Curriculum Map: Grade 6 Math 2014
Course: Math 6
Subtopic: General
Grade(s): None specified
Unit: Chapter 1: Whole Numbers and Decimals
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.A-N.2.1.1 (Advanced) Solve problems involving operations (+, - , x, and with whole numbers, decimals (through thousandths), straight computation, or word problems.
M06.A-N.2.2.1 (Advanced) 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.
Big Ideas: Students will understand that:
Solving real-world problems involves using whole numbers and
decimals.
Essential Questions:
How do you......
divide multi-digit numbers,
write the prime factorization of a number,
find the least common multiple of two numbers,
find greatest common factor of two whole numbers, add and subtract multi-digit decimals,
multiply multi-digit numbers,
divide decimals by whole numbers,
and divide whole numbers and decimals by decimals?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
Division of multi-digit numbers
to independently use their learning to...
Prime Factorization of a number
Fluently divide multi-digit numbers.
Least Common Multiple of two numbers
Write the prime factorization of numbers.
Greatest Common Factor of two numbers
Find the least common multiple of two whole numbers.
Adding, Subtracting, Multiplying, and Dividing whole numbers and
Find the greatest common factor of two whole numbers.
decimals
Fluently add and subtract multi-digit decimals.
Fluently multiply multi-digit decimals.
Fluently divide decimals by whole numbers.
Fluently divide whole numbers and decimals by decimals.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
Page 1 of 28
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 2 of 28
Unit: Chapter 2: Fractions
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.A-N.1.1.1 (Advanced) Interpret and compute quotients of fractions (including mixed numbers), and solve word
problems involving division of fractions by fractions. Example 1: Given a story context for
(2/3) + (3/4), explain that (2/3) + (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b)
+ (c/d) = (a/b) * (d/c) = ad/bc.) Example 2: How wide is a rectangular strip of land with
length 3/4 mi and area 1/2 square mi? Example 3: How many 2 1/4-foot pieces can be cut
from a 15 1/2-foot board?
Big Ideas: Students will understand that:
There is a relationship between multiplication and division to divide
fractions.
Essential Questions:
How can you.......
convert between fractions and decimals,
compare and order fractions and decimals,
multiply, divide, and simplify fractions and mixed numbers?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
Converting between fractions and decimals.
to independently use their learning to...
Comparing and ordering fractions.
Convert between fractions and decimals.
Multiplying, dividing, and simplifying fractions and mixed numbers. Compare and order fractions.
Multiply, divide, and simplify fractions and mixed numbers.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 3 of 28
Page 4 of 28
Unit: Chapter 3: Rational Numbers
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.A-N.3.1.1 (Advanced) Represent quantities in real-world contexts using positive and negative numbers, explaining
the meaning of 0 in each situation (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative electric charge).
M06.A-N.3.1.2 (Advanced) Determine the opposite of a number and recognize that the opposite of the opposite of a
number is the number itself (e.g., - (-3) = 3; 0 is its own opposite).
M06.A-N.3.1.3 (Advanced) Locate and plot integers and other rational numbers on a horizontal or vertical number line;
locate and plot pairs of integers and other rational numbers on a coordinate plane.
M06.A-N.3.2.1 (Advanced) Write, interpret, and explain statements of order for rational numbers in real-world
contexts. Example: Write - 3°C > - 7°C to express the fact that - 3°C is warmer than - 7°C.
M06.A-N.3.2.3 (Advanced) Solve real-world and mathematical problems by plotting 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.
Big Ideas: Students will understand that:
Essential Questions:
Rational numbers are numbers less than zero that can be written and How can you......
interpreted.
Use positive and negative numbers to represent real-world quantities, compare and order integers,
plot rational numbers on a number line,
compare and order rational numbers,
find the absolute value of rational numbers,
identify the relationship between points on a coordinate plane,
and find the distance between two points that lie on a coordinate
plane?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
Positive and negative numbers.
to independently use their learning to...
How to compare and order integers.
Understand positive and negative numbers.
How to compare and order rational numbers.
Compare and order integers.
Absolute value.
Plot rational numbers on a number line.
Rational numbers on a coordinate plane.
Compare and order rational numbers.
How to problem solve on a coordinate plane.
Find and interpret the absolute value of rational numbers.
Interpret comparisons involving absolute values.
Plot ordered pairs of rational numbers on a coordinate plane.
Identify the relationship between points on a coordinate plane.
Find horizontal and vertical distance on a coordinate plane.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Page 5 of 28
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
-Fraction Bars and Manipulatives
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 6 of 28
Unit: Chapter 4: Ratios and Rates
Subject: Mathematics
Timeline: 2 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.A-R.1.1.1 (Advanced) Use ratio language and notation (such as 3 to 4, 3:4, 3/4) to describe a ratio relationship
between two quantities. Example 1: “The ratio of girls to boys in a math class is 2:3
because for every 2 girls there are 3 boys.” Example 2: “For every five votes candidate A
received, candidate B received four votes.”
M06.A-R.1.1.2 (Advanced) Find the unit rate a/b associated with a ratio a:b (with b ? 0) and use rate language in the
context of a ratio relationship. Example 1: “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.” Example 2: “We paid $75
for 15 hamburgers, which is a rate of $5 per hamburger.”
M06.A-R.1.1.3 (Advanced) Construct tables of equivalent ratios relating quantities with whole-number measurements,
find missing values in the tables, and/or plot the pairs of values on the coordinate plane.
Use tables to compare ratios.
M06.A-R.1.1.4 (Advanced) Solve unit rate problems including those involving unit pricing and constant speed.
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?
Big Ideas: Students will understand that:
Ratios can be used to express relationships and solve problems.
Concepts:Students will know...
-ratios
-rates
-equivalent ratios
-unit rates
-graphing equivalent ratios
Essential Questions:
How can you:
write ratios and rates?
use a multiplication table to find equivalent ratios?
use the strategy Find a Pattern to help compare ratios?
use tables to solve problems involving equivalent ratios?
use unit rates to make comparisons?
use a graph to represent equivalent ratios?
solve problems using unit rates?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
-model ratios
-write rates and ratios
-solve problems involving ratios
-use unit rates to make comparisons
-solve problems using unit rates
-use the four quadrants of a coordinate plane
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
Page 7 of 28
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
-Counters to explore ratios
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 8 of 28
Unit: Chapter 5: Percents
Subject: Mathematics
Timeline: 2 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.A-R.1.1.1 (Advanced) Use ratio language and notation (such as 3 to 4, 3:4, 3/4) to describe a ratio relationship
between two quantities. Example 1: “The ratio of girls to boys in a math class is 2:3
because for every 2 girls there are 3 boys.” Example 2: “For every five votes candidate A
received, candidate B received four votes.”
M06.A-R.1.1.5 (Advanced) 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 percentage.
Big Ideas: Students will understand that:
You can use ratio reasoning to solve percent problems.
Essential Questions:
How can you:
write percents as fractions and decimals?
write fractions and decimals as percents?
find the percent of a quantity?
find the whole given a part and the percent?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
-how to write percents as fractions and decimals.
to independently use their learning to...
-how to write fractions and decimals as percents.
-write percents as fractions and decimals
-how to find a percent of a quantity.
-write fractions and decimals as percents
-how to solve problems using percents.
-solve percent problems
-how to find the whole given a part and the percent.
-find the whole given a part and the percent
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Major learning activities include:
Page 9 of 28
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
-Counters to explore ratios
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 10 of 28
Unit: Chapter 6: Units of Measure
Subject: Mathematics
Timeline: 2 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.A-R.1.1.1 (Advanced) Use ratio language and notation (such as 3 to 4, 3:4, 3/4) to describe a ratio relationship
between two quantities. Example 1: “The ratio of girls to boys in a math class is 2:3
because for every 2 girls there are 3 boys.” Example 2: “For every five votes candidate A
received, candidate B received four votes.”
M06.A-R.1.1.4 (Advanced) Solve unit rate problems including those involving unit pricing and constant speed.
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?
Big Ideas: Students will understand that:
You can use measurements to help you describe and compare
objects.
Essential Questions:
How can you:
use ratio reasoning to convert from one unit of length to another?
use ratio reasoning to convert from one unit of capacity to another?
use ratio reasoning to convert from one unit of weight to another?
transform units to solve problems?
solve problems involving distance, rate and time?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
-how to use ratio and ratio reasoning to convert from one unit of
to independently use their learning to...
length, capacity, or weight to another.
-use ratio and ratio reasoning to convert from one unit of length,
-how to transform units to solve problems.
capacity, or weight to another.
-how to solve problems involving distance, rate, and time.
-transform units to solve problems.
-solve problems involving distance, rate and time.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Page 11 of 28
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
-Metric Conversion Charts
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 12 of 28
Unit: Chapter 7: Algebraic Expressions
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.B-E.1.1.1 (Advanced) Write and evaluate numerical expressions involving whole-number exponents.
M06.B-E.1.1.2 (Advanced) Write algebraic expressions from verbal descriptions. Example: Express the description “five less than twice a number” as 2y - 5.
M06.B-E.1.1.3 (Advanced) Identify parts of an expression using mathematical terms (e.g., sum, term, product, factor, quotient, coefficient, quantity). Example: Describe the expression 2(8 + 7) as a product of
two factors.
M06.B-E.1.1.4 (Advanced) Evaluate expressions at specific values of their variables, including expressions that arise
from formulas used in real-world problems. Example: Evaluate the expression b2 – 5 when
b = 4.
M06.B-E.1.1.5 (Advanced) Apply the properties of operations to generate equivalent expressions. Example 1: Apply
the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6
+ 3x. Example 2: Apply the distributive property to the expression 24x + 18y to produce
the equivalent expression 6(4x + 3y). Example 3: Apply properties of operations to y + y +
y to produce the equivalent expression 3y.
M06.B-E.2.1.2 (Advanced) Write algebraic expressions to represent real-world or mathematical problems.
Big Ideas: Students will understand that:
You can write, interpret, and use algebraic expressions.
Concepts:Students will know...
how to:
-write expressions.
-evaluate expressions.
-identify and describe expressions.
-use expressions to solve problems.
-identify equivalent algebraic expressions.
Essential Questions:
How do you:
-write and find the value of expressions using exponents?
-use the order of operations to evaluate expressions involving
exponents?
-write algebraic expressions to represent a situation?
-describe the parts of an expression?
-evaluate an algebraic expression?
-use variables and algebraic expressions to solve problems?
-combine like terms of an expression?
-identify equivalent algebraic expressions?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
-write expressions involving exponents.
-use order of operations to evaluate expressions.
-write algebraic expressions.
-identify and describe parts of expressions.
-evaluate algebraic expressions.
-use algebraic expressions to solve problems.
-combine like terms of an expression.
-identify equivalent algebraic expressions.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
Page 13 of 28
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 14 of 28
Unit: Chapter 8: Algebraic Equations and Inequalities
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.B-E.2.1.1 (Advanced) Use substitution to determine whether a given number in a specified set makes an equation
or inequality true.
M06.B-E.2.1.2 (Advanced) Write algebraic expressions to represent real-world or mathematical problems.
M06.B-E.2.1.3 (Advanced) 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 non-negative rational numbers.
M06.B-E.2.1.4 (Advanced) Write an inequality of the form x > c or x < c to represent a constraint or condition in a
real-world or mathematical problem and/or represent solutions of such inequalities on
number lines.
Big Ideas: Students will understand that:
You can use equations and inequalities to represent situations and
solve problems.
Essential Questions:
How do you:
-determine whether a number is a solution to a problem?
-write an equation to represent a situation?
-use models to solve addition equations?
-use algebra to solve addition and subtraction equations?
-use algebra to solve multiplication and division equations?
-determine whether a number is a solution of an inequality?
-write an inequality to represent a situation?
-represent the solutions of an inequality on a number line?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
how to:
to independently use their learning to...
-write an algebraic equation.
-write an algebraic equation.
-solve addition, subtraction, multiplication, and division equations.
-solve addition, subtraction, multiplication, and division equations.
-write and solve an inequality.
-solve equations involving fractions.
-use a number line to represent the answer to an inequality.
-write an algebraic inequality.
-represent the solutions of an inequality on a number line.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
Page 15 of 28
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
-Modeling With Algebra Tiles
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 16 of 28
Unit: Chapter 9: Algebraic Relationships Between Variables
Subject: Mathematics
Timeline: 2 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.B-E.3.1.1 (Advanced) Write an equation to express the relationship between the dependent and independent
variables. Example: In a problem involving motion at a constant speed of 65 units, write
the equation d = 65t to represent the relationship between distance and time.
M06.B-E.3.1.2 (Advanced) Analyze the relationship between the dependent and independent variables using graphs
and tables and/or relate these to an equation.
Big Ideas: Students will understand that:
You can show relationships between variables.
Essential Questions:
How do you:
-write an equation to represent the relationship between an
independent and dependent variable?
-translate between equations and tables?
-graph the relationsip between two quantities? -translate between equations and graphs?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
how to:
to independently use their learning to...
-write and equation representing dependent and independent
-write an equation to represent the relationship between an
variables.
idependent and dependent variable.
-translate between equations and tables.
-translate between equations and tables.
-graph the relationship between two quantities
-graph the relationship between two quantities.
-translate between equations and graphs.
-translate between equations and graphs.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Page 17 of 28
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
-Using Tables
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 18 of 28
Unit: Chapter 10: Area
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.C-G.1.1.1 (Advanced) Determine the area of triangles and special quadrilaterals (i.e., square, rectangle,
parallelogram, rhombus, and trapezoid). Formulas will be provided.
M06.C-G.1.1.4 (Advanced) Given coordinates for the vertices of a polygon in the plane, use the coordinates to find side lengths and area of the polygon (limited to triangles and special quadrilaterals). Formulas
will be provided.
Big Ideas: Students will understand that:
You can use measurements to describe two-dimensional figures.
Concepts:Students will know...
how to:
-find the area of parallelograms.
-find the area of triangles.
-find the area of trapezoids.
-find the area of regulare polygons.
-find the area of composite figures.
-plot polygons on a coordinate plane.
-use coordinates to find side lengths.
Essential Questions:
How do you:
-find the area of parallelograms?
-find the area of triangles?
-find the area of trapezoids?
-find the area of regular polygons?
-find the area of composite figures?
-plot polygons on a coordinate plane?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
-find the area of polygons, triangles, trapezoids, regular polygons,
and composite figures.
-plot polygons on a coordinate plane.
-use coordinates to find side lengths.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Page 19 of 28
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 20 of 28
Unit: Chapter 11: Surface Area/Volume
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.C-G.1.1.1 (Advanced) Determine the area of triangles and special quadrilaterals (i.e., square, rectangle,
parallelogram, rhombus, and trapezoid). Formulas will be provided.
M06.C-G.1.1.2 (Advanced) Determine the area of irregular or compound polygons. Example: Find the area of a room in the shape of an irregular polygon by composing and/or decomposing.
M06.C-G.1.1.3 (Advanced) Determine the volume of right rectangular prisms with fractional edge lengths. Formulas
will be provided.
M06.C-G.1.1.5 (Advanced) Represent three-dimensional figures using nets made of rectangles and triangles.
M06.C-G.1.1.6 (Advanced) Determine the surface area of triangular and rectangular prisms (including cubes). Formulas will be provided.
Big Ideas: Students will understand that:
You can use measurements to describe three-dimensional figures.
Essential Questions:
How do you:
-use nets to represent three-dimensional figures?
-find the surface area of a prisms?
-find the surface area of pyramids?
-use formulas to find volume of rectangular prisms with fractional
edge lengths?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
How to:
to independently use their learning to...
-find the surface area of prisms.
-find surface area of prisms and pyramids.
-find the surface area of pyramids.
-use formulas to find the volume of rectangular prisms with fractional
-use formulas to find the volume of rectangular prisms.
edges.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Page 21 of 28
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 22 of 28
Unit: Chapter 12: Data Displays and Measures of Center
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.D-S.1.1.1 (Advanced) Display numerical data in plots on a number line, including line plots, histograms, and boxand whisker plots.
M06.D-S.1.1.2 (Advanced) Determine quantitative measures of center (e.g., median, mean, mode) and variability (e.g.,
range, inter-quartile range, mean absolute deviation).
M06.D-S.1.1.3 (Advanced) Describe any overall pattern and any deviations from the overall pattern with reference to
the context in which the data were gathered.
M06.D-S.1.1.4 (Advanced) Relate the choice of measures of center and variability to the shape of the data distribution
and the context in which the data were gathered.
Big Ideas: Students will understand that:
You can display data and analyze measures of center>
Essential Questions:
How do you:
-identify a statistical question?
-display data in dot plots and frequency tables?
-display data in a histogram?
-understand the mean as a fair share and as a balance point?
-summarize a data set by using mean, median, and mode?
-determine the effects of outliers on measures of tendency?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
How to:
to independently use their learning to...
-recognize statistical questions.
-recognize statistical questions.
-display data is dot plots, frequency tables, and histograms.
-display data in dot plots and frequency tables,and histograms.
-summarize a data set by using mean, median, and mode.
-understamd the mean as a fair share and as a balance point.
-determine the effects of an outlier in a set of data.
-summarize a data set by using mean, median, and mode.
-determine the effects of outliers on measures of center
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Page 23 of 28
Learning Activities:
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 24 of 28
Unit: Chapter 13: Variability and Data Distribution
Subject: Mathematics
Timeline: 3 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M06.D-S.1.1.2 (Advanced) Determine quantitative measures of center (e.g., median, mean, mode) and variability (e.g., range, inter-quartile range, mean absolute deviation).
M06.D-S.1.1.3 (Advanced) Describe any overall pattern and any deviations from the overall pattern with reference to the context in which the data were gathered.
M06.D-S.1.1.4 (Advanced) Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
Big Ideas: Students will understand that:
You can describe the shape of a data set using graphs, measures of
center, and measures of variability.
Essential Questions:
How do you:
-describe overall patterns in a data set?
-display data in box sets?
-summarize a data set by using range, interquartile range, and mean
absolute range?
-choose appropriate measues of center and variability to describe
data?
-recognize what measures of center and variability indicate about a
set?
-describe the distribution of a data set collected to answer a statistical
question?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
How to:
to independently use their learning to...
-display data in box plots.
-describe overall patterns in data, including clusters, peaks, gaps, and
-understand mean absolute deviation.
symmetry.
-summarize a data set by using range, interquartile range, and mean -display data in box sets.
absolute range.
-understand mean absolute deviation as a measure of variability from
-choose appropriate measure of center.
the mean.
-recognize what measures of center and variability indicate about a
-summarize a data set by using range, interquartile range, and mean
data set.
absolute deviation.
-choose appropriate measurs of center and variability to describe
data, and justify the choice.
-recognize what measure of center and variability indicate about a
data set.
-descirbe the distribution of a set collected to answer a statistical
question.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
-Compass
-Chapter Review
-Chapter Test
-Quizzes
Page 25 of 28
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 26 of 28
Unit: Chapter 14: Seventh Grade
Subject: Mathematics
Timeline: 6 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Anchors and Eligible Content (2014)
M07.A-R.1.1.1 (Advanced) Compute unit rates associated with ratios of fractions, including ratios of lengths, areas,
and other quantities measured in like or different units. Example: If a person walks 1/2
mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2 / 1/4 miles per
hour, equivalently 2 miles per hour.
M07.B-E.2.2.2 (Advanced) Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p,
q, and r are specific rational numbers, and graph the solution set of the inequality.
Example: A salesperson is paid $50 per week plus $3 per sale. This week she wants her
pay to be at least $100. Write an inequality for the number of sales the salesperson needs
to make and describe the solutions.
M07.C-G.2.1.1 (Advanced) Identify and use properties of supplementary, complementary, and adjacent angles in a
multistep problem to write and solve simple equations for an unknown angle in a figure.
M07.C-G.2.2.1 (Advanced) Find the area and circumference of a circle. Solve problems involving area and
circumference of a circle(s). Formulas will be provided.
M07.D-S.3.2.1 (Advanced) Determine the probability of a chance event given relative frequency. Predict the
approximate relative frequency given the probability. Example: When rolling a number cube
600 times, predict that a 3 or 6 would be rolled roughly 200 times but probably not exactly
200 times.
M07.D-S.3.2.2 (Advanced) Find the probability of a simple event, including the probability of a simple event not
occurring. Example: What is the probability of not rolling a 1 on a number cube?
Big Ideas: Students will understand that:
Essential Questions:
You can build on sixth grade content and begin to prepare for grade 7 How do you:
content.
-add, subtract, and multiply integers?
-identify and analyze propotional relationships?
-apply percents and percent of change?
-solve two step equations and inequalities?
-identify complementary and supplementary angles?
-identify parts of circle and estimate circumference?
-make predictions from samples?
-write probabilities and find experimental probability?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
How to:
to independently use their learning to...
-add, subtract, and multiply integers.
-add, subtract, and multiply integers.
-analyze proportional relationships.
-analyze proportional relationships.
-apply percents.
-apply percents.
-figure percent of change.
-figure percent of change.
-solve two step equations and inequalities.
-solve two step equations and inequalities.
-find complementary and supplementary angles.
-find complementary and supplementary angles.
-identify parts of a circle and estimate circumference.
-identify parts of a circle and estimate circumference.
-make predictions from samples.
-make predictions from samples.
-find experimental probability
-find experimental probability.
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
-Teacher Observation
-Show What You Know
-Lesson Quick Check
-Mid-chapter Checkpoint
-Homework
Page 27 of 28
-Compass
-Chapter Review
-Chapter Test
-Quizzes
-Class Participation
-Projects
-Online Skills Practice
-Open Ended Questions
Other Evidence (Tests, quizzes, etc)
None
Stage Three - Learning Plan
Learning Activities:
Major learning activities include:
-Daily Problem of the Day
-Math Minutes
-Math Notes
-Vocabulary Review Activities
-Online Skills Practice
-Related Math Literature Books
-Grab and Go Activities
-Open Ended Question Practice
Materials and Resources:
Teacher Edition - Houghton Mifflin Harcourt Go Math Student Edition and Practice Book
Sixth and Seventh Grade Math Minutes
Whiteboard
Grab and Go Differentiated Activities
Grab and Go Manipulatives
Vocabulary Notebooks
Online Teacher/Student Resources
Math Boards
Page 28 of 28