shelby county schools’ mathematics instructional maps are ... 6 2016_17 q4 1… · web...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 6

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 1/24/17

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


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Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe 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



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical Practice


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https://www.tn.gov/education/article/mathematics-standards



Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



Purpose of the Mathematics Curriculum Maps


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This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.


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The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.


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Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 6-8 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials.


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The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., engageny), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum MapsShelby County Schools 2016/2017

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OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that


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supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture”


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of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.


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Topics Addressed in QuarterArea, Surface Area and VolumeStatistical Variability

Summarize and Describe Data Distributions

Overview


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In Grade 5, students recognized volume as an attribute of solid figures. They measured volume by packing right rectangular prisms with unit cubes and found that determining volume was the same as multiplying the edge lengths of the prism (5.MD.C.3, 5.MD.C.4). During quarter four students extend this knowledge where they continue packing right rectangular prisms with unit cubes; however, this time the right rectangular prism has fractional lengths (6.G.A.2). After working with volume, students will build solid figures using nets or flat patterns. They note which nets compose specific solid figures and also understand when nets cannot compose a solid figure. From this knowledge, students deconstruct solid figures into nets to identify the measurement of the solids’ face edges. With this knowledge students are then prepared to use nets to determine the surface area of solid figures apply the surface area formula to real-life contexts and distinguish between the need to find surface area or volume within contextual situations (6.G.A.4).


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As for the statistics content that will also be covered during this quarter, students move from simply representing data into analysis of data. They begin to think and reason statistically, first by recognizing a statistical question as one that can be answered by collecting data. Students learn that the data collected to answer a statistical question has a distribution that is often summarized in terms of center, variability, and shape. Throughout the quarter, students see and represent data distributions using dot plots and histograms. They study quantitative ways to summarize numerical data sets in relation to their context and to the shape of the distribution. Students will then be able to synthesize what they have learned as they connect the graphical, verbal, and numerical summaries to each other within situational contexts.


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The geometry and statistics standards covered in this quarter are part of the supporting and additional standards that engage students in content that is related to some of the focus standards. These standards are from the expressions and equations domain and are incorporated where appropriate. The inclusion of these focus standards should help students see the connection between them and the geometry and statistics standards and how they can be applied to real-world situations. Including these focus standards should also provide additional opportunities for students to engage with them prior to the state assessment. During the weeks after the assessment students will continue working with the remaining focus standards through use of performance tasks and lessons that reinforce grade-level standards and that provide opportunities for students to apply their knowledge to mathematical and real-world problems. Moreover, engaging students in meaningful work around these focus standards will serve as a bridge to success in learning 7 th grade math content.


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Year at a Glance DocumentGrade Level Standard Type of Rigor Foundational Standards Sample Assessment Items

6.G.2 Application 5.MD.5 Smarter Balanced Performance Task: Boxes in a Truck

6.G.4 Conceptual Understanding NAEP Released Items: 6.G.2 (pp. 13-22)


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https://www.educateiowa.gov/sites/files/ed/documents/NAEP%20-%20https:/www.educateiowa.gov/sites/files/ed/documents/NAEP%20-%20Grade%206%20Tasks%20-%20Geometry.pdf

https://commoncoremathtasks.wikispaces.com/file/view/boxes-in-truck.pdf/459623906/boxes-in-truck.pdf

https://commoncoremathtasks.wikispaces.com/file/view/boxes-in-truck.pdf/459623906/boxes-in-truck.pdf

https://drive.google.com/file/d/0B7EG2snqrtxHUFRRQnZZZVBJcm8/view?usp=sharing



6.SP.1 Conceptual Understanding 5.MD.2 NAEP Released Items: 6.SP.1, 2, 3, 4, & 5

6.SP.2 Conceptual Understanding 5.MD.2 NAEP Released Items: 6.SP.1, 2, 3, 4, & 5

6.SP.3 Conceptual Understanding NAEP Released Items: 6.SP.1, 2, 3, 4, & 5

6.SP.4 5.MD.2 NAEP Released Items: 6.SP.1, 2, 3, 4, & 5

6.SP.5 Conceptual Understanding Smarter Balanced Performance Task: South America

6.EE.7 Application 5.NF.1, 5.NF.4 Engage NY Assessment: Select Grade 6


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https://www.engageny.org/resource/new-york-state-common-core-sample-questions

https://commoncoremathtasks.wikispaces.com/file/view/square-miles-south-america.pdf/459623832/square-miles-south-america.pdf

https://www.educateiowa.gov/sites/files/ed/documents/NAEP%20-%20Grade%206%20Tasks%20-%20Statistics%20%26%20Probability.pdf






Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.


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The fluency standards for 6th grade listed below should be incorporated throughout your instruction over the course of the school year. Click engage ny Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.

6.NS.2 Fluently divide multi-digit numbers using standard algorithms 6.NS.3 Fluently add, subtract, multiply and divide multi-digit decimals

References: https://www.engageny.org/ http://www.corestandards.org/


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http://www.corestandards.org/

https://www.engageny.org/

https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021

https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021



http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESExpressions, Equations and Inequalities

(Allow approximately 2 weeks for instruction, review and assessment)Domain: GeometryCluster: Solve real-world and mathematical

Enduring Understanding(s): Geometric attributes (such as shapes,

Glencoe9-4A Explore Volume of Rectangular Prisms

Vocabulary: Volume, right rectangular prism, face, prism, face, base, height, edge


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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

problems involving area, surface area and volume.

6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction

lines, angles, figures and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Essential Question(s): How is the formula for the area of

rectangles used in finding the volume of

(page 568)9-4B Volume of Rectangular Prisms (page 569-574)

Holt10 – 7 Hands-on Lab Explore Volume of Prisms Curriculum Companion

Writing in Math:Below you will find a link to use that will give students 3-D visuals of volume and surface area. Allow students to select problems to work out in their interactive math notebooks, or math journals. They must include the formulas, the work, and written explanations for each


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESedge 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

rectangular prisms? What are two ways to find the volume of a

rectangular prism?

Objective(s): Students will discuss their reasoning, using

appropriate mathematical language, for calculating the volume of figures.

10 - 7A Explore Volumes of Prisms10 - 7 Volume of Prisms (page 566-569)

Additional Recommended Resources:engage ny Lessons: 6.G.2 Illustrative Math: Computing Volume Task Progression 1

problem.Volume and Surface Area of Rectangular Prisms Volume/Surface Area/Rectangular Prisms/Interactive Drop-Down Menu Problems/Explanations


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http://www.studyzone.org/mtestprep/math8/e/volumequiz6p.cfm



http://www.math-drills.com/measurement/geom_rectangular_prism_003.html

http://www.math-drills.com/measurement/geom_rectangular_prism_003.html

https://www.engageny.org/resource/grade-6-mathematics-module-5-topic-c-overview



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESmathematical problems.

6.E E . B .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

Students will describe how to tell which part of a rectangular prism is the base and which part is the face.

Students will explain the difference between volume and surface area.

Additional Information: Students should understand that the

Illustrative Math: Computing Volume Task Progression 2Illustrative Math: Computing Volume Task Progression 3Illustrative Math: Computing Volume Task Progression 4Illustrative Math: Banana Bread Task

Graphic Organizer(s):Graphic Organizers and Other Resources for Solid Figures


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http://www.dgelman.com/graphicorganizers/#PLANESOLID

http://www.dgelman.com/graphicorganizers/#PLANESOLID

http://www.tn.gov/education/standards/math/std_math_gr_6.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnonnegative rational numbers. volume of a three-dimensional figure is the

number of cubic units needed to fill the space inside the figure. A cubic unit is a cube that measures 1 unit long, 1 unit wide, and 1 unit high.

Students will work with unit cubes that have edge lenghts that are fractions.

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to non-routine problems.

Optional Resources:Utah Education Network: Cube Model Lesson


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Students need multiple opportunities to measure volume by filling rectangular prisms with blocks and looking at the relationship between the total volume and the area of the base. Through these experiences, students derive the volume formula (volume equals the area of the

Connected Math Investigation: Geometry 6.G.2 (Scroll to Investigation 4)

Smarter Balanced Sample Items: Garden DesignsShodor I n t e r a c t i v e V o l u m e


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https://commoncoremathtasks.wikispaces.com/file/view/garden-design.pdf/459620162/garden-design.pdf

https://commoncoremathtasks.wikispaces.com/file/view/garden-design.pdf/459620162/garden-design.pdf

http://staff.rentonschools.us/renton/secondary-math/math-6-ccss-m-resources/download/6th+TECMP@_CC_G%5ETG.pdf?id=188929




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESbase times the height). Students can explore the connection between filling a box with unit cubes and the volume formula using interactive applets such as the Cubes Tool on NCTM’s Illuminations (h tt p :// i l l u m i n ati on s . n c t m . or g / A ct i v i t y Det a il.a s p x ? I D= 6 ).

Correlated iReady Lesson(s): The iReady program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Volume with Fractional Length


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http://illuminations.nctm.org/ActivityDetail.aspx?ID=6





In addition to filling boxes, students can draw diagrams to represent fractional side lengths, connecting with multiplication of fractions. This process is similar to composing and decomposing two dimensional shapes.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESExample(s):Find the volume, in cubic feet, of the right rectangular prism.


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Domain: GeometryCluster: Solve real-world and mathematical problems involving area, surface area and volume.

6. G . A .4: Represent three-dimensional figures using nets made

Enduring Understanding(s): Strategies for finding surface area and

volume of any three dimensional figure will work for any similar three dimensional figure.

Essential Question(s): How can a net be used to find the surface

Glencoe9-4C Explore Surface Area of Rectangular Prisms (page 575-576)9-4D Surface Area of Rectangular Prisms (page 577-581)

Holt

Vocabulary: Surface area, face, net or flat pattern

Graphic Organizer(s):Students can create a foldable for various 3-D figures. Example 3-D shape foldable Images of various volume and surface area foldables


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https://www.google.com/search?q=foldable+for+volume+and+surface+area&safe=strict&biw=1310&bih=690&tbm=isch&tbo=u&source=univ&sa=X&sqi=2&ved=0CB0QsARqFQoTCM63navThcYCFUmODQodRnEAlA#imgrc=_MLUUVSsDylyFM%253A%3BofkmEgRW6edrWM%3Bhttps%253A%252F%252Fs-media-cache-ak0.pinimg.com%252F736x%252F0e%252Fa1%252Fb8%252F0ea1b8184839838d9c619d40c2735cbc.jpg%3Bhttps%253A%252F%252Fwww.pinterest.com%252Fpin%252F14073817559718603%252F%3B320%3B240

https://www.google.com/search?q=foldable+for+volume+and+surface+area&safe=strict&biw=1310&bih=690&tbm=isch&tbo=u&source=univ&sa=X&sqi=2&ved=0CB0QsARqFQoTCM63navThcYCFUmODQodRnEAlA#imgrc=_MLUUVSsDylyFM%253A%3BofkmEgRW6edrWM%3Bhttps%253A%252F%252Fs-media-cache-ak0.pinimg.com%252F736x%252F0e%252Fa1%252Fb8%252F0ea1b8184839838d9c619d40c2735cbc.jpg%3Bhttps%253A%252F%252Fwww.pinterest.com%252Fpin%252F14073817559718603%252F%3B320%3B240

http://indulgy.com/post/iLBoSfO982/foldable-for-d-shapes-net-characteristics-volum




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESup 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.

area of a pyramid, rectangular or triangular prism?

Objective(s): Students will describe ways to determine if

a net/flat pattern can be folded to make a certain 3-D figure.

10-9 Hands-On Lab Model Three- Dimensional Figures (page 574-575)10-9 Surface Area (page 576-579)

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and

Geometry Nets


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http://www.onlinemathlearning.com/geometry-nets.html



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESAdditional Information: Students construct models and nets of

three dimensional figures, describing them by the number of edges, vertices, and faces. Solids include rectangular and triangular prisms. Students are expected to use the net to calculate the surface area.

develop their ability to apply that knowledge to non-routine problems.

Additional Recommended Resources:engage ny Lessons: Nets and Surface Area Illustrative Math: Christo's Building TaskMath Shell Problem Solving Lesson: Designing 3-D Products


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http://map.mathshell.org/lessons.php?unit=6300&collection=8&redir=1


https://www.engageny.org/resource/grade-6-mathematics-module-5-topic-d-overview



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Students can create nets of 3D figures

with specified dimensions using the Dynamic Paper Tool on NCTM’s Illuminations (h t tp : / / i l l u m i n a t ion s . n c t m . o r g / A c t i v i t y D e t ail . a s p x? I D = 20 5 ).

Optional Resources:Virtual Geometric Solids3D Geometric Shapes Flat PatternsShodor: Surface Area and Volume Activity

Correlated iReady Lesson(s): The iReady program includes a variety of resources that


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http://www.shodor.org/interactivate/activities/SurfaceAreaAndVolume/

http://www.math-salamanders.com/3d-geometric-shapes.html

https://illuminations.nctm.org/Activity.aspx?id=3521



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Students also describe the types of

faces needed to create a three- dimensional figure. Students make and test conjectures by determining what is needed to create a specific three-dimensional figure.

can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Nets and Surface Area


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESExample:Create the net for a given prism or pyramid, and then use the net to calculate the surface area.


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Data & Statistics(Allow approximately 3 weeks for instruction, review and assessment)


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESDomain: Statistics and ProbabilityCluster: Develop understanding of statistical variability.

6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the

Enduring Understanding(s): The message conveyed by the data

depends on how the data is collected, represented, and summarized.

Essential Question(s): What is statistical variability?

GlencoeAdditional Lesson 8 p. 807

HoltAdditional Topic A-2 pp. AT4-66-5 Hands on Lab p. 310

Vocabulary: Statistics, Data, Variability,

Writing in Math:Have students formulate and write simple statistical questions that provide differences in responses.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESquestion and accounts for it in the answers Objective(s):

Students will define statistics, in their own words, and describe how it is used in real-world situations.

Students will discuss how data is collected. Students will write statistical questions.

Additional Recommended Resources:Engage NY Lesson 6.SP.1Illustrative Math: Buttons Statistical Question TaskIllustrative Math: Identifying Statistical QuestionsIllustrative Math: Identifying Statistical


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https://www.illustrativemathematics.org/content-standards/tasks/703

https://www.engageny.org/resource/grade-6-mathematics-module-6-topic-lesson-1




Additional Information: Grade 6 is the introduction to the formal

study of statistics for students. Students need multiple opportunities to look at data to determine and word statistical questions.

Questions



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https://www.illustrativemathematics.org/content-standards/tasks/703



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Statistics are numerical data relating to a

group of individuals; statistics is also the name for the science of collecting, analyzing and interpreting such data. A statistical question anticipates an answer that varies from one individual to the next and is written to account for the variability in the data. Data are the numbers

Optional Resources:Connected Math lesson: Inv 1 & 3 p. 4 & 47Connected Math Data About Us ResourcesKhan Academy: Distinguishing Between Statistical and Non-statistical Questions

Correlated iReady Lesson(s): The iReady program includes a variety of resources that


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https://www.khanacademy.org/math/probability/statistical-studies/statistical-questions/e/statistical-questions

https://www.khanacademy.org/math/probability/statistical-studies/statistical-questions/e/statistical-questions

https://sites.google.com/site/lattanzimath/data-about-us

http://www.ridleysd.k12.pa.us/cms/lib2/PA01001042/Centricity/Domain/572/Data%20About%20Us.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESproduced in response to a statistical question. Data are frequently collected from surveys or other sources (i.e. documents).

Questions can result in a narrow or wide range of numerical values (data). For example, asking classmates “How old are

can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Understanding Statistics


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESthe students in my class in years?” will result in less variability than asking “How old are the students in my class in months?”

Domain: Statistics and Probability Enduring Understanding(s): Glencoe Vocabulary: Distribution


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCluster: Develop understanding of statistical variability.

6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape.

Data distribution can be described using measures of center and spread.

Essential Question(s): What kind of conclusions can be made

from a set of data, based on numerical measures of center and spread?

11-1F Appropriate Measures (pages 657-660)Additional Lesson 11 Appropriate Measures p. 821

Holt6 – 3 Additional Data and Outliers (pages 292-295)

Writing/Discussion:Allow time for classroom communication regarding interpreting results and drawing conclusions from data.

Allow students to compare/contrast measure of center and measure of variation for a


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES 6.SP.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.

Objective(s): Students will formulate questions that can

be answered with data. Students will design and use a plan to

collect relevant data. Students will analyze the data with

appropriate methods.

Hands-On Lab: Use a Survey to Collect Data p. 310

Additional Recommended Resources:Engage NY Lesson: 6.SP.2-4Inside Math Task: Pick a Pocket (Coose from Levels B-E)

particular set of data.


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http://www.insidemathematics.org/assets/problems-of-the-month/pick%20a%20pocket.pdf

https://www.engageny.org/resource/grade-6-mathematics-module-6-topic-b-lesson-6





Additional Information: (6.SP.2) The distribution is the arrangement of the

values of a data set. Distribution can be described using center (median or mean), and spread. Data collected can be represented on graphs, which will show the

Illustrative Math: Is it Center or Is It Variability?



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https://www.illustrativemathematics.org/content-standards/6/SP/A/2/tasks/2097



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESshape of the distribution of the data. Students examine the distribution of a data set and discuss the center, spread and overall shape with dot plots, histograms and box plots.

NOTE: Mode as a measure of center and range as a measure of variability are not

Optional Resources:Connected Math lesson: Inv 2Learnzillion: Understand Data DisplayLearnzillion: Describe the Center, Spread and Shape of Data DisplaysUnderstand Mean Absolute Deviation

Correlated iReady Lesson(s): The iReady Shelby County Schools 2016/2017

Revised 1/24/1754 of 107

https://learnzillion.com/lesson_plans/2581




http://www.ridleysd.k12.pa.us/cms/lib2/PA01001042/Centricity/Domain/572/Data%20About%20Us.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESaddressed in the standards and as such are not a focus of instruction. These concepts can be introduced during instruction as needed.

Example(s):The dot plot shows the writing scores for a group of students on organization. Describe the data.

program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Understand MEAN and MAD Understanding Statistics


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESSolution:The values range from 0 – 6. There is a peak at 3. The median is 3, which means 50% of the scores are greater than or equal to 3 and 50% are less than or equal to 3. The mean is 3.68. If all students scored the same, the score would be 3.68.


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Additional Information: (6.SP.3) Data sets contain many numerical values

that can be summarized by one number such as a measure of center. The measure of center gives a numerical value to represent the center of the data (i.e. midpoint of an ordered list or the balancing


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESpoint). Another characteristic of a data set is the variability (or spread) of the values. Measures of variability are used to describe this characteristic.

Example 1:Consider the data shown in the dot plot of the six trait scores for organization for a group of


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESstudents.• How many students are represented in the data set?• What are the mean and median of the data set? What do these values mean? How do they compare?• What is the range of the data? What does this value mean?


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Solution:Shelby County Schools 2016/2017

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES• 19 students are represented in the data set.• The mean of the data set is 3.5. The median is 3. The mean indicates that is the values were equally distributed, all students would score a 3.5. The median indicates that 50% of the students scored a 3 or higher; 50% of the students scored a 3 or lower.


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• The range of the data is 6, indicating that the values vary 6 points between the lowest and highest scores.

Domain: Statistics and ProbabilityCluster: Summarize and describe distribution.

Enduring Understanding(s): Data can be organized in ways, such as

graphs and plots that allow more effective study and understanding.

Glencoe11-1E Box-and-Whisker Plots (pages 655-666)11-2A Frequency Tables p. 661-665 (This

Vocabulary:Histogram, box plot, dot plot, frequency table, skewed, minimum, lower quartile, median, upper quartile, maximum


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES 6.SP.B.4: Display numerical data

in plots on a number line, including dot plots, histograms, and box plots.

Data fields show various measures of center and variability that help us understand and interpret the data.

Essential Question(s):

lesson supports lesson 11-2C)11-2C Histograms (page 668-672)

Holt6 – 5 Line Plots, Frequency Tables, and Histograms (pages 304-307)

Graphic Organizer:Have students use a 4-circle Venn Diagram to compare and contrast a histogram, plots on a number line, box plots and bar graph.Venn Diagram Templates


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http://www.educationworld.com/tools_templates/venn_diagram_templates.shtml





What types of graphic representations of data help to analyze different situations?

What can be learned from organizing and analyzing data?

Objective(s):

Additional Recommended Resources:engage ny : Presenting a Summary of a Statistical ProjectIllustrative Math: Puppy Weights TaskIllustrative Math: Describing Distributions TaskInside Math Task: Through the GrapevineCommon Core Math Tasks 6.SP.4-5


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https://commoncoremathtasks.wikispaces.com/6.SP.4-5

http://www.insidemathematics.org/assets/problems-of-the-month/through%20the%20grapevine.pdf

https://www.illustrativemathematics.org/content-standards/6/SP/B/4/tasks/2100

https://www.illustrativemathematics.org/content-standards/6/SP/B/4/tasks/1026



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESStudents use histograms and box plots to represent and analyze data distributions.

Additional Information:Students are expected to determine the appropriate graph as well as read data from graphs such as dot plots, histograms and box plots.



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESDot plots are simple plots on a number line where each dot represents a piece of data in the data set. Dot plots are suitable for small to moderate size data sets and are useful for highlighting the distribution of the data including clusters, gaps, and outliers.

A histogram shows the distribution of

Optional Resources:Creating Box Plots LessonM e an and M e d i an NB A St at i s t i cs IXL: Create a HistogramIXL: Create a Box PlotNCTM Illuminations: Sports Plot Activity


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https://www.ixl.com/math/grade-6/interpret-box-and-whisker-plots

https://www.ixl.com/math/grade-6/create-histograms

https://hcpss.instructure.com/files/741141/download?download_frd=1&verifier=EtPzSSOzUZapOiq8bn70n9QPOEAUv8RuL9ujeamp



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEScontinuous data using intervals on the number line. The height of each bar represents the number of data values in that interval. In most real data sets, there is a large amount of data and many numbers will be unique. A graph (such as a dot plot) that shows how many ones, how many twos, etc. would not be meaningful; however, a histogram can be

Khan Academy: Creating a Box and Whisker Plot



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESused. Students group the data into convenient ranges and use these intervals to generate a frequency table and histogram. Note that changing the size of the bin changes the appearance of the graph and the conclusions may vary from it.

A box plot shows the distribution of values in a

Histograms Box Plots Dot Plots


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESdata set by dividing the set into quartiles. It can be graphed either vertically or horizontally. The box plot is constructed from the five-number summary (minimum, lower quartile, median, upper quartile, and maximum). These values give a summary of the shape of a distribution. Students understand that the size of the box or whiskers represents the middle 50% of the


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESdata.Students can use applets to create data displays. Examples of applets include the Box Plot Tool and Histogram Tool on NCTM’s Illuminations.Box Plot Tool - http://illuminations.nctm.org/ActivityDetail.aspx?ID=77


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESHistogram Tool -- http://illuminations.nctm.org/ActivityDetail.aspx?ID=78

Example(s):Nineteen students completed a writing sample that was scored on organization. The scores for organization were 0,


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES1, 2, 2, 3, 3, 3, 3, 3, 3, 4, 4, 4, 4, 5, 5, 5, 6, 6. Create a data display. What are some observations that can be made from the data display?

Solution:


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESGrade 6 students were collecting data for a math class project. They decided they would survey the other two grade 6 classes to determine how many DVDs each student owns. A total of 48 students were surveyed. The data are shown in the table below in no specific order. Create a data display. What are some observations that can be made from the


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESdata display?

A histogram using 5 bins (0-9, 10-19, …30-39) to organize the data is displayed below.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESDomain: Statistics and ProbabilityCluster: Summarize and describe distribution.

6.S P . B .5a: Summarize numerical data sets in relation to their context, such as by reporting the

Enduring Understanding(s): Data can be organized in ways, such as

graphs and plots that allow more effective study and understanding.

Data fields show various measures of center and variability that help us

Glencoe11-1B Mean (pages 644-648)11-1D Median, Mode, and Range (pages 650-654)Additional Lesson 9 p. 809Additional Lesson 10 p. 815

Vocabulary: box plots, dot plots, histograms, frequency tables, cluster, peak, gap,mean, median, interquartile range, measures of center, measures of variability, data, Mean Absolute Deviation (M.A.D.), quartiles, lower quartile (1st quartile or Q1), upper quartile (3rd quartile or Q3), symmetrical, skewed, summary statistics, outlier


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumber of observations.

6.SP.B.5b: 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.

understand and interpret the data.

Essential Question(s): What types of graphic representations of

data help to analyze different situations? What can be learned from organizing and

11-1F Appropriate Measures (pages 657-660)Additional Lesson 11 p. 821

Holt6 – 2 Mean, Median, Mode, and Range (pages 288-291)

Writing in Math:Teach students writing strategies such as climbing and diving or double-entry to write about what they learned, and record these entries into their interactive math notebook or math journal. Using Writing in Math to Deepen Student Learning, Refer to p. 14


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http://mrwaddell.net/blog/uploadpics/Made4MathReading--writing-in-Math_B748/Writing_in_mathematics.2011.pdf

http://mrwaddell.net/blog/uploadpics/Made4MathReading--writing-in-Math_B748/Writing_in_mathematics.2011.pdf





6.SP.B.5c: 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

analyzing data?

Objective(s):Students formulate questions, design and use

a plan to collect relevant data, analyze the data with appropriate methods, and interpret results and draw valid conclusions

6 – 3Additional Data and Outliers (pages 292-295)

Additional Recommended Resources:engage ny : Summarizing and Describing Distributions Lessons 18-22

Graphic Organizer:Students will create a brochure outlining the most pertinent characteristics and uses measures of variance and of the various types of graphs with measures of central tendency. Below you find links where students can create their own graph brochures.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESoverall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

6.SP.B.5d: Summarize numerical data sets in relation to their context, such as by relating the choice of

from the data.

Additional Information:

Students summarize numerical data by providing background information about the attribute being measured, methods and unit of measurement, the context of data

Illustrative Math: Puzzle Times TaskMath Shell Task: Mean, Mode, Median, and Range

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and

Printing Press Explanation and PlanPrinting Press Generator for Flyers, Brochures, & NewspapersPlanning Sheet for Printing Press

Mean, Median, Mode, and Range Foldable ExampleMeasures of Central Tendency with Max and


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http://www.mrsbsbest.com/2012/09/mean-median-mode-range-foldable.html

http://thepotogold.blogspot.com/2011/03/mode-median-and-range-foldable.html

http://thepotogold.blogspot.com/2011/03/mode-median-and-range-foldable.html

http://www.readwritethink.org/files/resources/interactives/PrintingPressLayouts.pdf

http://www.readwritethink.org/files/resources/interactives/Printing_Press/

http://www.readwritethink.org/files/resources/interactives/Printing_Press/

http://www.readwritethink.org/classroom-resources/student-interactives/printing-press-30036.html

https://www.scoe.org/files/mars-grade7.pdf

https://www.scoe.org/files/mars-grade7.pdf




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESmeasures of center and variability to the shape of the data distribution and the context in which the data were gathered.

collection activities (addressing random sampling), the number of observations, and summary statistics. Summary statistics include quantitative measures of center (median and median) and variability (interquartile range and mean absolute deviation) including extreme values (minimum and maximum), mean, median,

develop their ability to apply that knowledge to non-routine problems.

Optional Resources:Learnzillion: Measure of Center and VariabilityLearnzillion: Report the context behind

Min Value


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http://www.mrsbsbest.com/2012/09/mean-median-mode-range-foldable.html






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESmode, range, and quartiles.

Students record the number of observations. Using histograms, students determine the number of values between specified intervals. Given a box plot and the total number of data values, students identify the number of data points that are

data collectionLearnzillion: Describe a data setBetter Lessons: Lessons for 6.SP.B.5K han A cade m y Virtual Nerd: Mean Mode, Median, Range VideoM e an M e d i an Mo d e Vid e o M e a s u r e s of


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http://www.virtualnerd.com/middle-math/probability-statistics/mean-median-mode-range

http://www.virtualnerd.com/middle-math/probability-statistics/mean-median-mode-range

https://betterlesson.com/common_core/browse/381/ccss-math-content-6-sp-b-5-summarize-numerical-data-sets-in-relation-to-their-context-such-as-by






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESrepresented by the box. Reporting of the number of observations must consider the attribute of the data sets, including units (when applicable).

Measures of Center Given a set of data values, students

summarize the measure of center with the

C en t r a l T en de ncy



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESmedian or mean. The median is the value in the middle of a ordered list of data. This value means that 50% of the data is greater than or equal to it and that 50% of the data is less than or equal to it.

The mean is the arithmetic average; the sum of the values in a data set divided by

Choice of Measures of Center and Variability


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEShow many values there are in the data set. 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 develop these understandings of


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESwhat the mean represents by redistributing data sets to be level or fair (equal distribution) and by observing that the total distance of the data values above the mean is equal to the total distance of the data values below the mean (balancing point).


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Students use the concept of mean to solve

problems. Given a data set represented in a frequency table, students calculate the mean. Students find a missing value in a data set to produce a specific average.

Example:Susan has four 20-point projects for math


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESclass. Susan’s scores on the first 3 projects are shown below:Project 1: 18Project 2: 15Project 3: 16Project 4: ??What does she need to make on Project 4 so that the average for the four projects is 17?


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESExplain your reasoning.

Solution:One way to solve is to calculate the total number of points needed (17 x 4 or 68) to have an average of 17. She has earned 49 points on the first 3 projects, which means she needs to earn 19 points on Project 4 (68 – 49


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES= 19).

Measures of Variability Measures of variability/variation can be

described using the interquartile range or the Mean Absolute Deviation. The interquartile range (IQR) describes the variability between the middle 50% of a


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESdata set. It is found by subtracting the lower quartile from the upper quartile. It represents the length of the box in a box plot and is not affected by outliers.

Students find the IQR from a data set by finding the upper and lower quartiles and taking the difference or from reading a box plot.


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Example:What is the IQR of the data below:


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Solution:The first quartile is 132.5; the third quartile is


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES142.5. The IQR is 10 (142.5 – 132.5). This value indicates that the values of the middle 50% of the data vary by 10.

Mean Absolute Deviation (MAD) describes the variability of the data set by determining the absolute deviation (the distance) of each data piece from the mean and then


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESfinding the average of these deviations. Both the interquartile range and the Mean Absolute Deviation are represented by a single numerical value. Higher values represent a greater variability in the data.

Fractions, Proportional Relationships, Expressions and Equations(Allow approximately 4 weeks for instruction, review and assessment)

Domain: The Number System Correlation to Gr. 7 Focus Standards Math Shell Lesson: 6.NS.1Shelby County Schools 2016/2017

Revised 1/24/1796 of 107





6.NS.A Apply and extend understandings of multiplication and division to divide fractions by fractions

7.NS.A.2 Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers.

Connected Math Lesson: Investigation 4 Dividing w/FractionsCommon Core Math: 6 Different Tasks

Domain: Ratios and Proportional Relationships

Correlation to Gr. 7 Focus Standards Math Shell Concept Development Lesson: Using Proportional Reasoning


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http://map.mathshell.org/lessons.php?unit=6230&collection=8

http://map.mathshell.org/lessons.php?unit=6230&collection=8

https://commoncoremathtasks.wikispaces.com/6.NS.1

http://www.ridleysd.k12.pa.us/cms/lib2/PA01001042/Centricity/Domain/572/Bits%202%20PDF.pdf

http://www.ridleysd.k12.pa.us/cms/lib2/PA01001042/Centricity/Domain/572/Bits%202%20PDF.pdf




6.RP.1 - 3 Understand ratio concepts and use ratio reasoning to solve problems. 7.RP.1 – 3 Apply proportional relationships

and use them to solve real-world and mathematical problems.

TNCore Task Arc: Reasoning with Ratios and Rates

Connected Math: Bits and Pieces I Investigation 4 Working with Percent


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http://www.ridleysd.k12.pa.us/cms/lib2/PA01001042/Centricity/Domain/572/Bits%20and%20Pieces%201.pdf

http://www.ridleysd.k12.pa.us/cms/lib2/PA01001042/Centricity/Domain/572/Bits%20and%20Pieces%201.pdf

http://www.tncore.org/sites/www/Uploads/MathTasks_9.13/Arc6.RP.1_3FINAL.pdf

http://www.tncore.org/sites/www/Uploads/MathTasks_9.13/Arc6.RP.1_3FINAL.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCommon Core Math: 9 Different Tasks

Domain: Expressions and Equations

6.EE.1 – 4 Apply and extend previous understandings of arithmetic to algebraic expressions

Correlation to Gr. 7 Focus Standards

7.EE.1 Use properties of operations to generate equivalent expressions.

Math Shell Lesson: Evaluating Statements About Number Operations

TN Instructional Task: Math Competition


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http://edutoolbox.org/rasp/720?route=tntools/list/grade/819/955/6



https://commoncoremathtasks.wikispaces.com/6-RP



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESTN Assessment Task: Rectangle

Connected Math Investigation: Number Properties and Algebraic Expressions p. 41 (Teacher Notes) & 53 (Student Pages)

Common Core Math Tasks: 12 Different


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https://commoncoremathtasks.wikispaces.com/6.EE.1-4



http://edutoolbox.org/rasp/110?route=tntools/list/grade/819/961/6



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESTasks


6.EE.5 – 8 Reason about and solve one-variable equations and inequalities

Correlation to Gr. 7 Focus Standards

7.EE.B.4 Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Math Shell Concept Development Lesson: Interpreting Equations

TN Task Ark: Exploring Expressions and Equations


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http://www.edutoolbox.org/system/files/rasp_file/6_EE_5thru8ArcFINAL.pdf

http://www.edutoolbox.org/system/files/rasp_file/6_EE_5thru8ArcFINAL.pdf






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCommon Core Math T asks 6.EE.5-8


6.EE.9 Represent and analyze quantitative relationships between dependent and independent variables

No direct correlation to 7th grade focus standards according to Student Achievement Partners’ coherence map.

Learn Zillion: Recognize how an equation relates independent and dependent variables 6.EE.C.9

Common Core Math: 4 Tasks Shelby County Schools 2016/2017

Revised 1/24/17102 of 107

https://commoncoremathtasks.wikispaces.com/6.EE.9








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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resources TN Core/CCSSTNReady Math Standards

VideosKhan Academy


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http://www.khanacademy.org/

http://tn.gov/education/article/mathematics-standards

https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



www.myhrw.comwww.connected.mcgraw-hill.com

TNCoreAchieve the CoreEdutoolbox

Watch Know LearnLearn ZillionVirtual NerdMath PlaygroundStudyJams

Calculator ActivitiesGreatest Common Factor CalculatorTI-73 Activities

Interactive ManipulativesNational Library of Virtual Manipulatives - NLVMNumber & Operations Virtual Manipulatives

Additional SitesPBSGCF Game


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http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=slanegcf

http://www.learner.org/

http://nlvm.usu.edu/en/nav/topic_t_1.html

http://nlvm.usu.edu/en/nav/category_g_3_t_2.html

http://education.ti.com/en/us/activity/search/subject?d=E6BF78EF098644A8A458D8D1B4AA1A44&s=B843CE852FC5447C8DD88F6D1020EC61&sa=3702C4C225D647AD888ECE38B4EB90A2

http://www.mathsisfun.com/greatest-common-factor-tool.html

http://studyjams.scholastic.com/studyjams/index.htm

http://www.mathplayground.com/

http://www.virtualnerd.com/

https://learnzillion.com/login

http://ccss6.watchknowlearn.org/Category.aspx?CategoryID=15865

http://www.edutoolbox.org/

http://achievethecore.org/dashboard/300/search/1/2/0

http://www.tncore.org/

http://www.connected.mcgraw-hill.com/

http://www.myhrw.com/



CASIO Activities Interactive Cartesian Plane Math Is Fun LCM GameGCF Game AAA MathFrayer Model TemplateGrade 6 Flip Book (This book contains valuable resources that help develop the intent, the understanding and the implementation of the state standards)


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http://community.ksde.org/LinkClick.aspx?fileticket=5-B58NkWJIs%3D&tabid=5646&mid=13290

http://wvde.state.wv.us/strategybank/FrayerModel.html

http://www.aaamath.com/g57g-grt-com-fac.html

http://jamit.com.au/htmlFolder/app1004.html

http://www.mathsisfun.com/data/cartesian-coordinates-interactive.html

http://www.casioeducation.com/educators/activities




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shelby county schools’ mathematics instructional maps are ... 6 2016_17 q4 1… · web...

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