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1-1 Multi-Digit Numbers & Decimals

1-4 & 2-1 Ratios and Rates

3-1 Equations and Inequalities

4-1 Statistical Measures & Displays

1-2 Quotients of Fractions

2-2

Fractions, Decimals, Percents; Proportions 3-2 Functions

FLORIDA STATEWIDE ASSESSMENT

April 9–May 4, 2018

1-3 Integers

2-3 Rational Number Sense

3-3 Area of Polygons

6th Grade Mastery

1-4 & 2-1 Ratios and Rates

2-4 Expressions

3-4 Surface Area and Volume

In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. Critical Area 1: Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates. Critical Area 2: Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane. Critical Area 3: Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are equivalent ratios, and they use equations (such as 3𝑥 = 𝑦) to describe relationships between quantities. Critical Area 4: Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected. *When the standards have been covered in their entirety, the remainder of the instructional time should be spent on differentiating to fill gaps in student learning.

THE SCHOOL DISTRICT OF LEE COUNTY

Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Page 2 of 30 Updated: August 4, 2017

Additional Course Information

Professional Development Helpful Websites

Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.

Build Relationships: Teach More Than ‘Just Math’

Sorting Equations Video: Research shows that formative assessments have a significant impact on student learning gains. This video is just one example of using formative assessment to inform instruction.

CPALMS MFAS Training

Research around formative assessment shows that students make greater learning gains when they are accountable for their own learning and the learning of their peers. The video, Facilitating Peer Learning, is a good example of a math classroom where students are engaged with one another.

Teaching Channel: Videos and Best Practices https://www.teachingchannel.org/

Illustrative Mathematics: Performance Tasks https://www.illustrativemathematics.org/

Inside Mathematics: Videos and Best Practices http://www.insidemathematics.org/

Khan Academy: Practice by Grade Level Standards https://www.khanacademy.org/commoncore/map

Shmoop: Math videos http://www.shmoop.com/video/math-videos

EngageNY https://www.engageny.org/resource/grade-6-mathematics

Louisiana Believes https://www.louisianabelieves.com/resources/library/k-12-math-year-long-planning

State Assessment Information

FSA Portal

Training Tests Site

M/J Grade 6 Mathematics FSA Blueprint

6th Grade FSA Item Specifications

Calculator & Reference Sheet Policy

KUD’s

Major Standards

Minor Standards

Supporting Standards

Page 3 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

1-1 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Multi-Digit Numbers & Decimals

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common factors and multiples.

MAFS.6.NS.2.2: Fluently divide multi-digit numbers using the standard algorithm.

MAFS.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ELD.K12.ELL.AC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

Suggested Mathematical Practice Standards MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

What is this problem asking? MAFS.K12.MP.6.1: Attend to precision.

Using precise vocabulary, explain how to simplify the problem.

Essential Outcome Question(s)

Why is it helpful to know how to estimate a solution when solving a problem?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Apply understanding of place value for addition and subtraction of decimals FL Math, Course 1 Chapter 3

Inquiry Lab:

Page 4 of 30 Updated: August 4, 2017

Apply understanding of place value to correctly move and place decimal points when multiplying and dividing decimal numbers

Fluently add and subtract multi-digit decimal numbers

Fluently divide multi-digit numbers, including those with 2- and 3-digit divisors

Write quotients with a remainder as a mixed number

Multiply decimals by whole numbers, including powers of 10, and decimals by decimals, estimating to check the reasonableness of a solution

Divide multi-digit whole numbers by multi-digit whole numbers, using estimation to check the reasonableness of a solution

Divide multi-digit decimals by multi-digit whole numbers and multi-digit decimals, using estimation to check the reasonableness of a solution

Fluently multiply and divide multi-digit decimal numbers

Use estimation to check the reasonableness of a solution

pg.209 Multiply by Powers of Ten

Suggested Lesson Grouping:

Lesson 1 Lessons 2 & 3 Lesson 4 & Lab 209 Lessons 5 & 6 Lessons 7 & 8

MAFS.6.NS.2.2: Lesson to deepen understanding of

division

MAFS.6.NS.2.3: Investigating

division of decimals through higher

order questioning

Learning Objectives: Teacher Unit 1-1 Student Tracker Unit 1-1

Formative Assessment Options: MARS Tasks: NS.2.2 and 2.3

Sewing

MFAS Tasks: NS.2.2

Long Division Part A

Long Division Part B

Long Division Part C

MFAS Tasks: NS.2.3

Adding Decimals Fluently

Subtracting Decimals Fluently

Multiplying Decimals Fluently

Dividing Decimals Fluently

FSA Item Specifications: MAFS.6.NS.2.2 MAFS.6.NS.2.3

Page 5 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

1-2 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Quotients of Fractions

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.NS.1: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

MAFS.6.NS.1.1: 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, (𝑎/𝑏) ÷ (𝑐/𝑑) = 𝑎𝑑/𝑏𝑐. 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?

MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common factors and multiples.

MAFS.6.NS.2.4: 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.

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ELD.K12.ELL.1.1: English language learners communicate for social and instructional purposes within the school setting.

Suggested Mathematical Practice Standards MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

How can you check to see if your work is correct?

What is this problem asking? MAFS.K12.MP.4.1: Model with mathematics.

How do math models help to make meaning of fraction division?

How do you know when you use division to model a real-world situation?

Essential Outcome Question(s)

Page 6 of 30 Updated: August 4, 2017

How does knowing the least common multiple or greatest common factor between a pair of numbers help you to make sense of and solve problems?

What are different ways to represent a division problem with fractions, and what is the benefit to each representation?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Find the least common multiple of two whole numbers less than or equal to 12

Find the greatest common factors of two whole numbers less than or equal to 100

Understand and create concrete representations of division problems involving fractions

Justify the division of fractions using visual models

Justify multiplying by the reciprocal when dividing fractions

Fluently divide fractions and mixed numbers

Fluently compute fraction division problems in both mathematical and real-world contexts

Solve mathematical and real world problems involving division of fractions by fractions

Create or identify a real world scenario that matches a problem involving division of fractions

FL Math, Course 1 Chapter 1 Lesson 1

& Chapter 4

Lessons 6 through 8 (Omit first 5 lessons)

Inquiry Labs:

pg. 301 Divide Whole Num. by Fractions pg. 313 Divide Fractions

Suggested Lesson

Grouping: Ch. 1

Lesson 1 Ch. 4

Labs 301 & 313 Lessons 6 & 7 Lesson 8

Learning Objectives: Teacher Unit 1-2 Student Tracker Unit 1-2

Formative Assessment Options: MFAS Tasks: NS.1.1

Fraction Division

Contextualizing Fraction Division

Models of Fraction Division

Juicing Fractions

FSA Item Specifications: MAFS.6.NS.1.1 MAFS.6.NS.2.4

Page 7 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

1-3 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Integers

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.NS.3: Apply and extend previous understandings of numbers to the system of rational numbers.

MAFS.6.NS.3.5: 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.

MAFS.6.NS.3.7: Understand ordering and absolute value of rational numbers. a. 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.

b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3oC > -7oC to express the fact that -3oC is warmer than -7oC.

c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write | − 30| = 30 to describe the size of the debt in dollars.

d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required

material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Suggested Mathematical Practice Standards

Page 8 of 30 Updated: August 4, 2017

MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

How can you prove that your answer is correct? MAFS.K12.MP.6.1: Attend to precision.

How do you know that your answer is accurate?

Essential Outcome Question(s)

What role does a number line play in helping to solve problems about distance and absolute value?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Compare and order integers

Explain the meaning of positive and negative numbers and 0 in the context of a real world situation

Use integers to represent a real world situation

Define opposites in terms of 0

Recognize 0 is its own opposite

Explain that taking the opposite of a number twice returns it to its original value or place on a number line

Explain the meaning of absolute value in mathematical and real world situations

FL Math, Course 1 Chapter 5

Lessons 1 through 3

Inquiry Labs: pg. 343 Integers pg. 353 Absolute Value

Suggested Lesson Grouping:

Labs 343 & 353 Lessons 1, 2, and 3

Learning Objectives: Teacher Unit 1-3 Student Tracker Unit 1-3

Formative Assessment Options: MFAS Tasks N.S.3.5:

Relative Decimals

Relative Integers

Relative Fractions

Rainfall Change

MFAS Tasks N.S.3.7:

Position of Numbers

Submarines

South Pole Absolute Altitudes Visualizing Absolute Value

FSA Item Specifications:

MAFS.6.NS.3.5 MAFS.6.NS.3.7

Page 9 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

1-4 & 2-1 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Ratios and Rates Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.RP.1: Understand ratio concepts and use ratio reasoning to solve problems.

MAFS.6.RP.1.1: 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.

MAFS.6.RP.1.2: Understand the concept of a unit rate a/b associated with a ratio a:b with 𝑏 ≠ 0, and use rate language in the context of a ratio relationship. 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.

MAFS.6.RP.1.3: 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. a. Make tables of equivalent ratios relating quantities with whole-number

measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

b. 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?

LAFS.6.SL.1.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and

distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from

and supports the argument presented.

Suggested Mathematical Practice Standards MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

What is this problem asking?

Could someone else understand how to solve the problem based on your explanation?

MAFS.K12.MP.2.1: Reason abstractly and quantitatively.

How did you decide how to approach this problem?

Essential Outcome Question(s)

In what ways can rates be represented, and how can this representation help make sense of and solve real-world problems?

Page 10 of 30 Updated: August 4, 2017

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Use ratios to describe and compare quantities and categorical data in both mathematical and real-world contexts

Explain why using units is important when writing and using ratios

Represent ratios in its various written forms and in tables

Use ratio language accurately and precisely to describe situations

Find missing values in equivalent ratio tables and plot the pairs of values on the coordinate plane

Use equivalent ratio tables to compare ratios and find unit rates

Represent ratios that appear in a variety of contexts (part to whole, part to part, and rates)

Describe a real world situation using a ratio

Identify whether a particular rate is a unit rate by understanding that unit rates have a denominator of 1 unit

Explain how order may or may not matter when writing a ratio or unit rate

Determine unit rate given a real world scenario

Identify whether a particular rate is a unit rate by understanding that unit rates have a denominator of 1 unit

Explain how order may or may not matter when writing a ratio or unit rate

Determine unit rate given a real world scenario

Create tables of equivalent ratios to find missing values

Plot points in quadrant 1 of a coordinate plane to represent tables of equivalent ratios

Use ratios to make sense of numerical relationships, including how to find Pi

Solve real world problems involving unit rate, including constant speed and pricing

Determine if two rates are equivalent

If rates are not equivalent, explain in context why they are not equivalent

FL Math, Course 1 Chapter 1

(Omit Lesson 1)

Inquiry Labs:

pg. 15 Ratios pg. 27 Rates pg. 67 Ratio & Rate Problems

Suggested Lesson Grouping:

Labs 15 & 27 Lessons 2, 3, and 6 Lessons 4 and 5 Lab 67 & Lesson 7

MAFS.6.RP.1.1: Video & Lesson: Application of

Ratios

MAFS.6.RP.1.2: Multi-day Lesson

Application of Unit Rates

MAFS.6.RP.1.3a:

Worksheets using visual

representations and tables

MAFS.6.RP.1.3:

Lesson for Application of Rates

in Real-World

Page 11 of 30 Updated: August 4, 2017

Learning Objectives: Teacher Unit 1-4 & 2-1 Student Tracker Unit 1-4 & 2-1

Formative Assessment Options: MARS Tasks: RP.1.1 – RP 1.3

Candies

Snail Pace

Truffles

MFAS Tasks: RP.1.1

Writing Ratios

Interpreting Ratios

Comparing Time

Comparing Rectangles

MFAS Tasks: RP.1.2

Writing Unit Rates

Identify Unit Rates

Explaining Rates

Book Rates

MFAS Tasks: RP.1.3

Sara's Hike

Making Coffee

Party Punch

Measurement Conversion

Homework Time

Finding the Whole

Comparing Rates

Bargain Breakfast

FSA Item Specifications:

MAFS.6.RP.1.1 MAFS.6.RP.1.2 MAFS.6.RP.1.3

Page 12 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

2-2 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Fractions, Decimals, and Percents; Proportions

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.RP.1: Understand ratio concepts and use ratio reasoning to solve problems.

MAFS.6.RP.1.3: 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. c. 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.

d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

LAFS.6.SL.1.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Suggested Mathematical Practice Standards MAFS.K12.MP.2.1: Reason abstractly and quantitatively.

Is there another way to write the equation/proportion to represent the problem?

Explain how the equation/proportion represents the word problem.

MAFS.K12.MP.4.1: Model with mathematics.

What connections can you make between different representations of the situation?

Essential Outcome Question(s)

How do proportions relate to ratios, rates, and fractions, and how do they help to solve real-world problems?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Fluently translate back and forth between decimals and fractions, including mixed numbers

Fluently translate back and forth among percents, fractions, and decimals

Solve percent problems to find the whole or the percent using equivalent ratios, ratio tables, or coordinate planes

Understand and apply knowledge of fractions, decimals, and percents to compare, order, and estimate quantities in mathematical and real-world contexts

FL Math, Course 1 Chapter 2

(Omit Lesson 4)

& Chapter 4 Lesson 5

Inquiry Labs:

pg. 97 Model Percents

MAFS.6.RP.1.3: Conceptual Lesson for Fractions and

Percents

MAFS.6.RP.1.3: Real-World

application of percent problems

Page 13 of 30 Updated: August 4, 2017

Find the percent of a number using a variety of strategies

Solve percent problems using proportions

Appropriately manipulate units when converting measurements

Apply ratio reasoning to convert units of measure in mathematical and real world contexts

pg. 145 Percent of a Number

Suggested Lesson

Grouping: Lab 97 Lessons 1, 2, 3, and 5

Lab 145 Lessons 6 and 7 Lesson 8

Learning Objectives: Teacher Unit 2-2 Student Tracker Unit 2-2

Formative Assessment Options: MFAS Tasks: RP.1.3:

Sara's Hike

Making Coffee

Party Punch

Measurement Conversion

Homework Time

Finding the Whole

Comparing Rates

Bargain Breakfast

FSA Item Specifications:

MAFS.6.RP.1.3

Page 14 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

2-3 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Rational Number Sense

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.NS.3: Apply and extend previous understandings of numbers to the system of rational numbers.

MAFS.6.NS.3.6: 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. a. 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.

b. 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.

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

MAFS.6.NS.3.7: Understand ordering and absolute value of rational numbers. a. 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.

b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3oC > -7oC to express the fact that -3oC is warmer than -7oC.

c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write | − 30| = 30 to describe the size of the debt in dollars.

d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required

material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Suggested Mathematical Practice Standards MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

How can you prove that your answer is correct?

Do you have any questions for ____ as to how their explanation of the solution?

Page 15 of 30 Updated: August 4, 2017

MAFS.6.NS.3.8: 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.

MAFS.K12.MP.6.1: Attend to precision.

How do you know that your answer is accurate?

Essential Outcome Question(s)

What role does a number line play in helping to solve problems about distance and absolute value?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Plot and locate rational numbers on a horizontal and vertical number line

Use knowledge of negative numbers to plot points in all four quadrants

Explain the location of ordered pairs that differ only by signs in terms of their location to the axes

Explain inequality statements in regards to the position of the numbers’ locations on a number line

Understand and write the various forms of a rational number

Order rational numbers and numbers involving absolute value in order from least to greatest or greatest to least in a variety of contexts

Plot points containing rational numbers on a coordinate plane

Find the distance between two points with the same first coordinate or the same second coordinate in both mathematical and real world contexts, with and without a coordinate grid

Locate the ordered pair of a point after changing the sign of x, y, or both

Use the coordinate plane to solve problems

FL Math, Course 1 Chapter 5

Lessons 4 through 7

Inquiry Labs: pg. 411 Distance on a Coordinate Plane

Suggested Lesson Grouping:

Lessons 4 and 5 Lessons 6, 7, & Lab 411

Lesson Objectives: Teacher Unit 2-3 Student Tracker Unit 2-3

Formative Assessment Options: MFAS Tasks N.S.3.6:

Locating Quadrants

Graphing Points in the Plane

Graphing Points on the Number Line

Point Locations

Explaining Opposites

Graphing on Cartesian Planes

What is the Opposite?

MFAS Tasks N.S.3.7:

Position of Numbers

Submarines

South Pole Absolute Altitudes Visualizing Absolute Value

MFAS Tasks N.S.3.8:

Garden Coordinates

Bike Lot Coordinates

Garden Area

Determine the Distance

FSA Item Specifications:

MAFS.6.NS.3.6 MAFS.6.NS.3.7

Page 16 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

2-4 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Expressions

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.EE.1: Apply and extend previous understandings of arithmetic to algebraic expressions.

MAFS.6.EE.1.1: Write and evaluate numerical expressions involving whole-number exponents.

MAFS.6.EE.1.2: Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for

numbers. For example, express the calculation Subtract y from 5 as 5−y. b. 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.

c. 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). For example, use the formulas 𝑉 = 𝑠3 and A = 6 𝑠2 to find the volume and surface area of a cube with sides of length 𝑠 = 1/2.

MAFS.6.EE.1.3: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

MAFS.6.EE.1.4: 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 number y stands for.

MAFS.6.EE.2: Reason about and solve one-variable equations and inequalities.

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELD.K12.ELL.1.1: English language learners communicate for social and instructional purposes within the school setting.

Suggested Mathematical Practice Standards MAFS.K12.MP.4.1: Model with mathematics.

What connections can you make between the expressions?

Explain how your model is related to the situation. MAFS.K12.MP.7.1: Look for and make use of structure. How can you use what you know to explain why this works? What patterns do you see?

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MAFS.6.EE.2.6: 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.

MAFS.6.NS.2: Compute fluently with multi-digit numbers and find common factors and multiples.

MAFS.6.NS.2.4: 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).

Essential Outcome Question(s)

How is it helpful to represent numbers and expressions in different ways?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Understand and appropriately use vocabulary associated with exponential expressions

Explain how the expanded form and the exponential form of the same numerical expression are related

Write numerical expressions involving whole number exponents

Identify and write numerical expressions with the same value written in different ways

Identify the different parts of an expression, including operations, using mathematical vocabulary (ex: sum, coefficient, term)

Write an algebraic expressions to represent real-world contexts

Write algebraic expressions given mathematical statements

Translate a mathematical expression into various verbal/written statements, including real-world statements

Evaluate simple algebraic expressions when values, both whole numbers and rational numbers, are given for the variables

Evaluate an algebraic expression given in real-world context, such as a formula

Demonstrate that two or more terms of an expression can be combined to represent a single entity (e.g. (8+7) is two terms that represent the single value of 15)

Combine like terms to simplify an expression

Rewrite a single term using two or more terms

FL Math, Course 1 Chapter 6

Inquiry Labs:

pg. 429 Structure of Expressions pg. 457 Write Expressions pg. 481 The Distributive Property pg. 493 Equivalent Expressions

Suggested Lesson Grouping:

Labs 429 and 457 Lessons 1, 2, 3, and 4 Lab 481 & Lessons 5, 6 Lab 493 and Lesson 7

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Rewrite expressions using properties to generate equivalent expressions (e.g. associative property of multiplication)

Demonstrate how to apply the distributive property given 2 or more terms inside grouping symbols

Demonstrate how to apply the distributive property to factor a common factor from an expression

Explain how to determine when expressions are equivalent

Identify and write equivalent expressions given in mathematical and real-world contexts

Justify expressions are equivalent by substituting value(s) for the variable(s)

Understand and use variables to represent an unknown number

Explain the possible values of the variable(s) in an algebraic expression in terms of the context

Use algebraic expressions to represent real-world or mathematical problems for which the value of the variable may change

Demonstrate how to use the distributive property for mentally adding large numbers

Learning Objectives: Teacher Unit 2-4 Student Tracker Unit 2-4

Formative Assessment Options: MFAS Tasks EE.1.1:

Evaluating Exponents

Exponent Priorities

Cube House

Paul’s Pennies

MFAS Tasks EE.1.2:

Writing Expressions

Parts of Expressions

Substitution Resolution

MFAS Tasks EE.1.3:

Generating Equivalent Expressions

Equal Sides, Equivalent Expressions

Associative and Commutative Expressions

MFAS Tasks EE.1.4:

Identifying Equivalent Expressions

Equivalent Exponents

Equivalent Expressions

Property Combinations

MFAS Tasks EE.2.6:

Inventing X

Writing Real-World Expressions

Gavin’s Pocket

FSA Item Specifications:

MAFS.6.EE.1.1 MAFS.6.EE.1.2 MAFS.6.EE.1.3 MAFS.6.EE.1.4 MAFS.6.EE.2.6 MAFS.6.NS.2.4

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THE SCHOOL DISTRICT OF LEE COUNTY

3-1 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Equations and Inequalities

Standards

Math Content Standards Suggested Literacy Standards MAFS.6.EE.2: Reason about and solve one-variable equations and inequalities.

MAFS.6.EE.2.5: 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.

MAFS.6.EE.2.7: 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 non-negative rational numbers.

MAFS.6.EE.2.8: Write an inequality of the form x > c or x < c to represent a constraint or condition 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.

MAFS.6.RP.1: Understand ratio concepts and use ratio reasoning to solve problems.

MAFS.6.RP.1.3: 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.

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ELD.K12.ELL.AC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

Suggested Mathematical Practice Standards MAFS.K12.MP.4.1: Model with mathematics.

What is a number sentence you can use to model the situation?

MAFS.K12.MP.7.1: Look for and make use of structure. What do you know about writing an expression that you can

apply to writing an equation?

Essential Outcome Question(s)

How are equations an extension of expressions?

How do you know if two expressions are equivalent?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Explain the difference between equations and inequalities, including the nature of their solutions

Explain what it means for a number to be a solution to an equation or inequality

Compare numbers using inequalities

FL Math, Course 1 Chapter 7

& Chapter 8

Lessons 5 through 7

Inquiry Labs: pg. 615 Inequalities pg.633 Solve One-Step Inequalities

Page 20 of 30 Updated: August 4, 2017

Evaluate equations and inequalities to determine if a given value is a solution

Solve an equation of the form 𝑥 + 𝑝 = 𝑞 and 𝑝𝑥 = 𝑞

Explain and demonstrate how to solve an equation using visual representations (scale, algebra tiles)

Create an algorithm for how to solve an equation

Identify a single variable equal to a value as the solution to an equation (e.g. 𝑥 = 5)

Write and solve various simple algebraic equations from real-world situations

Understand and use appropriate vocabulary when referring to inequalities and their solutions

Write an inequality given a mathematical sentence or a real-world situation

Explain and demonstrate that 𝑥 < 𝑐 represents the same solution set as 𝑐 > 𝑥

Explain why some inequalities may have infinitely many solutions and some may have constraints

Use a number line to represent solutions to an inequality

Select sample solutions for an inequality given its graph on a number line

Explain how to use ratio and rate reasoning applies to one-step multiplication equations

Inquiry Labs: pg.521 Solve and Write Addition Equations pg. 533 Solve and Write Subtraction Eq. pg. 547 Solve and Write Multiplication Eq. pg. 559 Solve and Write Division Equations

Suggested Lesson Grouping:

Ch. 7 Lesson 1 Labs 521 and 533 Labs 547 and 559 Lessons 2, 3, 4, 5

Ch. 8 Lessons 5, 6, 7

Learning Objectives: Teacher Unit 3-1 Student Tracker Unit 3-1

Formative Assessment Options: MFAS Tasks EE.2.5:

Finding Solutions of Equations

Finding Solutions of Inequalities

Solutions of Equations

Solutions of Inequalities

MFAS Tasks EE.2.7:

University Parking

Center Section

Equally Driven

Solar Solutions

MFAS Tasks EE.2.8:

Transportation Number Lines Acres and Altitudes Rational Number Lines Roadway Inequalities

FSA Item Specifications: MAFS.6.EE.2.5 MAFS.6.EE.2.7 MAFS.6.EE.2.8 MAFS.6.RP.1.3

Page 21 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

3-2 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Functions Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.EE.1: Apply and extend previous understandings of arithmetic to algebraic expressions.

MAFS.6.EE.1.2: Write, read, and evaluate expressions in which letters stand for numbers. c. 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). For example, use the formulas V = 𝑠3 and A = 6𝑠2 to find the volume and surface area of a cube with sides of length s = 1/2.

MAFS.6.EE.2: Reason about and solve one-variable equations and inequalities.

MAFS.6.EE.2.5: 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.

MAFS.6.EE.2.6: 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.

MAFS.6.EE.3: Represent and analyze quantitative relationships between dependent and independent variables.

MAFS.6.EE.3.9: 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 d = 65t to represent the relationship between distance and time.

LAFS.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Suggested Mathematical Practice Standards MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

What do you think about _____’s work? MAFS.K12.MP.4.1: Model with mathematics.

Does your solution make sense?

What do you know about the situation already?

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Essential Outcome Question(s)

What connections can you make among equations, functions, tables, graphs, sequences, and linear functions? Why?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Understand and use vocabulary associated with functions, including input and output values, dependent variable, independent variable, sequence, function, linear function, and function rule

Evaluate functions, using an input value to find an output value, and finding an unknown input when given an output value

Explain what it means for a number to be a solution to an equation

Evaluate equations and function rules to determine if a given value is a solution

Explain what it means for an equation or inequality to be true

Understand and use variables to represent an unknown number when writing a function rule

Explain the possible values of the variable(s) in an equation or function rule in context

Define and use vocabulary associated with functions

Explain relationships between independent and dependent variables for a function given a variety of contexts

Represent functions in various ways, including a table, graph, or equation

Create function tables from mathematical and real-world contexts

Create a graph given a function rule, function table, or real world scenario

Understand and write function rules to represent real-world situations given the situation, a graph, or a table Create function tables from mathematical and real-world contexts in order to solve problems

Write and graph function rules to represent real-world situations and see this as another method for solving equations

FL Math, Course 1 Chapter 8

Lessons 1, 3, 4 (Omit Lessons 2, 5, 6, 7)

Suggested Lesson

Grouping: None

Learning Objectives: Teacher Unit 3-2 Student Tracker Unit 3-2

Page 23 of 30 Updated: August 4, 2017

Formative Assessment Options: MFAS Tasks EE.2.5:

Finding Solutions of Equations

Finding Solutions of Inequalities

Solutions of Equations

Solutions of Inequalities

MFAS Tasks EE.2.6:

Inventing X

Writing Real-World Expressions

Gavin’s Pocket

MFAS Tasks EE.3.9:

Analyzing The Relationship Bicycling Equations

Grinding Equations Table To Equation

FSA Item Specifications: MAFS.6.EE.1.2 MAFS.6.EE.2.5 MAFS.6.EE.2.6 MAFS.6.EE.3.9

Page 24 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

3-3 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Area of Polygons

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.G.1: Solve real-world and mathematical problems involving area, surface area, and volume.

MAFS.6.G.1.1: 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.

MAFS.6.G.1.3: 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.

MAFS.6.NS.3: Apply and extend previous understandings of numbers to the system of rational numbers.

MAFS.6.NS.3.8: 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.

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ELD.K12.ELL.1.1: English language learners communicate for social and instructional purposes within the school setting.

Suggested Mathematical Practice Standards MACC.K12.MP.5.1: Use appropriate tools strategically.

What other resources could help you solve this problem? MACC.K12.MP.8.1: Look for and express regularity in repeated reasoning. Can you find a shortcut to solve the problem? How would your

shortcut make the problem easier?

Essential Outcome Question(s)

What methods can you use to find the area of a polygon?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Demonstrate how to decompose composite figures into smaller triangles and rectangles

Determine a function rule for finding the area of triangles from composition and decomposition visuals

Determine a function rule for finding the area of quadrilaterals from composition and decomposition visuals

Find the area of triangles and parallelograms in mathematical and real world contexts

FL Math, Course 1 Chapter 9

(Omit Lesson 4)

Inquiry Labs:

pg. 657 Area of Parallelograms

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Find the area of composite figures and shaded regions in mathematical and real world contexts

Plot and label points given coordinates on both graph paper and a technology enhanced platform

Connect coordinates with lines to create a polygon on a coordinate grid

Discover the dimensions of a polygon by finding the lengths of the sides between coordinates on a coordinate plane (horizontally and vertically)

Find the perimeter and area of polygons on a coordinate plane

Write/Identify ordered pairs for points given on a coordinate plane

Apply knowledge of absolute value to find the distance between two points on a coordinate plane (horizontally or vertically)

Solve real-world problems involving distance by using a coordinate plane

Solve real world and mathematical problems involving polygons on a coordinate plane

Graph polygons in all four quadrants and use knowledge of absolute value to find the distances between points; Use this information to solve problems in mathematical and real-world contexts

pg. 669 Area of Triangles pg. 681 Area of Trapezoids pg. 713 Area of Irregular Figures

Suggested Lesson Grouping:

Labs 657, 669, 681 Lessons 1, 2, 3 Lesson 5 Lab 713 & Lesson 6

Learning Objectives: Teacher Unit 3-3 Student Tracker Unit 3-3

Formative Assessment Options: MFAS Tasks G.1.1:

Area of Kite

Area of Quadrilaterals

Area of Triangles

Lost Key

Swimming Pool Walkway

MFAS Tasks G.1.3:

Fence Length

Patio Area

Polygon Coordinates

Polygon Grid

FSA Item Specifications:

MAFS.6.G.1.1 MAFS.6.G.1.3

Page 26 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

3-4 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Surface Area and Volume

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.G.1: Solve real-world and mathematical problems involving area, surface area, and volume.

MAFS.6.G.1.2: 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 = 𝑙𝑤ℎ and 𝑉 = 𝐵ℎ to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

MAFS.6.G.1.4: 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.

LAFS.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). ELD.K12.ELL.AC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

Suggested Mathematical Practice Standards MAFS.K12.MP.5.1: Use appropriate tools strategically.

How could you use manipulatives or a drawing to show your thinking?

MAFS.K12.MP.8.1: Look for and express regularity in repeated reasoning. How could this problem help you solve another problem?

Essential Outcome Question(s)

How is finding the area of a polygon related to finding the surface area or volume of a three-dimensional figure?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Explain that the edge length of a unit cube can be any number, including fractions and decimals

Use manipulatives to explore and explain the concept of volume

Use manipulatives to discover a formula for the volume of a right rectangular solid

FL Math, Course 1 Chapter 10

(Omit Lesson 2)

Inquiry Labs: pg. 735

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Find the volume of right rectangular solids using unit cubes and dot paper

Find the volume of right rectangular solids with varying edges, including fractions, using a formula

Find possible dimensions for length, width, or height of a right rectangular prism given the volume

Solve real world problems involving finding the volume of a rectangular prism

Demonstrate/Explain what shapes make up the nets for three-dimensional figures

Create nets of three-dimensional figures made up of triangles and rectangles

Identify a three-dimensional figure given its net

Find the surface area of a three-dimensional figure given its net

Solve real world and mathematical problems involving surface area

Volume of Prisms pg. 759 Surface Area of Prisms pg. 771 Nets of Triangular Prisms pg. 781 Nets of Pyramids

Suggested Lesson Grouping:

Lab 735 & Lesson 1 Labs 759, 771, 781 Lessons 3, 4, 5

Learning Objectives: Teacher Unit 3-4 Student Tracker Unit 3-4

Formative Assessment Options: MFAS Tasks G.1.2:

Bricks

Clay Blocks

Moving Truck

Prism Packing

MFAS Tasks G.1.4:

Pyramid Project

Rust Protection

Skateboard Ramp

Windy Pyramid

FSA Item Specifications: MAFS Tasks G.1.2 MAFS Tasks G.1.4

Page 28 of 30 Updated: August 4, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

4-1 Academic Plan

M/J Grade 6 Mathematics (1205010)

Adopted Instructional Materials: McGraw Hill Florida Math Course 1

Big Idea: Statistical Measures

Standards

Math Content Standards Suggested Literacy & English Language Standards MAFS.6.SP.2: Summarize and describe distributions. 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.MAFS.6.SP.1: Develop understanding of statistical variability.

MAFS.6.SP.1.1: 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.

MAFS.6.SP.1.2: 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.

MAFS.6.SP.1.3: 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.

MAFS.6.SP.2: Summarize and describe distributions.

MAFS.6.SP.2.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

MAFS.6.SP.2.5: Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was

measured and its units of measurement. c. 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.

LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. ELD.K12.ELL.1.1: English language learners communicate for social and instructional purposes within the school setting.

Suggested Mathematical Practice Standards MAFS.K12.MP.2.1: Reason abstractly and quantitatively.

How does a particular measure of center represent the situation?

Is one measure of center better than another? MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

What makes a statistical question? Why is your statement true?

Essential Outcome Question(s)

What methods can we use to describe data, and how are these methods helpful?

Page 29 of 30 Updated: August 4, 2017

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Understand and explain variability as it relates to statistics

Identify statistical questions from a given list of questions

Explain why a question is or is not a statistical one

Generate statistical questions given a set of data

Define center, spread, or overall shape as they relate to statistics

Describe a data set’s distribution given a list of numbers, dot plot, histogram, or box plot

Answer statistical questions about the characteristics of a data set

Explain the connections between statistical measures and the spread and shape of data

Explain what measures of center are and identify values/processes that represent measures of center

Calculate the mean, median, and mode of for a data set

Explain what measures of variability are and identify values/processes that represent measures of variability

Calculate the mean absolute deviation and interquartile range for a data set

Solve real world problems involving the measure of center and/or measure of variation

Explain measures of center and variability in context

Create a dot plot given a set of a data

Create a histogram given a set of a data

Create a box plot given a set of a data

Choose a display that best represents a given set of data

Find the number of observations represented by a dot plot, histogram, or box plot

Identify the most appropriate measure of center or variability to describe the data set

Reorganize the data of one dot plot, histogram, or box plot into a different dot plot, histogram, or box plot

Relate the measures of center and variability to the shape of the data distribution

FL Math, Course 1 Chapter 11

& Chapter 12

Lessons 1 through 4 (Omit Lessons 5 & 6)

Inquiry Lab:

pg. 805 Statistical Questions pg. 899 Collect Data pg. 917 Use Appropriate Tools and Units

Suggested Lesson Grouping:

Lab 805 & Ch. 11 Lessons 1, 2, 5, Ch. 12 Lesson 1 Ch. 11 Lessons 3 and 4 Ch. 12 Lessons 2 and 3

Page 30 of 30 Updated: August 4, 2017

Relate the measures of center and variability to the context in which the data were gathered

Describe what the data represents in context, including how it was measured and the units of measurement

Describe a data set using measures of center and variability, including any patterns and obvious deviations

Describe the spread of data using interquartile range and mean absolute deviation

Learning Objectives: Teacher Unit 4-1 Student Tracker Unit 4-1

Formative Assessment Options: MFAS Tasks SP.1.1:

Questions About a Class

TV Statistics

MFAS Tasks SP.1.2:

Math Test Center

Math Test Shape

Math Test Spread

Pet Frequency

MFAS Tasks SP.2.4:

Basketball Histogram

Chores Data

Shark Attack Data

MFAS Tasks SP.1.3:

Compare Measures of Center and Variability

Explain Measures of Center

Explain Measures of Variability

MFAS Tasks SP.2.5:

Analyzing Physical Activity

Florida Lakes Quiz Mean and Deviation Select the Better Measure

FSA Item Specifications: MFAS Tasks SP.1.1 MFAS Tasks SP.1.3 MFAS Tasks SP.2.5