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1 Huntsville City Schools - Instructional Guide 2015 - 2016 Course: Math Grade: 6 th Grade Standards for Mathematical Practice Online Resources The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Dan Meyer’s Ted Talk about teaching math: https://youtu.be/qocAoN4jNwc Links to his 3-act math activities, sorted by standard: https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYdEhtR 3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0 Granite City Math Vocabulary: http://www.graniteschools.org/mathvocabulary/ For more: Other online resources Elaboration on each practice from the Common Core website: www.corestandards.org/Math/Practice/ www.opencurriculum.org is a website that curates activities from all over the web, sorted by standard. Kid-friendly language: www.buncombe.k12.nc.us/Page/37507 http://map.mathshell.org/lessons.php has great formative assessments and group activities, also searchable by standard.

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Page 1: Huntsville City Schools - Instructional Guide 2015 - …totora.weebly.com/.../pacing_guide_sixth_grade_math_2015-2016.pdf · 1 Huntsville City Schools - Instructional Guide 2015 -

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Huntsville City Schools - Instructional Guide

2015 - 2016

Course: Math Grade: 6th Grade

Standards for Mathematical Practice Online Resources The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning

Dan Meyer’s Ted Talk about teaching math: https://youtu.be/qocAoN4jNwc Links to his 3-act math activities, sorted by standard: https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0 Granite City Math Vocabulary: http://www.graniteschools.org/mathvocabulary/

For more: Other online resources Elaboration on each practice from the Common Core website: www.corestandards.org/Math/Practice/

www.opencurriculum.org is a website that curates activities from all over the web, sorted by standard.

Kid-friendly language: www.buncombe.k12.nc.us/Page/37507

http://map.mathshell.org/lessons.php has great formative assessments and group activities, also searchable by standard.

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Huntsville City Schools - Instructional Guide

Course: Math Grade: 6th Grade

1st Nine Weeks

Expressions and Equations Unit Vocabulary for Unit: expression numerical expression operations order of operations variable algebraic expression evaluate exponent term coefficient product factor formula greatest common factor multiple least common multiple distributive property substitution equivalent inequality quadrant coordinate plane

Standard

“I Can” Statements * (to be completed by school

teams)

Resources

Pacing

Recommendation /Date(s) Taught

TOPIC 1: EXPRESSIONS AND EQUATIONS – 1st NINE WEEKS 10 days ALCOS #12: Write and evaluate numerical expressions. (6-EE1)

IXL: P.1, E.1, E.2, E.3 Digits: 1-5 AMSTI: Prime Time: 4 engageNY: Expressions and Equations Module: https://www.engageny.org/resource/grade-6-mathematics-module-4

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #13: Write, read, and evaluate expressions in which letters stand for numbers. (6-EE2)

IXL: lessons only listed for parts a, b, c Digits: 1-2, 1-3, 1-4, 1-6

AMSTI: Bits & Pieces II: 2-4

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Bits & Pieces III: 1-4 LTF: Goodyear Walks Using the Rule of Fours

ALCOS #13(a): Write expressions that record operations with numbers and

with letters standing for numbers. (6-EE2a)

IXL: P.1; P.2; P.9 (6th), Q.2 (5th) Digits: 1-2, 1-3, 1-6 AMSTI: Bits & Pieces II: 2-4 Bits & Pieces III: 1-3

ALCOS #13(b): Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one of more parts of an expression as a single entity. (6-EE2b)

IXL: P.15 – go over monomials Digits: 1-2 AMSTI: Prime Time: 1, 3-5 Bits & Pieces II: 2-4 Bits & Pieces III: 1-3

ALCOS #13(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. (6-EE2c)

IXL: P.1, P.4 (6th), Q.1, Q.3 (5th) Digits: 1-4 AMSTI: Covering & Surrounding: 1-5 LTF: Best Payment Plan

ALCOS #17: 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. (6-EE6)

IXL: P.1 Digits: 1-2, 1-3, 1-5 AMSTI: Shapes & Designs: 3-4 Covering & Surrounding: 5

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TOPIC 2: EQUIVALENT EXPRESSIONS – 1st NINE WEEKS 11 days ALCOS #7: Find the greatest common factor (GCF) of two whole numbers less than or equal to 100 and the Least Common Multiple (LCM) of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. (6-NS4)

IXL: N.4, N.7, N.8, N.9 Digits: 2-4, 2-6 AMSTI: Prime Time 2-3

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #13: Write, read, and evaluate expressions in which letters stand for numbers. (6-EE2)

IXL: lessons only listed for parts a, b, c Digits: 2-4

ALCOS #13(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. (6-EE2c)

IXL: P.1, P.4 (6TH) Q.1, Q.3 (5TH) Digits: 2-1, 2-4

ALCOS #14: Apply the properties of operations to generate equivalent expressions. (6-EE3)

IXL: I.3; K.9 Digits: 2-1, 2-2, 2-3, 2-5, 2-7

ALCOS #15: Identify when two expressions are equivalent (i.e. when the two expressions name the same number regardless of which value is substituted into them). (6-EE4)

Digits: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7

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TOPIC 3: EQUATIONS AND INEQUALITIES – 1st NINE WEEKS 11 Days ALCOS #13: Write, read, and evaluate expressions in which letters stand for numbers. (6-EE2)

IXL: lessons only listed for parts a, b, c Digits: 3-1, 3-2

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #16: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. (6-EE5)

IXL: P.5, P.22, P.23 Digits: 3-1, 3-6, 3-7 AMSTI: Bits & Pieces II: 2-4 Bits & Pieces III: 1-3 Shapes & Designs: 2

ALCOS #18: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q, for cases in which p, q, and x are all nonnegative rational numbers. (6-EE7)

IXL: P.5, P.6 (6th) Q.5 (5th) Digits: 3-3, 3-4, 3-7 AMSTI: Shapes & Designs: 3-4 Covering & Surrounding: 5

ALCOS #19: 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. (6-EE8)

IXL: P.21 Digits: 3-5, 3-6

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TOPIC 4: TWO-VARIABLE RELATIONSHIPS – 1st NINE WEEKS 8 Days ALCOS #11: 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. (6-NS8)

IXL: Q.1, Q.2, Q.3, Q.4 Digits: 4-2 AMSTI: Covering & Surrounding: 2 Data About Us: 2

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #13(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. (6-EE2c)

Digits: 4-4 AMSTI: Covering & Surrounding: 1-5

ALCOS #20: 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 the independent variables using graphs and tables, and relate these to the equation. (6-EE9)

IXL: P.3, P.9 Digits: 4-1, 4-2, 4-3, 4-4 AMSTI: Covering & Surrounding: 2 Data About Us: 2

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Huntsville City Schools - Instructional Guide

2015 - 2016

Course: Math Grade: 6th Grade

2nd Nine Weeks

Number Systems Unit (Fractions; Decimals; Integers)

Vocabulary for Unit: numerator denominator fraction proper fraction improper fraction mixed number factor multiple product cross cancel reciprocal quotient simplest form decimal divisor dividend tenths hundredths thousandths ten-thousandths terminating decimal repeating decimal absolute value integer positive negative rational number irrational number opposite number line coordinate plane

Standard

“I Can” Statements *

(to be completed by school teams)

Resources

Pacing

Recommendation / Date(s) Taught

TOPIC 5: MULTIPLYING FRACTIONS – 2nd NINE WEEKS 9 Days ALCOS #4: Interpret and compute quotients of fractions, solve word problems involving division of fractions. (6-NS1)

IXL: T.3, T.8, V.1, V.2, V.6, V.7,V.8, V.10, V.11 Digits: 5-1, 5-2, 5-3, 5-4, 5-5 AMSTI: Bits & Pieces II LTF: Area Model of Multiplication of Fractions

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

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TOPIC 6: DIVIDING FRACTIONS – 2nd NINE WEEKS 10 days ALCOS #4: Interpret and compute quotients of fractions, solve word problems involving division of fractions. (6-NS1)

IXL: W.2; W.3; W.5; W.6 Digits: 6-1, 6-2, 6-3, 6-4, 6-5 AMSTI: Bits & Pieces II: 4 Dan Meyer 3-Act Tasks: Nana’s Lemonade engageNY: Dividing Fractions Module https://www.engageny.org/resource/grade-6-mathematics-module-2

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #18: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q, for cases in which p, q, and x are all nonnegative rational numbers. (6-EE7)

Digits: 6-5 AMSTI: Shapes & Designs: 3-4 Covering & Surrounding: 5

TOPIC 7: FLUENCY OF DECIMALS – 2nd NINE WEEKS 11 Days ALCOS #3(b): Solve unit rate problems including those involving unit pricing and constant speed. (6-RP3b) 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?

IXL: G.3 Digits: 7-2, 7-3, 7-4 AMSTI: Bits & Pieces I: 3 Bits & Pieces III: 3

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #5: Fluently divide multi-digit numbers using the standard algorithm. (6-NS2)

IXL: L.1, L.2, L.5, L.6 Digits: 7-3 AMSTI: Bits & Pieces I: 3 Bits & Pieces III: 3

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ALCOS #6: Fluently add, subtract, multiply, and divide multi-digit decimals using standard algorithm for each operation. (6-NS3)

IXL: J.1, J.2, O.1, O.3, O.4, O.5, O.6, O.7, X.4, X.5 Digits: 7-1, 7-2, 7-4 AMSTI: Bits & Pieces III: 1-3

ALCOS #10: Understand ordering and absolute value of rational numbers. (6-NS7)

IXL: P.21 Digits: 7-5, 7-6, 7-7 engageNY:

Rational Numbers Module https://www.engageny.org/resource/grade-6-mathematics-module-3

ALCOS #13(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). (6-EE2c)

IXL: P.1, P.2, P.4 Digits: 7-3

ALCOS #18: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q, for cases in which p, q, and x are all nonnegative rational numbers. (6-EE7)

Digits: 7-7 AMSTI: Shapes & Designs: 3-4 Covering & Surrounding: 5

TOPIC 8: INTEGERS – 2nd NINE WEEKS 10 Days ALCOS #8: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. (e.g. temperature; elevation; credits/debits; positive/negative electrical charge); use

IXL: C.1, Y.9 Digits: 8-1 AMSTI: Bits & Pieces II

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or

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positive and negative numbers to represent quantities in real-world contexts explaining the meaning of 0 in each situation. (6-NS5)

LTF: Roundtrip Drive

two review days, and one test day.

ALCOS #9: Understand a rational number as a point on a 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. (6-NS6)

Digits: 8-1, 8-4

ALCOS #9(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. (6-NS6b)

IXL: Q.2, Z.8 Digits: 8-6

ALCOS #9(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. (6-NS6a)

IXL: C.2, C.3 Digits: 8-1

ALCOS # 9(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. (6-NS6c)

IXL: B.9, Q.3, Z.17 Digits: 8-1, 8-4 LTF: Pictures and Transformations

ALCOS #10: Understand ordering and absolute value of rational numbers. (6-NS7)

Digits: 8-2, 8-3

ALCOS #10(a): Interpret statements of inequality as statements about the relative

IXL: P.21 Digits: 8-2

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position of two numbers on a number line. (6-NS7a)

AMSTI: Bits & Pieces I: 1-4 Bits & Pieces II: 2

ALCOS #10(b): Write, interpret, and explain statements of order for rational numbers in real-world contexts. (6-NS7b)

IXL: D.1, D.2 Digits: 8-2, 8-3 AMSTI: Bits & Pieces II: 2 Bits & Pieces III: 1

ALCOS #10(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. (6-NS7c)

IXL: D.3 Digits: 8-3, 8-6

ALCOS #10(d): Distinguish comparisons of absolute value from statements about order. (6-NS7d)

IXL: D.2, D.3 Digits: 8-3

ALCOS #11: 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. (6-NS8)

IXL: Q.1, Q.2, Q.3, Q.4, Q.8 Digits: 8-4, 8-5 AMSTI: Covering & Surrounding: 2 Data About Us: 2

LTF: Sketch My Graph

ALCOS #23: 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. (6-G3)

Digits: 8-5, 8-6 AMSTI: Shapes & Designs: 2

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ALCOS #24: 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. (6-G4)

Digits: 8-6 AMSTI: Covering & Surrounding: 3

LTF: Surface Area and Volume Unit Dog

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Huntsville City Schools - Instructional Guide

2015 - 2016

Course: Math Grade: 6th Grade

3rd Nine Weeks

Number Systems: Rational Numbers

Vocabulary for Unit: rational number integer irrational number positive negative opposites absolute value coordinate plane x-axis y-axis origin ordered pair x-coordinate y-coordinate quadrant

Standard

“I Can” Statements * (to be completed by school

teams)

Resources

Pacing

Recommendation / Date(s) Taught

TOPIC 9: RATIONAL NUMBERS – 3rd NINE WEEKS 10 Days ALCOS #8: 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. (6-NS5)

IXL: C.1, Y.9 Digits: 9-1 AMSTI: Bits & Pieces II

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #9: 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. (6-NS6)

Digits: 9-1, 9-4, 9-5

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ALCOS #9(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. (6-NS6a)

IXL: C.2, C.3 Digits: 9-1

ALCOS #9(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. (6-NS6b)

IXL: Q.1, Q.2, Z.18 Digits: 9-4, 9-6

ALCOS # 9(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. (6-NS6c)

IXL: B.9, C.3, Q.1, Q.2, Q.3, Z.17 Digits: 9-1, 9-4, 9-5 LTF: Alien Invasion

ALCOS #10: Understand ordering and absolute value of rational numbers. (6-NS7)

Digits: 9-2, 9-3, 9-6

ALCOS #10(a): Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. (6-NS7a) 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.

IXL: P.21 Digits: 9-2, 9-3 AMSTI: Bits & Pieces I: 1-4 Bits & Pieces II: 2

ALCOS #10(b): Write, interpret, and explain statements of order for rational numbers in real-world contexts. (6-NS7b)

IXL: D.1, D.2 Digits: 9-2, 9-3, 9-6 AMSTI: Bits & Pieces II: 2 Bits & Pieces III: 1

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ALCOS #10(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. (6-NS7c)

IXL: C.2, D.3 Digits: 9-2 AMSTI: Bits & Pieces II: 2 Bits & Pieces III: 1

ALCOS #11: 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. (6-NS8)

IXL: Q.1, Q.2, Q.3, Q.4, Q.8 Digits: 9-5 AMSTI: Shapes & Designs: 2

ALCOS #23: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. (6-G3)

IXL: Q.1 Digits: 9-5, 9-6 AMSTI: Shapes & Designs: 2

RATIOS AND RATES UNIT – 3rd Nine Weeks Vocabulary for Unit:

ratio rate unit rate percent

proportion equivalent ratios cross products numerator

denominator variable unknown ratio table

scale scale factor dimensional analysis

Standard

“I Can” Statements * (to be completed by school

teams)

Resources

Pacing

Recommendation / Date(s) Taught

TOPIC 10: RATIOS – 3rd NINE WEEKS 10 Days

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ALCOS #1: Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. (6-RP1)

IXL: AA.1, AA.3 Digits: 10-1, 10-4, 10-5, 10-6 AMSTI: Bits & Pieces I: 4

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #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. (6-RP3)

IXL: lessons only listed for parts a, b, c Digits: 10-2, 10-3, 10-4, 10-5, 10-6 AMSTI: Bits & Pieces I: 3-4

Shapes & Designs: 2 How Likely Is It?: 1-4 Dan Meyer 3-Act Tasks: Coke vs. Sprite Nana’s Paint Mix-Up Sugar Packets engageNY: Ratios and Proportions Module https://www.engageny.org/resource/grade-6-mathematics-module-1

TOPIC 11: RATES – 3rd NINE WEEKS 11 Days ALCOS #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. (6-RP2) Examples: "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."

IXL: AA.8, AA.9 Digits: 11-1 AMSTI:

LTF: Investigating Hurricane Lili’s Wind Speed Rate Graphs Rating the Trip Road Trip

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

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(Expectations for unit rates in this grade are limited to non-complex fractions.)

Dan Meyer 3-Act Tasks: Final’s Week

ALCOS #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. (6-RP3)

IXL: lessons only listed for parts a, b, c Digits: 11-1, 11-5, 11-6 AMSTI: Bits & Pieces I: 3-4

Shapes & Designs: 2 How Likely less It?: 1-4

Dan Meyer 3-Act Tasks: Nana’s Chocolate Milk Neptune Split Time

ALCOS #3(b): Solve unit rate problems including those involving unit pricing and constant speed. (6-RP3b)

IXL: G.3, G.4, AA.8, AA.9 Digits: 11-2, 11-3 AMSTI: Bits & Pieces I: 4 LTF: Fire Trucks, Sky Divers, and Softball

ALCOS #3(d): Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. (6-RP3d)

IXL: G.4, Y.3, Y.4, Y.5, Y.7 Digits: 11-4, 11-5 AMSTI: LTF: Metric and Customary Measurements

TOPIC 12: RATIO REASONING – 3rd NINE WEEKS 9 Days ALCOS #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.

IXL: AA.8, AA.9 Digits: 12-2

LTF:

Recommended pacing includes teaching one lesson per day. Other days are built in for one

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(6-RP2)

Cereal Math pretest day, one or two review days, and one test day.

ALCOS #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. (6-RP3)

IXL: lessons only listed for parts a, b, c Digits: 12-5

ALCOS #3(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. (6-RP3a)

IXL: Q.1, AA.2, AA.4, AA.5, AA.6 Digits: 12-1, 12-2 AMSTI: Bits & Pieces I: 4

ALCOS #3(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. (6-RP3c)

IXL: G.1, G.2, G.5, AA.14, AA.15 Digits: 12-3, 12-4, 12-5 AMSTI: Bits & Pieces III: 4-5

ALCOS #20: 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. (6-EE9)

IXL: P.3, P.9 Digits: 12-1 AMSTI: Covering & Surrounding: 2 Data About Us: 2

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Huntsville City Schools - Instructional Guide

2015 - 2016

Course: Math Grade: 6th Grade

4th Nine Weeks

Geometry Unit

Vocabulary for Unit: area polygon plane figure square rectangle parallelogram trapezoid pentagon octagon formula 3-dimensional figure net prism pyramid surface area volume rectangular prism triangular prism triangular pyramid cube pentagonal prism hexagonal prism octagonal prism

Standard

“I Can” Statements *

(to be completed by school teams)

Resources

Pacing

Recommendation / Date(s) Taught

TOPIC 13: AREA – 4TH NINE WEEKS 10 days ALCOS #13: Write, read, and evaluate expressions in which letters stand for numbers. (6-EE2)

IXL: lessons only listed for parts a, b, c Digits: 13-1 AMSTI: Bits & Pieces II: 2-4 Bits & Pieces III: 1-4 engageNY: Area, Surface Area, and Volume Module: https://www.engageny.org/resource/grade-6-mathematics-module-5

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #13(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

IXL: B.16, B.17, B.18 (5th grade) Digits: 13-2, 13-3, 13-4, 13-5, 13-6 AMSTI:

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involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). (6-EE2c)

Covering & Surrounding: 1-5

ALCOS #19: 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. (6-EE8)

IXL: P.21 Digits: 13-1

ALCOS #21: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. (6-G1)

IXL: Z.23, Z.24 Digits: 13-2, 13-3, 13-4, 13-5, 13-6 LTF: Approximating Area of Irregular Shapes Using Trapezoids Are the Units for Area Always Square Perimeter and Area of Triangles and Rectangles The Biggest Area Shoeprint, Trapezoid, and Area Dan Meyer 3-Act Tasks: Bubble Wrap

TOPIC 14: SURFACE AREA AND VOLUME – 4TH NINE WEEKS 10 Days ALCOS #13(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

IXL: B.23, B.25, B.26 (5th grade) Digits: 14-3, 14-4, 14-5, 14-6

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

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no parentheses to specify a particular order. (6-EE2c) ALCOS #21: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. (6-G1)

IXL: Z.23, Z.24, Z.26, Z.29 Digits: 14-1 AMSTI: Covering & Surrounding: 1-5 Dan Meyer 3-Act Tasks: Dollar Wall

ALCOS #22: 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. (6-G2)

IXL: B.23, B.25 (5th), Z.36 (6th) Digits: 14-5, 14-6 LTF: Box It Up! Nets for a Cube Surface Area and Volume Unit Dog

ALCOS #24: 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. (6-G4)

IXL: Z.35, Z.37, Z.38 Digits: 14-2, 14-3, 14-4, 14-6 AMSTI: Covering & Surrounding: 3 LTF: Unit Dog Dan Meyer 3-Act Tasks: Dandy Candies

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Statistics and Probability Unit – 4th Nine Weeks Vocabulary for Unit: statistical question data frequency dot plot intervals histogram box and whisker plot median mean mean absolute deviation range interquartile range deviation measure of center measure of variation

Standard

“I Can” Statements * (to be completed by school

teams)

Resources

Pacing

Recommendation / Date(s) Taught

TOPIC 15: DATA DISPLAYS – 4TH NINE WEEKS 10 Days ALCOS #9: 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. (6-NS6)

Digits: 15-2, 15-3, 15-4, 15-5, 15-6

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS # 9(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. (6-NS6c)

IXL: B.9, C.3, Q.1, Q.2 Digits: 15-2, 15-3, 15-4, 15-5, 15-6

ALCOS #25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. (6-SP1)

IXL: S.4 Digits: 15-1 AMSTI: Data About Us: 1, 3

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LTF: Getting to Know You engageNY: Statistics Module https://www.engageny.org/resource/grade-6-mathematics-module-6

ALCOS #28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (6-SP4)

IXL: R.4, R.5, R.11, R.17 Digits: 15-2, 15-3, 15-4, 15-5, 15-6 AMSTI: Data About Us: 1, 3 LTF: Box and Whisker Plots Getting to Know You Histograms

ALCOS #29: Summarize numerical data sets in relation to their context. (6-SP5)

IXL: lessons only listed for parts 29a, 29b, 29c, 29d Digits: 15-1, 15-2, 15-3, 15-4

ALCOS #29(a): Summarize numerical data sets in relation to their context such as by: Reporting the number of observations. (6-SP5a)

IXL: R.6 Digits: NONE AMSTI: How Likely Is It?: 1-4 LTF: Histograms

ALCOS # 29(b): Summarize numerical data sets in relation to their context such as by: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. (6-SP5b)

IXL: S.4 Digits: 15-1 AMSTI: Data About Us: 1-2

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ALCOS # 29(c): Summarize numerical data sets in relation to their context, such as by: 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. (6-SP5c)

IXL: S.2, S.3 Digits: 15-2, 15-3, 15-4 AMSTI: Data About Us: 1-2

TOPIC 16: MEASURES OF CENTER AND VARIATION – 4TH NINE WEEKS 10 Days ALCOS #26: Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape. (6-SP2)

Digits: 16-3 AMSTI: Data About Us: 1-3 LTF: Home Runs, Statistics, and Probability Measures of Central Tendency and Variability

Recommended pacing includes teaching one lesson per day. Other days are built in for one pretest day, one or two review days, and one test day.

ALCOS #27: 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. (6-SP3)

Digits: 16-1, 16-2, 16-3, 16-4, 16-5, 16-6 AMSTI: Data About Us: 1-3

ALCOS #28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (6-SP4)

IXL: R.4, R.5, R.11, R.17 Digits: 16-1 AMSTI: Data About Us: 1, 3 LTF: Box and Whisker Plots

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Counting Ursus Actos Horrisilis, the Grizzly Bear Home Runs, Statistics, and Probability

ALCOS #29: Summarize numerical data sets in relation to their context. (6-SP5)

IXL: lessons only listed for parts 29a, 29b, 29c, 29d Digits: 16-2, 16-4, 16-5

ALCOS #29(c): Summarize numerical data sets in relation to their context, such as by: 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. (6-SP5c)

IXL: S.2, S.3 Digits: 16-2, 16-4, 16-5 AMSTI: Data About Us: 1-3 LTF: Home Runs, Statistics, and Probability

ALCOS #29(d): Summarize numerical data sets in relation to their context, such as by: 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. (6-SP5d)

Digits: NONE AMSTI: Data About Us: 3 LTF: Box and Whisker Plots Histograms Home Runs Statistics, and Probability Measures of Central Tendency and Variability