Download Grade__6__ Math Curriculum Map Weeks _24

Grade__6__ Math Curriculum Map
Standard
6.NS.4 Find the greatest common factor of
two whole numbers less than or equal to 100
and the least common multiple of two whole
numbers less than or equal to 12. Use the
distributive property to express a sum of two
whole numbers 1-100 with a common factor
as a multiple of a sum of two whole numbers
with no common factor. For example,
express 36 + 8 as 4(9+2).
Weeks _24-30 Algebraic Reasoning_
Progression
Lessons
Fading
Learning Targets:
I can determine the Greatest Common Factor
of two whole numbers less than or equal to
100.
Learning Activity:
Math Connects PP. 197-201
I can determine the Least Common Multiple of
two whole numbers less than or equal to 12.
Learning Activity:
Math Connects 216-219
I can apply the Distributive Property to rewrite
addition problems by factoring out the Greatest
Common Factor of two whole numbers 1-100
and multiplying the Greatest Common Factor by
the sum of the two remaining factors.
Learning Activity:
http://www.internet4classrooms.com/
*Factoring out the GCF is not in Math Connects.
Use the Distributive Property to Factor
Polynomials
Teacher-made materials
6.EE.2 Write, read, and evaluate expressions
in which letters stand for numbers.
6.EE.2a Write expressions that record
New
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Learning Targets: ·
I can write algebraic expressions, with
numbers and letters standing for
Grade__6__ Math Curriculum Map
operations with numbers and with letters
standing for numbers. For example, express
the calculation "subtract y from 5" as 5 - y.
6.EE.2 Write, read, and evaluate expressions
in which letters stand for numbers.
6.EE.2b Identify parts of an expression using
mathematical terms (sum, term, product,
factor, quotient, coefficient); view one or
more parts of an expression as a single
entity. For example, describe the expression
2(8 + 7) as a product of two factors; view (8 +
7) as both a single entity and a sum of two
terms.
numbers.
Learning Activity:
Math Connects: pp. 42-53, 636-660
New
Fading
Learning Targets: ·
I can identify parts of an expression
using mathematical terms. ·
Learning Activity:
Laying the Foundation: Module 8 –
Arithmetic Sequences
Math Connects: p. 57, p. 637(like
terms) p.657(coefficient)
I can identify parts of an expression as
a single entity.
Learning Activity:
Math Connects: pp. 630-635, 638,
663-664
6.EE.2 Write, read, and evaluate expressions
in which letters stand for numbers
. 6.EE.2c Evaluate expressions at specific
values of their variables. Include expressions
that arise from formulas used in real-world
problems. Perform arithmetic operations,
including those involving whole number
exponents, in the conventional order when
there are no parentheses to specify a
particular order (Order of Operations). For
New
Learning Targets:
I can evaluate specific values for
variables in real-world problems.
Learning Activity:
Math Connects: pp. 42-51, 158-159,
343, 164-165, 170-171, 265-266, 283285, 288-289, 299-300
http://www.internet4classrooms.com/
Grade__6__ Math Curriculum Map
example, use the formulas V=s³ and A= 6s² to
find the volume and surface area of a cube
with sides of length s=1/2.
I can apply order of operations when
there are no parentheses, for
expressions that include whole
number exponents.
Learning Activity:
Math Connects: pp. 37-40, 43-46
I can evaluate expressions that arise
from formulas in real-world problems.
6.EE.3 Apply the properties of operations to
generate equivalent expressions. For
example, apply the distributive property to
the expression 3 (2 + x) to produce the
equivalent expression 6 + 3x; apply the
distributive property to the expression 24x +
18y to produce the equivalent expression 6
(4x + 3y); apply properties of operations to y
+ y + y to produce the equivalent expression
3y.
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6.EE.4 Identify when two expressions are
equivalent (i.e., when the two expressions
name the same number regardless of which
value is substituted into them). For example,
the expressions y + y + y and 3y are
equivalent because they name the same
number regardless of which number y stands
New
Fading
Learning Activity:
Math Connects: pp. 61-62, Chapter 10
lessons
Learning Targets:
I can apply the properties of
operations to generate equivalent
expressions.
Learning Activity:
In simplifying algebraic expressions
Math Connects pp. 636-641. In
solving equations Math Connects: pp.
642-659.
*No lessons on factoring out GCF
Learning Targets:
I can identify, using various strategies,
that two expressions are equivalent.
Learning Activity:
http://www.internet4classrooms.com/
Grade__6__ Math Curriculum Map
for.
6.EE.6 Use variables to represent numbers
and write expressions when solving a realworld 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.
*No lesson in Math Connects on this skill
Teacher-made materials
New
Fading
Learning Targets:
I can recognize that a variable can
represent an unknown number, or,
depending on the purpose at hand,
any number in a specified set.
Learning Activity:
Math Connects: pp. 42-53
I can write expressions with numbers
and variables when solving a realworld or mathematical problem.
Learning Activity:
Math Connects: Chapter 10
http://www.internet4classrooms.com/
6.EE.7 Solve real-world or 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
numbers.
6.EE.9 Use variables to represent two
quantities in a real-world problem that
change in relationship to one another; write
New
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New
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Learning Targets:
I can write and solve equations for
real-world or mathematical problems
containing one unknown in which all
parts of the equation are nonnegative
numbers.
Learning Activity:
Math Connects: Chapter 10
http://www.internet4classrooms.com/
Learning Targets:
· I can use variables to represent two
quantities in a real-world problem that
Grade__6__ Math Curriculum Map
an equation to express one quantity, thought
of as the dependent variable, in terms of
other quantity, thought of as the
independent variable. Analyze the
relationship between the dependent and
independent variables using graphs and
tables, and relate these to the equation. For
example, in a problem involving motion at
constant speed, list and graph ordered pairs
of distances and times, and write the
equation d = 65t to represent the
relationship between distance and time.
change in relationship to one another.
Learning Activity:
Math Connects: pp. 49-53, 343-355
Laying the Foundation: Module 9 –
Box it Up
http://www.internet4classrooms.com/
· I can write an equation to express
one quantity (dependent variable) in
terms of the other quantity
(independent variable).
Learning Activity:
Math Connects: pp. 49-53, 343-355
http://www.internet4classrooms.com/
· I can analyze the relationship
between the dependent variable and
independent variable using tables and
graphs as they relate to equations.
Learning Activity:
Math Connects: pp. 49-53, 343-355
6.EE.8 Write an inequality of the form x > c or
x < c to represent a constraint or condition in
a real-world or mathematical problem.
Recognize that inequalities of the form x > c
or x < c have infinitely many solutions;
represent solutions of such inequalities on
number line diagrams.
New
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Learning Targets: ·
I can recognize that inequalities of the
form x > c or x < c have infinitely many
solutions. ·
Learning Activity:
*Not a lesson in Math Connects
Grade__6__ Math Curriculum Map
http://www.internet4classrooms.com/
Teacher-made materials
I can write an inequality of the form x
> c or x < c to represent a constraint or
condition in a real-world or
mathematical problem. ·
Learning Activity:
*Not a lesson in Math Connects
http://www.internet4classrooms.com/
Teacher-made materials
I can represent solutions to
inequalities or the form x > c or x < c,
with infinitely many solutions, on
number line diagrams.
6.EE.5 Understand solving an equation or
inequality as a process of answering a
question; which values from a specified set,
if any, make the equation or inequality true?
Use substitution to determine whether a
given number in a specified set makes an
equation or inequality true.
New
Fading
Learning Activity:
*Not a lesson in Math Connects
http://www.internet4classrooms.com/
Teacher-made materials
Learning Targets:
I can recognize solving an equation or
inequality as a process of answering a
question.
Learning Activity:
Math Connects: Equations pp. 57-60
Inequalities pp. 655
http://www.internet4classrooms.com/
I can show that the solutions set of an
equation or inequality are the values
that make the equation or inequality
Grade__6__ Math Curriculum Map
true.
Learning Activity:
http://www.internet4classrooms.com/
*Not a lesson in Math Connects
Teacher-made materials
I can use substitution to determine
whether a given number in a specified
set makes an equation or inequality
true.
Learning Activity:
Math Connects: Equations pp. 57-60
Inequalities pp. 655
Teacher Made Materials