Materials Bank
Mathematics G6 Q1
Unit: Core: Mathematics , Grade(s) 6th Grade
Mathematics G6 Q1
Duration: 10 Weeks
Unit
Scope and Sequence
DIGITAL /
PRINT TEXT
Essential
Questions
Text: SpringBoard
Mathematics
Course I
Unit I: Number
Concepts
PERFORMANCE TASKS
Unit 1
Source: SpringBoard Mathematics Course I
EA1: Comparing and Computing with Whole Numbers and Decimals, For the Birds (p. 25)
Units 1-2: Differentiated Instruction Activities - Pages: 8; 35;
Compare and order decimals
47; 52; 64; 67; 71; 72; 84; 85; 89; 95; 98; 102
Add, subtract, multiply and divide decimals
Digital Resources:
Divide by whole numbers
www.clevelandmetropolitanoh.springboard.org
EA2: Prime Factorization, Exponents, GCF, and LCM, Winter Sports (p. 43)
(Section: Getting
Classifies a number as prime or composite
Ready, 1.1 -6.2)
Prime factorization and Exponents
Why is it
DIFFERENTIATION
Online Book, Additional Practice Pages, Common Core
Correlation, Standards for Mathematical Practices, Mini-Lessons,
Additional Getting Ready Practice
Greatest Common Factor/Least common Multiple
important to be EA3: Multiplying and Dividing Fractions and Mixed Numbers, Juan’s Bookcase (p. 79)
able to use
whole
numbers,
fractions, and
Multiply and Divide Fractions and Mixed Numbers
Unit 2
EA1: Number Line and Adding and Subtracting Integers, Hot and Cold (p. 107)
decimals to
solve
Use the number line
problems?
Add and Subtract integers
How can you
use
visualization
and estimation
to solve
problems?
Unit 2 Integers
(Section: Getting
Ready, 7.1 – 8.3)
How can
integers be
represented
visually and
how can
operations with
integers be
represented
with models?
How are
positive and
negative
numbers used
in real-world
situations?
VOCABULARY
annex, algorithm, conjecture, simulate, visual representation, prime number, evaluate, least common multiple (LCM), proper fraction, mixed number, factor, composite number, greatest common factor (GCF), least
common denominator, improper fraction, reciprocal, elevation, absolute value, integer, opposite, additive inverse, coordinate plane, origin, quadrants, ordered pair, reflection
ASSESSMENTS Springboard Digital Online Assessment for Unit 1 and 2
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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ELA: Reading Standards for Informational Text
SEL - Relationship Skills: communication, social engagement, working cooperatively, resolving conflicts,
ACADEMIC
Topic: Craft and Structure
CONNECTIONS
Standard Statement 4. With prompting & support, ask & answer questions about
helping/seeking help; Self-Management: goal setting, organizational skills; Responsible Decision
Making: problem-solving, evaluation, reflection
unknown words in a text.
ADDITIONAL
Materials: Fraction strips/circles (optional); number cubes, Two-color counters, graph paper
RESOURCES
ESL: ELL standards corresponding to Math Grade 6- Quarter 1 Scope and Sequence
Standard 1- Students will construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 7- Students will adapt language choices to purpose, task, and audience when speaking and writing.
Standard 9- Students will create clear and coherent grade-appropriate speech and text.
Activities:
Target Skill/ Target Strategy – Dividing Fractions.
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
Watch music video on how to divide fractions.
Watch music video on how to divide fractions.
https://www.flocabulary.com/divide-fractions/
https://www.flocabulary.com/divide-fractions/ and
Practice writing reciprocals. Give students a
answer challenge questions and fill in the blank
groups of whole numbers and fractions and have
sections.
students write the reciprocals.
Practice writing reciprocals. Give students a
Complete and show web page examples
groups of whole numbers and fractions and have
http://www.mathsisfun.com/fractions_division.html
students write the reciprocals. Have students
explain in sentences how to make reciprocals
Complete and show web page examples
http://www.mathsisfun.com/fractions_division.html
and have students try “Your Turn” section.
Target Skill/ Target Strategy –Order of Operations/ Algebraic Thinking
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
After reviewing the order of operations
After reviewing the order of operations give
give students index cards with the
students index cards with the steps on them
steps on them have students arrange
them in the correct order.
Watch video to give students a
have students arrange them in the correct
order, after completion take one of the index
cards away and have students tell you which
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Materials Bank
musical and visual remembrance of
the concept.Flocabulary- PEMDAS
step is missing.
Watch video to give students a musical and
visual remembrance of the
Show students examples of what can
concept.Flocabulary- PEMDAS and have
happen if you do things in the wrong
students complete challenge questions
order to emphasize the necessity to
going with the video.
completing parts of the problems in
Show students examples of what can
order (i.e. buying something from the
happen if you do things in the wrong order to
store, tying your shoe or going to
emphasize the necessity to completing
classes at the wrong time.).
parts of the problems in order (i.e. buying
something from the store, tying your shoe or
going to classes at the wrong time.). Have
students complete order of operations
problems in the wrong order to see that the
answers are completely different than when
it is done in the correct order.
Target Skill/ Target Strategy – Absolute Value of Rational Numbers
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
Show video on integers and absolute
Show video on integers and absolute
valuehttp://studyjams.scholastic.com/studyjams/jams/math/numbers/integers.htm
valuehttp://studyjams.scholastic.com/studyjams/jams/math/numbers/integers.htm
Give students a group of 5-10 random integers both positive and negative and have
Have students complete “Test Yourself” section.
students put the integers in order from least to greatest absolute value.
Give students a group of 15-20 random integers both positive and negative and have
Give students real-world word problems such as bank account, bills, and
students put the integers in order from least to greatest absolute value and have
lemonade stands, in order to practice using integers in everyday life.
students explain in sentences .
Have students make their own real-world word problems such as bank account,
bills, and lemonade stands, in order to practice using integers in everyday life.
Check for grammar and proper usage of math terms.
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Standards Covered
Core: Mathematics
CCSS.Math.Content.6.EE: Expressions and Equations
CCSS.Math.Content.6.EE.A: Apply and extend previous understandings of arithmetic to algebraic expressions.
CCSS.Math.Content.6.EE.A.1: Write and evaluate numerical expressions involving whole-number exponents.
CCSS.Math.Content.6.NS: The Number System
CCSS.Math.Content.6.NS.A: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
CCSS.Math.Content.6.NS.A.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the
problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because
3/4 of 8/9 is 2/3. (In general, (/) ÷ (/) = /.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi?
CCSS.Math.Content.6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
CCSS.Math.Content.6.NS.B.2: Fluently divide multi-digit numbers using the standard algorithm.
CCSS.Math.Content.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
CCSS.Math.Content.6.NS.B.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
CCSS.Math.Content.6.NS.C: Apply and extend previous understandings of numbers to the system of rational numbers.
CCSS.Math.Content.6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
CCSS.Math.Content.6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the
plane with negative number coordinates.
CCSS.Math.Content.6.NS.C.7: Understand ordering and absolute value of rational numbers.
CCSS.Math.Content.6.NS.C.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is
located to the right of -7 on a number line oriented from left to right.
CCSS.Math.Content.6.NS.C.7b: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 ° > -7 ° to express the fact that -3 ° is warmer than -7 °.
CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4: Model with mathematics.
CCSS.Math.Practice.MP5: Use appropriate tools strategically.
CCSS.Math.Practice.MP6: Attend to precision.
CCSS.Math.Practice.MP7: Look for and make use of structure.
CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. Dividing Fractions
2. Sticky note math
3. Factors, Prime Factors and Mulitples
4. Puppy Purchasing Power!
5. The Cicada Cycle
6. Transforming Triangles
7. Representing, Identifying, and Comparing integers
8. Coordinate Connections
9. Comparing Positive Fractions, mixed numbers and decimals
10. Comparing Negative fractions, mixed numbers and decimals
11. Combining Intergers
12. Absolute Value
13. Evaluating Expressions using Tiles
14. Scientific Notation
15. Simplifying Algebraic Expressions
16. Simplifying algebraic expressions using properties
17. Simplifying Exponential Expressions
18. Simplifying Expressions Using the Order of Operations
19. Order of Operations - Stations
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Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: DORSEY, KAREN (4/22/2015 11:12 AM)
Last modified by: User, Temporary (7/8/2015 12:20 PM)
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Materials Bank
Mathematics G6 Q2
Unit: Core: Mathematics , Grade(s) 6th Grade
Mathematics G6 Q2
Duration: 10 Weeks
Unit
Scope and Sequence
DIGITAL /
PRINT TEXT
PERFORMANCE TASKS
Essential
Questions:
Text: SpringBoard
Mathematics
DIFFERENTIATION
Unit 2
Source: SpringBoard Mathematics Course I
EA2: Coordinate Plane and Multiplying and Dividing Integers, Scavenger Hunt (p. 127)
Units 2-3: Differentiated Instruction Activities - Pages:
110; 114; 118; 119; 123; 137; 153; 159; 163; 164; 169; 171;
Use the Coordinate plane
179; 183; 191; 194
Multiply and Divide integers
Course I
Digital Resources:
Unit 3
Unit 2 Integers
www.clevelandmetropolitanoh.springboard.org
(Section: Getting EA1: Order of Operations and Expressions, The Cost of After-School Activities (p: 157)
Ready, 9.1-10.2)
Online Book, Additional Practice Pages, Common Core
Read, write, and evaluate expressions
Correlation, Standards for Mathematical Practices, Mini-
How can
Apply the order of operations
Lessons, Additional Getting Ready Practice
integers be
Apply properties to generate equivalent expressions
represented
Use variables to represent numbers
visually and
Solve real-world and mathematical problems by writing and solving equations
how can
operations with
EA2: Expressions and Equations, The School Book Fair (p. 211)
integers be
Solve real-world and mathematical problems by writing and solving equations and inequalities
represented
Graph an inequality
with models?
Analyze the relationship between the dependent and independent variables
How are
positive and
negative
numbers used
in real-world
situations?
Unit 3:
Expressions and
Equations
(Section: Getting
Ready, 11.1- 16. 2)
Why are
tables, graphs,
and equations
useful for
representing
relationships?
How can you
use equations
to solve realworld
problems?
VOCABULARY
compare, contrast, numerical expression, variable, coefficient, algebraic expression, term, unit rate, equation, solution, inverse operations, inequality, rate of change, ordered pair, independent variable, dependent
variable
ASSESSMENTS Springboard Digital Online Assessment for Unit 2 and Unit 3
ELA: Reading Standards for Informational Text
ACADEMIC
Topic: Craft and Structure
SEL - Relationship Skills: communication, social engagement, working cooperatively, resolving conflicts,
helping/seeking help; Self-Management: goal setting, organizational skills; Responsible Decision
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
CONNECTIONS
Standard Statement 4. With prompting & support, ask & answer questions about unknown Making: problem-solving, evaluation, reflection
words in a text.
ADDITIONAL
Materials: Two-color counters, graph paper
RESOURCES
ESL: ELL standards corresponding to Math Grade 6- Quarter 2 Scope and Sequence
Standard 1- Students will construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 7- Students will adapt language choices to purpose, task, and audience when speaking and writing.
Standard 9- Students will create clear and coherent grade-appropriate speech and text.
Activities:
Target Skill/ Target Strategy – Equivalent Expressions.
TASKS/ Activities Level1/2
Tasks /Activities Level 2/3
Watch video on how to find equivalent
Watch video on how to find equivalent
expressions.https://www.khanacademy.org/math/algebra-
expressions.https://www.khanacademy.org/math/algebra-
basics/core-algebra-expressions/core-algebra-
basics/core-algebra-expressions/core-algebra-
manipulating-expressions/v/equivalent-forms-of-
manipulating-expressions/v/equivalent-forms-of-
expressions-1
expressions-1 and complete “Practice this Concept.”
Practice identifying math word terms and expressions in
Practice writing math word terms and expressions in
word problems. (such as sum, product, more than, less
word problems made by the students. Have students
than, times, factors, etc)
use vocabulary and expressions such as sum, product,
Complete interactive online game using equivalent
more than, less than, times, factors, etc.
expressions: http://www.math-play.com/Algebraic-
Complete interactive online game using equivalent
Expressions-Millionaire/algebraic-expressions-game.html
expressions: http://www.math-play.com/Algebraic-
Expressions-Millionaire/algebraic-expressions-game.html
have students read the questions to practice reading,
speaking math vocabulary.
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Target Skill/ Target Strategy – Graph Points on a Coordinate Plane.
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
Be sure to caution students that the x-axis is always first when graphing
Have students write sentences explaining what problems may occur if
points on a coordinate plane.
one graphs points on the y axis first instead of the x axis.
Complete online interactive activity reviewing how to plot points on a simple
Complete online interactive activity reviewing how to plot points on a
coordinate
simple coordinate plane:
plane:http://studyjams.scholastic.com/studyjams/jams/math/algebra/ordered-
http://studyjams.scholastic.com/studyjams/jams/math/algebra/ordered-
pairs.htm
pairs.htm Also complete the “Test Yourself” section.
Show video on how to plot points on all 4 quadrants:
Show video on how to plot points on all 4 quadrants:
https://www.khanacademy.org/math/algebra-basics/core-algebra-graphing-
https://www.khanacademy.org/math/algebra-basics/core-algebra-
lines-slope/core-algebra-graphing-coordinate-plan/v/the-coordinate-plane?
graphing-lines-slope/core-algebra-graphing-coordinate-plan/v/the-
_escaped_fragment_=
coordinate-plane?_escaped_fragment_= , and complete “Practice this
Concept” section.
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Standards Covered
Core: Mathematics
CCSS.Math.Content.6.EE: Expressions and Equations
CCSS.Math.Content.6.EE.A: Apply and extend previous understandings of arithmetic to algebraic expressions.
CCSS.Math.Content.6.EE.A.1: Write and evaluate numerical expressions involving whole-number exponents.
CCSS.Math.Content.6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.
CCSS.Math.Content.6.EE.A.2a: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract from 5” as 5 - .
CCSS.Math.Content.6.EE.A.2b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For
example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
CCSS.Math.Content.6.EE.A.3: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + ) to produce the equivalent expression 6
+ 3; apply the distributive property to the expression 24 + 18 to produce the equivalent expression 6 (4 + 3); apply properties of operations to + + to produce the equivalent expression 3.
CCSS.Math.Content.6.EE.A.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the
expressions + + and 3 are equivalent because they name the same number regardless of which number stands for.
CCSS.Math.Content.6.EE.B: Reason about and solve one-variable equations and inequalities.
CCSS.Math.Content.6.EE.B.5: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to
determine whether a given number in a specified set makes an equation or inequality true.
CCSS.Math.Content.6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
CCSS.Math.Content.6.EE.B.7: Solve real-world and mathematical problems by writing and solving equations of the form + = and = for cases in which , and are all nonnegative rational numbers.
CCSS.Math.Content.6.EE.B.8: Write an inequality of the form > or < to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form > or < have
infinitely many solutions; represent solutions of such inequalities on number line diagrams.
CCSS.Math.Content.6.EE.C: Represent and analyze quantitative relationships between dependent and independent variables.
CCSS.Math.Content.6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent
variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the
equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation = 65 to represent the relationship between distance and
time.
CCSS.Math.Content.6.NS: The Number System
CCSS.Math.Content.6.NS.C: Apply and extend previous understandings of numbers to the system of rational numbers.
CCSS.Math.Content.6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the
plane with negative number coordinates.
CCSS.Math.Content.6.NS.C.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the
number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
CCSS.Math.Content.6.NS.C.6b: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both axes.
CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4: Model with mathematics.
CCSS.Math.Practice.MP5: Use appropriate tools strategically.
CCSS.Math.Practice.MP6: Attend to precision.
CCSS.Math.Practice.MP7: Look for and make use of structure.
CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. Graphing Integers on the Coordinate plane
2. Rational Numbers on a Number Line
3. Balance or Tilt
4. Best Salaries
5. Dishes for a Penny
6. Equation for Model Real World Problems
7. Equivalent Expressions
8. Exponential Expressions, Perfect Squares and Square Roots
9. Function al Machines and Spaghetti Graphs
10. Katie's Kennel
11. Trees and Me
12. Patterns
13. Perceiving Patterns
14. Pyramid Equality
15. Two Step Equation
16. The New Texas Two Step
17. The Distributive Property for Numerical and Variable EX
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18. Squares, Square Roots and Exponential Expressions
19. Writing Algebraic Sentences for Words
20. Measuring and Weighing and Filling, OH MY!
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: DORSEY, KAREN (4/22/2015 11:15 AM)
Last modified by: User, Temporary (7/8/2015 12:47 PM)
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Mathematics G6 Q3
Unit: Core: Mathematics , Grade(s) 6th Grade
Mathematics G6 Q3
Duration: 10 Weeks
Unit
Scope and Sequence
DIGITAL /
PRINT TEXT
PERFORMANCE TASKS
Essential
Questions:
Text: SpringBoard
Mathematics
DIFFERENTIATION
Unit 4
Source: SpringBoard Mathematics Course I
EA1: Ratios and Rates, A Summer Job (p. 245)
Units 4-5: Differentiated Instruction Activities - Pages: 224; 227;
234; 236; 248; 251; 253; 262; 269; 278; 285; 299; 306; 307; 309
Solve problems involving ratios and proportional relationships
Write equivalent ratios
Course I
Digital Resources: www.clevelandmetropolitanoh.springboard.org
EA2: Understanding and Applying Percents, An Ice Cream Treat (p. 273)
Unit 4: Ratios
(Sections: Getting
Find the percents of a quantity as a rate per 100
Ready 17.1 – 21.3)
Represent ratios and percents with fractions and decimals
Online Book, Additional Practice Pages, Common Core Correlation,
Standards for Mathematical Practices, Mini-Lessons, Additional
Getting Ready Practice
Use equivalent percents, fractions, and decimals to show parts of the same whole
Why is it
Represent percents with concrete models, fractions, and decimals
important to
Unit 5
understand
calculations
EA1: Geometric Concepts, Astronomy Logo (p. 315)
with ratios,
rates, and
Classify triangles and quadrilaterals
percents?
Find a missing angle measure in a triangle or a quadrilateral
Why are
Find the area of a composite figure
proportional
Solve real-world problems involving the area of rectangles, parallelograms, trapezoids, and triangles
relationships
important in
mathematics?
Unit 5 Geometric
Concepts
(Sections: Getting
Ready 22.1 – 24.2)
In what ways
are geometric
figures used in
real life?
Why is it
important to
understand the
characteristics
of two- and
threedimensional
figures?
VOCABULARY
benchmark, ratio, equivalent ratios, rate, dimensional analysis, conversion factor, unit rate, unit price, proportion, average composite, theorem, equiangular, polygon, quadrilateral, consecutive angles, perimeter,
area, altitude
ASSESSMENTS Springboard Digital Online Assessment for Unit 4 and Unit 5
ELA: Reading Standards for Informational Text
SEL - Relationship Skills: communication, social engagement, working cooperatively, resolving conflicts,
ACADEMIC
Topic: Craft and Structure
CONNECTIONS
Standard Statement 4. With prompting & support, ask & answer questions about
helping/seeking help; Self-Management: goal setting, organizational skills; Responsible Decision
Making: problem-solving, evaluation, reflection
unknown words in a text.
ADDITIONAL
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
Materials: Three number cubes per group; one set of segment models per group; protractors, rulers; scissors; graph paper; unit cubes; tape
RESOURCES
ESL: ELL standards corresponding to Math Grade 6- Quarter 3 Scope and Sequence
Standard 2- Students will participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 7- Students will adapt language choices to purpose, task, and audience when speaking and writing.
Standard 10- Students will make accurate use of standard English to communicate in grade-appropriate speech and writing
Activities:
Target Skill/ Target Strategy – Use Ratio and Percent to Solve Real World Problems
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
Show video describing how interest is used in ratio real world problems:
Show video describing how interest is used in ratio real world problems:
https://www.brainpop.com/math/ratioproportionandpercent/interest/
https://www.brainpop.com/math/ratioproportionandpercent/interest/ and
Have students make tables of equivalent rates such as miles per hour or
complete “Take the Quiz” and “Try the Activity” sections in class.
dollars per hour. Then ask students to calculate “How many miles can
After showing example problems have students make tables of
they travel in ___ hours? or How much money would they earn in ____
equivalent rates such as miles per hour or dollars per hour. Then have
hours?”
students make their own word problems such as “How many miles can
Complete interactive online activity in class:
they travel in ___ hours? or How much money would they earn in ____
http://studyjams.scholastic.com/studyjams/jams/math/algebra/ratio.htm
hours?”
Complete interactive online activity in class:
http://studyjams.scholastic.com/studyjams/jams/math/algebra/ratio.htm
and complete “Test Yourself” section.
Target Skill/ Target Strategy – Find the area of Right Triangles/ Special Quadrilaterals/ Irregular Polygons
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
Complete onlineinteractive activity on irregular figures:
Complete onlineinteractive activity on irregular figures:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-
irregular-figures.htm
irregular-figures.htm and complete “Test Yourself” section.
Give students a list of items to measure in the classroom and rulers have
Give students a list of items to measure in the classroom and rulers have
students measure items including irregular shaped items around the
students measure items including irregular shaped items around the
classroom.
classroom. Also have students write a short description of how they were
Have students draw a picture (landscape, animal, person) using polygons
able to measure the irregular shapes in class.
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and have students measure the area of each individual shape in the
Have students draw a picture (landscape, animal, person) using polygons
picture.
and have students measure the area of each individual shape in the
picture.
Standards Covered
Core: Mathematics
CCSS.Math.Content.6.EE: Expressions and Equations
CCSS.Math.Content.6.EE.C: Represent and analyze quantitative relationships between dependent and independent variables.
CCSS.Math.Content.6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent
variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the
equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation = 65 to represent the relationship between distance and
time.
CCSS.Math.Content.6.G: Geometry
CCSS.Math.Content.6.G.A: Solve real-world and mathematical problems involving area, surface area, and volume.
CCSS.Math.Content.6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems.
CCSS.Math.Content.6.G.A.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the
same as would be found by multiplying the edge lengths of the prism. Apply the formulas = and = to find volumes of right rectangular prisms with fractional edge lengths in the context of solving
real-world and mathematical problems.
CCSS.Math.Content.6.G.A.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.
CCSS.Math.Content.6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context
of solving real-world and mathematical problems.
CCSS.Math.Content.6.NS: The Number System
CCSS.Math.Content.6.NS.C: Apply and extend previous understandings of numbers to the system of rational numbers.
CCSS.Math.Content.6.NS.C.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between
points with the same first coordinate or the same second coordinate.
CCSS.Math.Content.6.RP: Ratios and Proportional Relationships
CCSS.Math.Content.6.RP.A: Understand ratio concepts and use ratio reasoning to solve problems.
CCSS.Math.Content.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo
was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
CCSS.Math.Content.6.RP.A.2: Understand the concept of a unit rate / associated with a ratio : with ≠ 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are
limited to non-complex fractions. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of
$5 per hamburger.”
CCSS.Math.Content.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
CCSS.Math.Content.6.RP.A.3b: Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be
mowed in 35 hours? At what rate were lawns being mowed?
CCSS.Math.Content.6.RP.A.3c: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
CCSS.Math.Content.6.RP.A.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4: Model with mathematics.
CCSS.Math.Practice.MP5: Use appropriate tools strategically.
CCSS.Math.Practice.MP6: Attend to precision.
CCSS.Math.Practice.MP7: Look for and make use of structure.
CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. Best Camping Rates for Utah State Parks
2. Cyclops
3. Exploring Fractions
4. Growing Patterns
5. Linear Graphs Using Proportions and Rates
6. Looking for Length
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7. Newspaper
8. Pennies for Pits
9. Percent problems using proportions
10. Predicting Percents
11. Proportion problems
12. Ratios, Unit Rates and Proportions
13. Smaller than one
14. Solving percentage problems with proportions
15. Trundle Wheel
16. Understanding Decimals
17. Tracking Stocks and Distance on the Coordinate Plane
18. Visiting the Magic Kingdom
19. Motion of the Ocean
20. Motion of the Ocean part II
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: DORSEY, KAREN (4/22/2015 11:19 AM)
Last modified by: User, Temporary (7/8/2015 12:48 PM)
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Mathematics G6 Q4
Unit: Core: Mathematics , Grade(s) 6th Grade
Mathematics G6 Q4
Duration: 10 Weeks
Unit
Scope and Sequence
DIGITAL /
PRINT TEXT
Essential
Questions:
Text: SpringBoard
Mathematics
Course I
Unit 5 Geometric
Concepts
PERFORMANCE TASKS
Unit 5
Source: SpringBoard Mathematics Course I
EA2: Surface Area and Volume of Prisms, Coloring Creations (p. 343)
Units 5-6: Differentiated Instruction Activities - Pages:
Represent prisms using nets
Digital Resources:
Solve real-world problems involving the surface area and volume of prisms
www.clevelandmetropolitanoh.springboard.org
Unit 6
Identify categorical and numerical variables
are geometric
Construct dot plots
figures used in
Determine measures of center
Why is it
important to
Online Book, Additional Practice Pages, Common Core
Correlation, Standards for Mathematical Practices, MiniLessons, Additional Getting Ready Practice
Identify statistical questions
In what ways
real life?
318; 322; 336; 380
Find the surface area and volume of prisms
(Sections: Getting EA1: Types of Variables and Measures of Centers, Dribble, Shoot, Score! (p. 377)
Ready 25.1 – 26.2)
DIFFERENTIATION
Analyze shapes of distributions
EA2: Measures of Variability and Numerical Graphs, “Take a Snapshot” Revisited (p. 407)
understand the
Write statistical questions
characteristics
Represent data with graphs
of two- and
Determine the five-number summary
three-
Find measures of center and variability
dimensional
Describe distributions
figures?
Unit 6: Data
Analysis
(Sections: Getting
Ready 27.1 – 30.3)
How is data
organized and
presented in
real-world
situations?
What are ways
you can
summarize
data both
numerically
and
graphically?
Unit 7 Personal
Financial Literacy
(Sections: Getting
Ready 31.1 – 31.3)
How can you
build a good
credit history?
How can being
financially
literate help
you plan for
college and
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your future?
VOCABULARY
uniform, range, statistical question, variability, distribution, bar chart, mode, dot plot, symmetrical, skewed, stem plot, mean, outliers, median, mean absolute deviation, interquartile range, quartiles, five number
summary, box plot, histogram, frequency table, class intervals savings account, checking account, debit card, deposit, withdrawal, transfer, credit card, credit report
ASSESSMENTS Springboard Digital Online Assessment for Unit 5, Unit 6 and Unit 7
ELA: Reading Standards for Informational Text
SEL - Relationship Skills: communication, social engagement, working cooperatively, resolving conflicts,
ACADEMIC
Topic: Craft and Structure
CONNECTIONS
Standard Statement 4. With prompting & support, ask & answer questions about unknown Making: problem-solving, evaluation, reflection
helping/seeking help; Self-Management: goal setting, organizational skills; Responsible Decision
words in a text.
ADDITIONAL
Materials: Three number cubes per group; one set of segment models per group; protractors, rulers; scissors; graph paper; unit cubes; tape; calculators; graph/grid paper; rulers and/or tape
RESOURCES
measure; Optional fee schedules from local financial institutions; sample credit report
ESL: ELL standards corresponding to Math Grade 6- Quarter 4 Scope and Sequence
Standard 2- Students will participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 7- Students will adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8- Students will determine the meaning of words and phrases in oral presentations and literary and informational text.
Activities:
Target Skill/ Target Strategy – Volume of Rectangular Prisms
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
Show a visual example of finding volume of rectangular prisms such
Show a visual example of finding volume of rectangular prisms such
ashttps://www.khanacademy.org/math/pre-algebra/measurement/volume-introduction-
ashttps://www.khanacademy.org/math/pre-algebra/measurement/volume-introduction-
rectangular/v/volume-of-a-rectangular-prism-or-box-examples.
rectangular/v/volume-of-a-rectangular-prism-or-box-examples. Students will also
Have students bring shoe boxes or other small boxes and measure the length, width,
complete the “Practice This Concept” section.
and height in order to find the volume of the boxes.
.Have students bring shoe boxes or other small boxes and measure the length, width,
Have students complete interactive online activity on
and height in order to find the volume of the boxes. Also have students figure out which
volume:http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm
students have the largest and smallest boxes based off volume.
Have students complete interactive online activity on
volume:http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm
and complete “Test Yourself” section.
Target Skill/ Target Strategy – Understand and Analyze Statistics
TASKS/ Activities Level 1/2
Tasks /Activities Level 2/3
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Take a statistical survey in class and analyze the data such
Have students in small groups take a statistical survey in
as favorite food, color, or age of students.
class and analyze the data such as favorite food, color, or
Have students find the mean, median, mode, and range of
age of students.
the statistical data.
Have students find the mean, median, mode, and range of
Have students do interactive online activity on what type of
the statistical data they found. Students must explain how
graph is best to use (histograms, line plots, bar graphs,
they were able to find each and what the significance of
etc.)
finding the range, mode, mean, and median.
http://studyjams.scholastic.com/studyjams/jams/math/data-
Have students do interactive online activity on what type of
analysis/correct-graph.htm
graph is best to use (histograms, line plots, bar graphs,
etc.)
http://studyjams.scholastic.com/studyjams/jams/math/data-
analysis/correct-graph.htm and have students complete “Try
It” section.
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Standards Covered
Core: Mathematics
CCSS.Math.Content.6.G: Geometry
CCSS.Math.Content.6.G.A: Solve real-world and mathematical problems involving area, surface area, and volume.
CCSS.Math.Content.6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems.
CCSS.Math.Content.6.G.A.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the
same as would be found by multiplying the edge lengths of the prism. Apply the formulas = and = to find volumes of right rectangular prisms with fractional edge lengths in the context of solving
real-world and mathematical problems.
CCSS.Math.Content.6.G.A.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.
CCSS.Math.Content.6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context
of solving real-world and mathematical problems.
CCSS.Math.Content.6.NS: The Number System
CCSS.Math.Content.6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
CCSS.Math.Content.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
CCSS.Math.Content.6.SP: Statistics and Probability
CCSS.Math.Content.6.SP.A: Develop understanding of statistical variability.
CCSS.Math.Content.6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical
question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
CCSS.Math.Content.6.SP.A.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
CCSS.Math.Content.6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single
number.
CCSS.Math.Content.6.SP.B: Summarize and describe distributions.
CCSS.Math.Content.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
CCSS.Math.Content.6.SP.B.5: Summarize numerical data sets in relation to their context, such as by:
CCSS.Math.Content.6.SP.B.5a: Reporting the number of observations.
CCSS.Math.Content.6.SP.B.5b: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
CCSS.Math.Content.6.SP.B.5c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and
any striking deviations from the overall pattern with reference to the context in which the data were gathered.
CCSS.Math.Content.6.SP.B.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4: Model with mathematics.
CCSS.Math.Practice.MP5: Use appropriate tools strategically.
CCSS.Math.Practice.MP6: Attend to precision.
CCSS.Math.Practice.MP7: Look for and make use of structure.
CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. Area of Trapezoids
2. Attributes and Nets of a Cube
3. Cube Model
4. Khufu's Pyramid
5. Mat Plans
6. Patterns in Measurement
7. Quadrilaterals and Measures
8. Triangles and Trebuchets
9. Volume and Surface of Right Rectangular Prisms and Cylinders
10. Box and whisker plots
11. Candy Bar Graph
12. E. T. Probability (Extperimental and Theoretical)
13. Exploring Scale
14. Histograms
15. How Likely is it?
16. How Long Must I Wait?
17. Introduction to Representing and Analyzing Data
18. It's Probably A Lot of fun
19. Situational Data
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Materials Bank
20. Tina's Testing Tragedy
21. Which Month First
22. Wrapping It Up
23. Loans and Savings
24. Playing By the Rules
25. Using Graphic Organizer to Calculate Sales Tax
26. Choosing the Best Measure of Center
27. Whats Your Frequency? Analyzing and Creating Frequency tables and Line Plots
28. Analyze This! Mean, Median, Mode and Range
29. Statistically Speaking
30. What Does the Data Tell Us? Describing Data
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: DORSEY, KAREN (4/22/2015 11:24 AM)
Last modified by: User, Temporary (7/8/2015 12:49 PM)
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/2/2016
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