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Mathematics 6
Monthly Pacing Guide
This monthly pacing document should serve as a guide for teachers
to plan instruction. Instructional pacing should be based on the
learning needs of students. More detailed unit plan pacing and daily
learning plans should be created by teachers. Administrators
referring to this guide should consult with teachers for whom pacing
does not align to determine individual circumstances.
Typical Course Sequence for students taking Mathematics 6
(Note: other sequences are available)
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
Mathematics 6
1 SEMESTER 2015-2016
st
SEPTEMBER, 2015
Week 1: September 8 – 11
Unit 1: Number Sense
st
(September 7 – Labor Day; Sept. 8 – Begin 1
Pre-Assessment
Grading Period)
Week 2: September 14 – 18
Unit 1: Number Sense
Week 3: September 21 – 25
Unit 1: Number Sense
Week 4: September 28 – October 2
Unit 1: Number Sense
OCTOBER, 2015
Week 5: October 5 – 9
Unit 1: Number Sense
(Oct. 9 - Progress Reports)
Week 6: October 12 – 16
Unit 1: Number Sense
Week 7: October 19 - 23
Unit 1: Number Sense
Week 8: October 26 – 30
Unit 1: Number Sense
NOVEMBER, 2015
Week 9: November 2, November 4 – 6
Unit 2: Rational Numbers
(Nov. 2- End of 1st Grading Period; Nov. 3 – Staff
Day; Nov. 4: Begin 2nd Grading Period)
Week 10: November 9 – 10, November 12 – 13
Unit 2: Rational Numbers
(Nov. 10 - Report Cards; Nov. 11 - Veteran’s Day)
Week 11: November 16 – 20
Unit 2: Rational Numbers
Week 12: November 23 – 25
Unit 2: Rational Numbers
(Nov. 25 – Adjusted Dismissal- ALL;
Nov. 26 & 27 - Thanksgiving)
DECEMBER, 2015
Week 13: November 30, December 1 – 4
Unit 2: Rational Numbers
Week 14: December 7 – 11
Unit 2: Rational Numbers
(Dec. 10 - Adjusted Dismissal ES and MS)
Week 15: December 14 – 18
Unit 2: Rational Numbers
(Dec. 15 - Progress Reports)
Week 16: December 21 – 23
Unit 2: Rational Numbers
(Dec. 23 – Adjusted Dismissal- ALL)
WINTER HOLIDAY: December 24 – 25
WINTER HOLIDAY: December 28 – January 1
JANUARY, 2016
Week 17: January 4 – 8
Unit 3: Algebra
Week 18: January 11 – 15
Unit 3: Algebra
Week 19: January 19 – 22
Unit 3: Algebra
(Jan. 18 - MLK Holiday)
Mid-Assessment
Week 20: January 25 – 29
Unit 3: Algebra
nd
(Jan. 29 - End of 2 Grading Period)
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
Mathematics 6
2 SEMESTER 2015-2016
nd
FEBRUARY, 2016
Week 21: February 2 – 5
Unit 3: Algebra
(Feb. 1 - Staff Day; Feb. 2 – Begin 3rd Grading
Period)
Week 22: February 8 – 12
Unit 3: Algebra
(Feb. 8 - Report Cards)
Week 23: February 16 – 19
Unit 3: Algebra
(Feb. 15 - President’s Day)
Week 24: February 22 – 26
Unit 3: Algebra
(Feb. 25- Adjusted Dismissal – ES and MS)
MARCH, 2016
Week 25: February 29, March 1 – 5
Unit 4: Probability and Statistics
(Mar. 4 - Progress Reports)
Week 26: March 7 – 11
Unit 4: Probability and Statistics
Week 27: March 14 – 18
Unit 4: Probability and Statistics
Week 28: March 21 – 25
Unit 4: Probability and Statistics
March 28 – April 1: SPRING HOLIDAY
APRIL, 2016
Week 29: April 4 – 8
Unit 4: Probability and Statistics
(April 2- End of 3rd Grading Period; April 3 – Staff
Day)
Week 30: April 11 – 12, April 14 – 15
Unit 5: Geometry and Measurement
rd
(April 12- End of 3 Grading Period; April 13 –
Staff Day; April 14 – Begin 4th Marking Period)
Week 31: April 18 – 22
Unit 5: Geometry and Measurement
(April 19- Report Cards)
Post-Assessment
Week 32: April 25 – 29
Unit 5: Geometry and Measurement
MAY, 2016
Week 33: May 2 – 6
Unit 5: Geometry and Measurement
Week 34: May 9 - 13
Unit 5: Geometry and Measurement
Week 35: May 16 – 20
Unit 5: Geometry and Measurement
(May 17 - Progress Reports)
Week 36: May 23 – 27
Unit 5: Geometry and Measurement
JUNE, 2016
Week 37: May 31, June 1 – 3
Standards of Learning Review and Test
(May 30 - Memorial Day)
Week 38: June 6 – 10
Enrichment Lessons
Week 39: June 13 – 17 (June 14 - 16 Adjusted
Enrichment Lessons
Dismissal HS Only; June 17 – Adjusted Dismissal
ALL; June 20 Flexible Staff Day)
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
Virginia Beach Instructional Objectives
Mathematics 6 – MA3140
VBO #
SOL #
Unit 1
MA.C6.NS.6.6
SOL 6.3a I, II
MA.C6.NS.6.7
SOL 6.3b III, IV
MA.C6.NS.6.8
SOL 6.3c V
MA.C6.NS.6.10
SOL 6.5 I, II, III
MA.C6.GE.6.20
SOL 6.11a I, II, III, V
MA.C6.GE.6.21
SOL 6.11b IV, VI
Objective
Number Sense
 Integers – identify; represent; order; compare;
absolute value
 Exponents and square roots
 Coordinate plane
The student will identify and represent integers.
Essential Knowledge and Skills
Suggested Pacing: 7 weeks
SOL 6.3
I. Identify an integer represented by a point on a number line.
II. Represent integers on a number line.
The student will order and compare integers.
SOL 6.3
III. Order and compare integers using a number line.
IV. Compare integers, using mathematical symbols (<, >, =).
The student will identify and describe absolute value of SOL 6.3
integers.
V. Identify and describe the absolute value of an integer.
The student will investigate and describe concepts of SOL 6.5
positive exponents and perfect squares.
I. Recognize and describe patterns with exponents that are natural
numbers, by using a calculator.
II. Recognize and describe patterns of perfect squares not to
exceed 20 2 , by using grid paper, square tiles, tables, and
calculators.
III. Recognize powers of ten by examining patterns in a place value
chart: 104 = 10,000, 103 = 1000, 102 = 100, 101 = 10, 10 0 =1.
The student will identify the coordinates of a point in a
SOL 6.11a
coordinate plane.
I. Identify and label the axes of a coordinate plane.
II. Identify and label the quadrants of a coordinate plane.
III. Identify the quadrant or the axis on which a point is positioned
by examining the coordinates (ordered pair) of the point.
V. Identify ordered pairs represented by points in the four
quadrants and on the axes of the coordinate plane.
The student will graph ordered pairs in a coordinate
SOL 6.11b
IV. Graph ordered pairs in the four quadrants and on the axes of a
plane.
coordinate plane.
VI. Relate the coordinate of a point to the distance from each axis and
relate the coordinates of a single point to another point on the same
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
horizontal or vertical line.†
Unit 2
Rational Numbers
 Describe and compare data using ratios
 Represent fractions, decimals, and percents as
ratios; find equivalent forms; compare and order
 Representations of multiplication/division with
fractions
 Operations with fractions, mixed numbers, and
decimals; solve practical problems
The student will describe and compare data, using
a
ratios, and will use appropriate notations, such as b ,
a to b, and a:b.
MA.C6.NS.6.1
SOL 6.1 I - VI
Suggested Pacing: 8 weeks
SOL 6.1
I. Describe a relationship within a set by comparing part of the set
to the entire set.
II. Describe a relationship between two sets by comparing part of
one set to a corresponding part of the other set.
III. Describe a relationship between two sets by comparing all of
one set to all of the other set.
IV. Describe a relationship within a set by comparing one part of
the set to another part of the same set.
V. Represent a relationship in words that makes a comparison by
a
b
using the notations , a:b, and a to b.
VI. Create a relationship in words for a given ratio expressed
symbolically.
MA.C6.NS.6.2
SOL 6.2a III
The student will investigate and describe fractions,
decimals, and percents as ratios.
SOL 6.2a
MA.C6.NS.6.3
SOL 6.2c I
The student will demonstrate equivalent relationships
among fractions, decimals, and percents.
SOL 6.2c NON-CALCULATOR
I. Identify the decimal and percent equivalents for numbers
written in fraction form including repeating decimals.
MA.C6.NS.6.4
SOL 6.2b II, IV, V
The student will identify a given fraction, decimal,
and/or percent from a representation.
SOL 6.2b
II. Represent fractions, decimals, and percents on a number line
III. Describe orally and in writing the equivalent relationships
among decimals, percents, and fractions that have
denominators that are factors of 100.
IV. Represent, by shading a grid, a fraction, decimal, and percent.
V. Represent in fraction, decimal, and percent form a given shaded
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
region of a grid
MA.C6.NS.6.5
SOL 6.2d VI - IX
The student will compare and order fractions, decimals,
and percents.
SOL 6.2d NON-CALCULATOR
VI. Compare two decimals through thousandths using
manipulatives, pictorial representations, number lines, and
symbols (<, , , >, =).
VII.
Compare two fractions with denominators of 12 or less
using manipulatives, pictorial representations, number lines,
and symbols (<, , , >, =).
VIII. Compare two percents using pictorial representations and
symbols (<, , , >, =).
IX. Order no more than 3 fractions, decimals, and percents
(decimals through thousandths, fractions with denominators of
12 or less), in ascending or descending order.
MA.C6.NS.6.9
SOL 6.4 I, II
The student will demonstrate multiple representations
of multiplication and division of fractions.
SOL 6.4
MA.C6.CE.6.11
SOL 6.6a I
The student will multiply and divide fractions and
mixed numbers.
SOL 6.6a NON-CALCULATOR
I. Multiply and divide with fractions and mixed numbers.
Answers are expressed in simplest form.
MA.C6.CE.6.12
SOL 6.6b II, III
The student will estimate solutions and then solve
single-step and multistep practical problems involving
addition, subtraction, multiplication and division of
fractions.
SOL 6.6b
II. Solve single-step and multistep practical problems that involve
addition and subtraction with fractions and mixed numbers,
with and without regrouping, that include like and unlike
denominators of 12 or less. Answers are expressed in simplest
form.
III. Solve single-step and multistep practical problems that involve
multiplication and division with fractions and mixed numbers
that include denominators of 12 or less. Answers are expressed
in simplest form.
MA.C6.CE.6.13
SOL 6.7 I
The student will solve single-step and multistep
practical problems involving addition, subtraction,
multiplication, and division of decimals.
SOL 6.7
I. Solve single-step and multistep practical problems
I. Demonstrate multiplication and division of fractions using
multiple representations.
II. Model algorithms for multiplying and dividing with fractions
using appropriate representations.
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
involving addition, subtraction, multiplication and division
June, 2015
with decimals expressed to thousandths with no more than
two operations.
Algebra
Unit 3
MA.C6.CE.6.14




Evaluate numeric expressions using order of operations
Geometric and arithmetic sequences
Solve one-step equations
Properties: identity for addition and multiplication;
multiplicative property of zero; inverse property for
multiplication
Graph inequalities on a number line

The student will evaluate whole number numerical
expressions, using the order of operations.
SOL 6.8 I, II
MA.C6.PF.6.28
SOL 6.17 I - VIII
The student will identify and extend geometric and
arithmetic sequences.
MA.C6.PF.6.29
SOL 6.18 I - III
The student will solve one-step linear equations in one
variable involving whole number coefficients and
positive rational solutions.
Suggested Pacing: 8 weeks
SOL 6.8 NON-CALCULATOR
I. Simplify expressions by using the order of operations in a
demonstrated step-by-step approach. The expressions should be
limited to positive values and not include braces { } or absolute
value | |.
II. Find the value of numerical expressions, using order of
operations, mental mathematics, and appropriate tools.
Exponents are limited to positive values.
SOL 6.17
I. Investigate and apply strategies to recognize and describe the
change between terms in arithmetic patterns.
II. Investigate and apply strategies to recognize and describe
geometric patterns.
III. Describe verbally and in writing the relationships between
consecutive terms in an arithmetic or geometric sequence.
IV. Extend and apply arithmetic and geometric sequences to similar
situations.
V. Extend arithmetic and geometric sequences in a table by using
a given rule or mathematical relationship.
VI. Compare and contrast arithmetic and geometric sequences.
VII. Identify the common difference for a given arithmetic
sequence.
VIII. Identify the common ratio for a given geometric sequence.
SOL 6.18
I. Represent and solve a one-step equation, using a variety of
concrete materials such as colored chips, algebra tiles, or
weights on a balance scale.
II. Solve a one-step equation by demonstrating the steps
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
algebraically.
III. Identify and use the following algebraic terms appropriately:
equation, variable, expression, term, and coefficient.
SOL 6.19a
I. Identify a real number equation that represents each property of
operations with real numbers, when given several real number
equations.
II. Test the validity of properties by using examples of the
properties of operations on real numbers.
III. Identify the property of operations with real numbers that is
illustrated by a real number equation.
NOTE: The commutative, associative and distributive properties
are taught in previous grades.
MA.C6.PF.6.30
SOL 6.19a I, II, III
The student will investigate and recognize the identity
properties for addition and multiplication.
MA.C6.PF.6.31
SOL 6.19b I, II, III
The student will investigate and recognize the
multiplicative property of zero
SOL 6.19b
I. Identify a real number equation that represents each property of
operations with real numbers, when given several real number
equations.
II. Test the validity of properties by using examples of the
properties of operations on real numbers.
III. Identify the property of operations with real numbers that is
illustrated by a real number equation.
NOTE: The commutative, associative and distributive properties
are taught in previous grades.
MA.C6.PF.6.32
SOL 6.19c I, II, III
The student will investigate and recognize the inverse
property for multiplication.
SOL 6.19c
I. Identify a real number equation that represents each property of
operations with real numbers, when given several real number
equations.
II. Test the validity of properties by using examples of the
properties of operations on real numbers.
III. Identify the property of operations with real numbers that is
illustrated by a real number equation.
NOTE: The commutative, associative and distributive
properties are taught in previous grades.
MA.C6.PF.6.33
The student will graph inequalities on a number line.
SOL 6.20
SOL 6.20 I, II
I. Given a simple inequality with integers, graph the relationship
on a number line.
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
II. Given the graph of a simple inequality with integers,
represent the inequality two different ways using symbols
(<, >, <, >).
Unit 4
MA.C6.PS.6.24
SOL 6.14a, b I, II
MA.C6.PS.6.25
SOL 6.14c III
MA.C6.PS.6.26
SOL 6.15a, b
MA.C6.PS.6.27
SOL 6.16a, b I - IV
Probability and Statistics
 Circle graphs – construct, draw conclusions, predict
 Compare/contrast graphs from same data set
 Mean as a balance point
 Compare/contrast/determine probabilities for
dependent and independent events
The student, given a problem situation, will construct
circle graphs and draw conclusions and make
predictions using circle graphs.
The student, given a problem situation, will compare
and contrast graphs that present information from the
same data set.
The student will describe mean as balance point and
decide which measure of center (mean, median, or
mode) is appropriate for a given purpose.
The student will compare, contrast and determine
probabilities for dependent and independent events.
Suggested Pacing: 5 weeks
SOL 6.14a, b
I. Collect, organize and display data in circle graphs by
depicting information as fractional.
II. Draw conclusions and make predictions about data
presented in a circle graph.
SOL 6.14c
III. Compare and contrast data presented in a circle graph with the
same data represented in other graphical forms.
SOL 6.15a, b
I. Find the mean for a set of data.
II. Describe the three measures of center and a situation in which
each would best represent a set of data.
III. Identify and draw a number line that demonstrates the
concept of mean as balance point for a set of data.
SOL 6.16a, b
I. Determine whether two events are dependent or independent.
II. Compare and contrast dependent and independent events.
III. Determine the probability of two dependent events.
IV. Determine the probability of two independent events.
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
Geometry and Measurement



Unit 5


MA.C6.GE.6.22
SOL 6.12 I - III
MA.C6.GE.6.23
SOL 6.13 I, II
Congruence – segments, angles, and polygons
Properties of quadrilaterals
Ballpark comparisons between U.S. Customary and
metric measurements
Practical problems involving circumference and area of a
circle
Practical problems involving area and perimeter
Volume and surface area – rectangular prism

The student will determine congruence of segments,
angles and polygons.
The student will describe and identify properties of
quadrilaterals.
SOL 6.9 I, II
The student will make ballpark comparisons between
measurements in the U.S. Customary System of
measurement and measurements in the metric system.
MA.C6.ME.6.16
SOL 6.10a I
The student will define π (pi) as the ratio of the
circumference of a circle to its diameter.
MA.C6.ME.6.15
Suggested Pacing: 7 weeks
SOL 6.12
I. Characterize polygons as congruent and noncongruent
according to the measures of their sides and angles.
II. Determine the congruence of segments, angles, and polygons
given their attributes.
III. 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
practical and mathematical problems.† †Revised March 2011
SOL 6.13
I. Sort and classify polygons as quadrilaterals, parallelograms,
rectangles, trapezoids, kites, rhombi, and squares based on their
properties. Properties include number of parallel sides, angle
measures and number of congruent sides.
II. Identify the sum of the measures of the angles of a quadrilateral
as 360°.
SOL 6.9
I. Estimate the conversion of units of length, weight/mass,
volume, and temperature between the U.S. Customary system
and the metric system by using ballpark comparisons.
Ex: 1 L  1qt.
Ex: 4L  4 qts.
II. Estimate measurements by comparing the object to be measured
against a benchmark.
SOL 6.10a
22
I. Derive an approximation for pi (3.14 or 7 ) by gathering data
and comparing the circumference to the diameter of various
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015
MA.C6.ME.6.17
SOL 6.10b II, III, V
The student will solve practical problems involving
circumference and area of a circle, given the diameter
or radius.
MA.C6.ME.6.18
SOL 6.10c
The student will solve practical problems involving
area and perimeter.
MA.C6.ME.6.19
SOL 6.10d
The student will describe and determine the volume and
surface area of a rectangular prism.
circles, using concrete materials or computer models.
SOL 6.10b
II. Find the circumference of a circle by substituting a value for the
diameter or the radius into the formula C = d or C = 2r.
III. Find the area of a circle by using the formula A = r2.
V. Create and solve problems that involve finding the
circumference and area of a circle when given the diameter or
radius.
SOL 6.10c
IV. Apply formulas to solve practical problems involving area and
perimeter of triangles and rectangles.
SOL 6.10d
VI. Solve problems that require finding the surface area of a
rectangular prism, given a diagram of the prism with the
necessary dimensions labeled.
VII.
Solve problems that require finding the volume of a
rectangular prism given a diagram of the prism with the
necessary dimensions labeled.
Virginia Beach City Public Schools/Department of Teaching and Learning/2015-2016
June, 2015