data
• Which measure of center is best
descriptor of the data set?
Acquisition
Students will know…
Students will be skilled at…
• Vocabulary: calculate, center, data, data
• Compute mean, median, mode and
set, mean, median, mode, range,
range
measure of center, central tendency,
• Identify statistical questions
outlier a measure of variation
• Examine and compare measure of
describes how its values vary with a
center and variability
single number
• Represent a set of data collected to
• The mean, median and mode describe
answer a statistical question and
the central tendency of a media set
describe it by its center, spread and
• The range describes how spread out
overall shape
the data is set
• There are special numerical measures
that describe the center and spread of
numerical data sets
• The best descriptor of the center of
numerical data set is determined by the
nature of the data and the question to
be answered
• Range is one way to describe how data
are distributed
• Outliers affect the mean, median and
mode in different ways
• Median and mean are measures of
•
Evaluative Criteria
Suggested monitoring Scale: Use the
following or similar scale to monitor or
evaluate a student’s daily learning and
understanding of key concepts.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
1. Help Sheet
2.
3.
4.
5.
27 | P a g e
center
The distribution is the arrangement of
the values in a data set
Stefan’s grades on his math assignments are 95, 86, 73, 95, 82, 92, 95, and 70. Find the
mean, median, mode and range.
Julia kept track of the weather for a week. The temperatures were 78, 78, 84, 69,
93, 89, and 76Find the mean, median, mode and range.
Ricky Runningback ran 100 yards in game one. He ran 50 yards in game two. In game
three, Ricky ran only 25 yards. What is Ricky’s mean (average) number of yards per
game?
Mr. Thomason surveyed his class and created a set of data representing the number of
siblings each student has. The data looks like this:
6.
7.
8.
9.
.'
28 | P a g e
# of siblings: 2, 1, 1, 1, 1, 2, 3, 4, 0, 1, 2, 5, 1, 1, 3, 1, 4, 1, 1, 4, 5, 2
In Mr. Thomason’s class, five students took a quiz worth 100 points. The scores were as
follows: 85, 75, 98, 55, and 99. To calculate the range, you take the maximum (99) and
subtract the minimum (55).
Using the data from above, we need to first arrange the data from least to greatest: 55,
75, 85, 98, and 99.
A group of 10 students gathered a list of the number of points they scored in the last
basketball game they played. The point scores were 8, 10, 14, 13, 20, 9, 13, 24, 11, 6.
a. Find the median number of points scored.
b. Find the mean number of points scored.
c. Explain what happens to the mean of the points scored if the student who scored
6 points scored 8 extra points.
OTHER EVIDENCE:
• Pre-Assessment on mean, median, mode and range.
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Post-Assessments on adding & subtracting decimals and multiplying & dividing decimals
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Students will play a card game
•
Dice Game:
•
Stacking math chip activity
29 | P a g e
•
•
•
•
•
•
•
•
•
Students will play a PowerPoint mean, median, mode and range jeopardy game.
Students can complete a FACEing math glyph to review their mean, median, mode and range skills.
Students can play tic tac toe mean, median, mode and math versus each other
Students can create a flipbook or poster that will teach other students about mean, median, mode and
Students will play the multiplication/division game
mean, median, mode and range Tangrams – solve problems to either spell out a phrase or to form an object or shape.
mean, median, mode and range bingo
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Math 6th testing prep
o Algebra combat
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
30 | P a g e
o
o
o
o
o
31 | P a g e
www.illustrative
www.mathematics.org
www.worksheetworks.com
www.math-play.com
www.studeyisland.com
ESTABLISHED GOALS
Unit 4: Grade Level Connections: Marking Period 1
Stage 1 Desired Results
6.EE.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 numbers y stands for.
6.EE.5 – Understand solving an equation or
inequality as a process of answering a
question: which values from a specified set, if
any, make the equation or inequality true? Use
substitution to determine whether a given
number in a specified set makes an equation
or inequality true.
6.EE.6 - Use variables to represent numbers
and write expressions when solving a realworld 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.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.
6.EE.8 – Write an inequality of the form x > c
or x < c to represent a constraint or condition
32 | P a g e
Transfer
Students will be able to independently use their learning to…
solve equations and inequalities.
UNDERSTANDINGS
Students will understand that…
•
•
•
•
•
•
Meaning
ESSENTIAL QUESTIONS
Properties of operations can be
applied to generate equivalent
expressions
There is an agreed upon order in
which operations are carried out in
a numerical expression
We can extend our understanding
of arithmetic to algebraic
expressions to write and evaluate
numerical expressions involving
whole number exponents
Verbal models can be expressed as
algebraic expressions in which
letters stand for numbers
The relationship between the
dependent and independent
variables can be represented using
a graph, table, and equation
The solution to an equation or
inequality is the set of all values
which make it true
•
How can there be an infinite
number of ways to represent
equal value of an expression or
equation?
in a real-world or mathematical problem.
Recognize that inequalities of the form
x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on
number line diagrams.
Students will know…
•
•
•
•
•
•
•
•
•
•
33 | P a g e
Acquisition
Students will be skilled at…
Vocabulary: algebraic expression,
dependent variable, expression,
equation, evaluate, independent
variable, inequality, properties of
equality, substitution, variable
numerical expressions with whole
number exponents can be written
and evaluated
expressions in which letters stand
for numbers can be written, read,
and evaluated
math terms identify parts of an
expression
one or more parts of an expression
may be viewed as a single entity
expressions that arise from
formulas used in real-world
problems can be evaluated
arithmetic operations are
performed in conventional order
when there are no parentheses
properties of operations can be
applied to generate equivalent
expressions
when two expressions name the
same number regardless of which
value is substituted into them, they
are equivalent
solving an equation or inequality
can be accomplished by
substitution of a number that makes
the equation or inequality true
•
•
•
•
•
•
•
•
•
write and evaluate numerical
expressions that include whole
number exponents
represent verbal models with
algebraic expressions
write algebraic expressions using
variables
use order of operations to simplify
expressions
apply the distributive property to
evaluate expressions
apply properties of equality to
write equivalent expressions
find the solution set for a given
equation or inequality
solve real-world or math problems
by using variables to write
expressions or equations
solve a problem by doing an
experiment, collecting and
recording data, making and
analyzing a graph
•
•
•
•
•
•
Evaluative Criteria
Suggested monitoring Scale: Use the
following or similar scale to monitor or
evaluate a student’s daily learning and
understanding of key concepts.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
•
•
•
•
34 | P a g e
a variable can represent an
unknown number or any number in
a specified set
variables are used to represent
numbers in expressions when
solving a real-world or
mathematical problem
real-world or mathematical
problems can be solved by writing
and solving equations
an inequality can represent a
constraint or condition in a realworld or mathematical problem
variables can represent two
quantities in a real-world problem
that can change in relationship to
one another
an equation can be written to
express the dependent variable in
terms of the independent variable
The Cheetah football team played the Otters. On the first play, the Cheetahs gained 12
yards to their own 41 – yard line. On what yard line did the Cheetahs start the play?
Write and solve an equation to find the answer.
Steve was assigned the task of replacing all the light bulbs in the school cafeteria over the
summer. So far he has replaced 56 light bulbs and has 109 more to change. What is the
total number of light bulbs in the cafeteria? Write and solve an equation to find the
answer.
Cooper used 98 feet of string to braid 4 hot pads. How many feet of string are in each hot
pad? Write and solve an equation to find the answer.
If p is greater than zero, tell which will result in a greater value and explain how
you know:
(2 x p) + 5 or 2 x ( p + 5)
• An expression containing the variable k has the value of 10 when k=4. Write
several (at least 3) expressions that would work.
Examples:
k+6
14 - k
• Create two equations that use variables and that are true all of the time. Then
make up another two equations that use variables and that are true only some of
the time.
<type here>
35 | P a g e
Examples:
n + 5 = 5 + n is true all of the time.
5 + n = 10, is true only when n= 5)
OTHER EVIDENCE:
• Pre-Assessment on adding & subtracting decimals and multiplying & dividing decimals
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Post-Assessments on adding & subtracting decimals and multiplying & dividing decimals
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Inequalities Matching Game
•
Inequalities memory
•
•
•
•
•
•
•
Students will play a PowerPoint review jeopardy game to practice equations and inequalities.
Students can complete a FACEing math glyph to review equations and inequalities.
Students can play tic tac toe math versus each other to review equations and inequalities.
Students can create a flipbook or poster that will teach other students about equations and inequalities
Students will complete equations and inequalities math tangrams – solve problems to either spell out a phrase or to form an object or shape.
Math bingo with equations and inequalities
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
36 | P a g e
•
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Math 6th testing prep
o Algebra combat
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
o www.illustrative
o www.mathematics.org
o www.worksheetworks.com
o www.math-play.com
o www.studeyisland.com
ESTABLISHED GOALS
Unit 4: Grade Level Connections – Marking Period 2
Stage 1 Desired Results
6.SP.1 - Recognize a statistical question as one that
anticipates variability in the data related to the
question and accounts for it in the answers
6.SP.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
6.SP.3 - Recognize that a measure of center for a
numerical data set summarizes all of its values
37 | P a g e
Transfer
Students will be able to independently use their learning to…
solve and create box and whisker graphs.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• mathematical relationships can be
• Which measure of center is the best
represented and analyzed using words,
descriptor of the data set?
tables, graphs, and equations
• Do statistics always tell the truth?
• the best descriptor of the center of a
numerical data set (mean, median,
with a single number, while a measure of variation
describes how its values vary with a single
number.
6.SP.4 - Display numerical data in plots on a number
line, including dot plots, histograms, and box plots.
6.SP.5 - Summarize numerical data sets in relation to
their context.
•
•
Students will know…
•
•
•
•
•
•
38 | P a g e
mode) is determined by the nature of the
data and the question to be answered
outliers affect the mean, median, and
mode in different ways
data interpretation is enhanced by
numerical measures telling how data are
distributed
Acquisition
Students will be skilled at…
Vocabulary: attribute, box-andwhisker plot, distribution, histogram,
line plot, lower quartile, upper
quartile, measures of center, mean,
median, mode, range, outlier,
variability
There is a difference between
statistical questions and those that
are not (For example, “How old am
I?” is not a statistical question, but
“How old are the students in my
school?” is a statistical questions
because one anticipates variability in
student’s ages)
a set of data has a distribution that
can be described by its center,
spread, and overall shape
a measure of center summarizes all
values with a single number
a measure of variation describes how
its values vary with a single number
numerical data can be plotted in a
variety of ways, including number
line, dot plots, histograms, and box
plots
•
•
•
•
conduct data investigations by
posing questions, collecting and
analyzing data, and make
interpretations to answer
questions
compute mean, median, mode,
and range
represent distributions of data
using line plots, dot plots,
histograms, and box plots
develop strategies for comparing
distributions of data
Evaluative Criteria
Suggested monitoring Scale: Use the following
or similar scale to monitor or
“A boxplot is a way of summarizing a set of data
measured on an interval scale. It is often used in
exploratory data analysis. It is a type of graph which
is used to show the shape of the distribution, its
central value, and variability. The picture produced
consists of the most extreme values in the data set
(maximum and minimum values), the lower and
upper quartiles, and the median.” (Definition taken
from Valerie J. Easton and John H. McColl's Statistics
Glossary v1.1)
A histogram is a way of summarizing data that are
measured on an interval scale (either discrete or
continuous). It is often used in exploratory data
analysis to illustrate the major features of the
distribution of the data in a convenient form. It
divides up the range of possible values in a data set
into classes or groups. For each group, a rectangle is
constructed with a base length equal to the range of
values in that specific group, and an area
proportional to the number of observations falling
into that group. This means that the rectangles
might be drawn of non-uniform height. (Definition
taken from Valerie J. Easton and John H. McColl's
Statistics Glossary v1.1)
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
The accompanying box-and-whisker plot represents the scores earned on a science test.
1) According to the diagram shown, what is the median score?
39 | P a g e
evaluate a student’s daily learning and
understanding of key concepts.
2) According to the diagram shown, what score represents the first quartile?
3) What statement is not true about the box and whisker plot shown?
A) 75 represents the mean score
B) 100 represents the maximum score
C) 85 represents the 3rd quartile
D) 55 represents the minimum score
4) What does the score of an 85 on the box-and-whisker plot shown refers to?
40 | P a g e
<type here>
41 | P a g e
OTHER EVIDENCE:
• Pre-Assessment on adding & subtracting decimals and multiplying & dividing decimals
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Post-Assessments on adding & subtracting decimals and multiplying & dividing decimals
Stage 3 – Learning Plan
•
•
Summary of Key Learning Events and Instruction
Students will watch a PowerPoint to clarify the steps of solving a box and whisker problem.
Students will complete a color by number as they solve the box and whisker problems.
42 | P a g e
•
•
•
•
•
Students can complete a FACEing math glyph to review box and whiskers ,and mean, median and mode.
Students can play tic tac toe math versus each other to review box and whiskers ,and mean, median and mode.
Students can create a flipbook or poster that will teach other students about operations to review box and whiskers ,and mean, median and
mode.
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Math 6th testing prep
o Algebra combat
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
43 | P a g e
o
o
o
o
o
o
www.opusmath.com
www.illustrative
www.mathematics.org
www.worksheetworks.com
www.math-play.com
www.studeyisland.com
ESTABLISHED GOALS
Unit 4: Grade Level Connections – Marking Period 3
Stage 1 Desired Results
6.RP.1 – Understand ratio concepts and use
ratio language to describe a ration relationship
between two quantities.
6.RP.2 – Understand the concept of unit rate
a/b associated with a ratio a:b with b ≠ 0, and
use rate language in the context of a ratio
relationship.
6.RP.3 – Use ratio and rate reasoning to solve
real-world and mathematical problems, e.g., by
reasoning about tables of equivalent rations,
tape diagrams, double number line diagrams,
or equations.
Transfer
Students will be able to independently use their learning to…
Solve proportions and unit rates.
UNDERSTANDINGS
Students will understand that…
•
•
•
•
•
44 | P a g e
A ratio is a comparison of quantities
A ratio can be expressed as a unit
rate by finding an equivalent ratio
where the second term is one
Students will know…
•
Meaning
ESSENTIAL QUESTIONS
•
•
How can a ratio be used to
represent a quantitative
relationship?
How can we use rates to make
decisions?
Acquisition
Students will be skilled at…
Vocabulary: rate, ratio, unit rate,
proportion
ratios describe a relationship
between two quantities
ratio relationships can be expressed
as unit rates
percent of a quantity as a rate per
•
•
•
•
write statements about ratio
comparisons
find and interpret unit rates
use unit rates to make
comparisons
convert from one measurement
unit to another (Example:
•
Evaluative Criteria
Suggested monitoring Scale: Use the
following or similar scale to monitor or
evaluate a student’s daily learning and
understanding of key concepts.
multiply by the ratio 12 in/1 ft to
convert from feet to inches; or
multiply by 1 ft/12 in to convert
from inches to feet)
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
• A bear who weighs 1,200 pounds on Earth would weigh about 400 pounds on
•
•
•
•
45 | P a g e
hundred
ratio and rate reasoning can be used
to solve real world problems
Mars. About how much would a 42-pound dog weigh on Mars?
A survey of sixth graders found that the ratio of students who take the bus to
school to students who walk to school is 7 to 2. The total number of sixth
graders surveyed was 243. How many of the students who were surveyed take
the bus to school?
There are SUVs, cars, and 15 trucks in a parking lot. The ratio of SUVs to cars
is 3 to 2. If there are a total of 90 vehicles in the parking lot, how many SUVs
are there?
6
𝑚
5
7
=
=
24
32
60
𝑥
<type here>
OTHER EVIDENCE:
• Pre-Assessment on adding & subtracting decimals and multiplying & dividing decimals
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Post-Assessments on adding & subtracting decimals and multiplying & dividing decimals
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Use help sheet to help solve proportions
•
Use a QR reader to check your answers
46 | P a g e
•
•
•
•
•
•
Students can complete a FACEing math glyph to review proportions and unit rates.
Students can play tic tac toe math versus each other to review proportions and unit rates.
Students can create a flipbook or poster that will teach other students about proportions and unit rates
Math Tangrams – solve problems to either spell out a phrase or to form an object or shape.
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Math 6th testing prep
o Algebra combat
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
o www.illustrative
o www.mathematics.org
o www.worksheetworks.com
o www.math-play.com
o www.studeyisland.com
47 | P a g e
ESTABLISHED GOALS
Unit 4: Grade Level Connections – Marking Period 4
Stage 1 Desired Results
6.G.1 – Find the area of right triangles, other
triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into
triangles and other shapes; apply these techniques
in the context of solving real-world and
mathematical problems.
6.G.2 – Find the volume of a right rectangular
prism with fractional edge lengths by packing it
with unit cubes of the appropriate unit fraction
edge lengths, and show that the volume is the same
as would be found by multiplying the edge lengths
of the prism. Apply the formulas V = l w h and V = b
h to find volumes of right rectangular prisms with
fractional edge lengths in the context of solving
48 | P a g e
Transfer
Students will be able to independently use their learning to…
find area, volume and surface area.
UNDERSTANDINGS
Students will understand that…
•
Meaning
ESSENTIAL QUESTIONS
Areas of triangles, quadrilaterals,
and polygons can be found by
composing into rectangles or
decomposing into triangles or other
shapes
•
What kinds of problems can be
solved with geometry?
real-world and mathematical problems
6.G.3 – Draw polygons in the coordinate plane
given coordinates for the vertices; use coordinates
to find the length of a side joining points with the
same first coordinate or the same second
coordinate.
Apply these techniques in the context of solving
real-world and mathematical problems.
6.G.4 - Represent three-dimensional figures using
nets made up of rectangles and triangles, and use
the nets to find the surface area of these figures.
Apply these techniques in the context of solving
real-world and mathematical problems
Students will know…
•
•
•
•
•
•
Evaluative Criteria
Suggested monitoring Scale: Use the
following or similar scale to monitor or
49 | P a g e
Acquisition
Students will be skilled at…
Vocabulary: area, nets, polygons,
rectangle, surface area,
quadrilaterals, rectangular prism,
triangle, volume
area of triangles and polygons can
be found by composing into
rectangles or decomposing into
triangles and other shapes these
techniques can be applied to solve
problems
volume of a right rectangular prism
can be found by packing it with unit
cubes
volume found this way is the same
as using
coordinates can be used as vertices
to draw polygons in the coordinate
plane
surface area of three dimensional
figures can be found by using nets
made up of rectangles and triangles
Stage 2 - Evidence
•
•
•
•
•
discover different ways to
determine the area of a triangle
using grid paper (Examples: count
the whole number squares and
estimate the partial squares,
enclose the triangle in a rectangle,
find the area of the rectangle and
divide by two)
build rectangles using triangle
shapes
find the volume of a rectangular
prism using unit cubes
compare to measuring and using
V=LWH
draw nets on grid paper and use to
find surface area of prisms
Assessment Evidence
PERFORMANCE TASK(S):
1. Cube-shaped boxes will be loaded into the cargo hold of a truck.
The cargo hold of the truck is in the shape of a rectangular prism. The edges of each box measure
2.50 feet and the dimensions of the cargo hold are 7.50 feet by 15.00 feet by 7.50 feet, as shown
below.
evaluate a student’s daily learning and
understanding of key concepts.
What is the volume, in cubic feet, of each box?
Determine the number of boxes that will completely fill the cargo hold of the truck. Use words
and/or numbers to show how you determined your answer.
2. Michael Phelps is designing an office building with the dimensions of the figure below. Before
he orders the air conditioning system, he needs to know the total volume of air that needs to be
cooled. What is the total volume of the office building?
3. Elias and his dad are painting a wall in their basement. The wall is 18 feet long and 9 feet tall.
They are trying to figure out how much paint to buy. What is the area that they need to cover?
4. By what number is the area of a square multiplied if the side is multiplied by 2? If the side is
multiplied by 3? By 10?
5. A rectangle whose length is 𝑥 and whose width is 1 is called an 𝑥-block. The figure shows two
of them.
50 | P a g e
(a) What is the area of an 𝑥-block
(b) What is the combined area of two 𝑥-blocks?
(c) Show that there are two different ways to combine two 𝑥-blocks to form a rectangle whose
area is 2𝑥.
(d) Draw two different rectangular diagrams to show that 𝑥 + 2𝑥 = 3𝑥.
6. Find the area and perimeter of the triangle.
6. What is the area of triangle ABC? Show your work and explain why your process works.
51 | P a g e
7. Ms. Hathaway is an architect. Her client has requested a trapezoidal balcony with the
dimensions of the figure below (1 unit = 1 foot). Ms. Hathaway needs to calculate the area of the
balcony to figure out exactly how much material to order. Find the area of Ms. Hathaway’s
balcony.
8.
52 | P a g e
Mr. Vance is making a simple bedside stand for his son. The stand is a right rectangular
prism with the dimensions of the figure below. Mr. Vance needs to find the surface area
of the stand to figure out how much paint to buy. What is the surface area of the stand?
9. The figure below is a square pyramid. Create a net and use the net to find the surface area of
the pyramid.
<type here>
OTHER EVIDENCE:
• Pre-Assessment on area, volume and surface area
• Collaborative work, games and activities in small group
• Informal questioning
• Formative assessments
• Student’s self-assessments
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
53 | P a g e
•
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•
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Students can complete a FACEing math glyph to review area and surface area.
Students can play tic tac toe math versus each other to review area and surface area.
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Students can create a flipbook or poster that will teach other students about area and surface area.
Students can solve math Tangrams – solve problems to either spell out a phrase or to form an object or shape.
Technology: explore and play IPad games that apply the skill being worked on:
o marble math
o math bingo
o itooch math
o quick math
o middle school math
o math drills
o king of math
o 1 minute math gym 6th grade
o Numblr
o Math 6th testing prep
o Geometry combat
o Algebra combat
o Middle school math HD
o Sixth grade learning games
Websites used to find additional practice and/or games:
o www.yummymath.com
o www.mathgoodies.com
o www.opusmath.com
o www.illustrative
o www.mathematics.org
o www.worksheetworks.com
o www.math-play.com
o www.studeyisland.com
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BENCHMARKS: GRADE 6 MATHEMATICS
Students attend for one marking-period. Courses are paced to meet the needs of all students. Students will be able to
independently use their learning to………
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Perform operations with decimals to the desired place value.
Perform operations with fractions.
Evaluate numerical expressions using the order of operations.
Find mean, median, mode and range of a set of data and choose the measure the
best represents a given set of data.
Solve equations and inequalities.
Solve and create box and whisker graphs.
Solve proportions and unit rates.
Find area, volume and surface area.