Download Grade 6 PA Common Core Scope and Sequence

Collegium Charter School
Grade 6 Math
PA Core Standards
Scope & Sequence
Global Vision
We Use Math in Our Everyday Lives
Grade 6 PA Common Core Scope and Sequence
2014-2015
Standards of Mathematical Practice (Habits of Mind) 6th grade:
1.
Make sense of problems and persevere in solving them.
Solve problems involving ratios and rates and discuss how they solved them.
Solve real world problems through the application of algebraic and geometric
concepts.
o Seek the meaning of a problem and look for efficient ways to represent and
solve it.
o Check their thinking by asking themselves, “What is the most efficient way to
solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a
different way?”
5.
o
o
2. Reason abstractly and quantitatively.
o Represent a wide variety of real world contexts through the use of real numbers
and variables in mathematical expressions, equations, and inequalities.
o Contextualize to understand the meaning of the number or variable as related to
the problem.
o Decontextualize to manipulate symbolic representations by applying properties
of operations.
3. Construct viable arguments and critique the reasoning of others.
o Construct arguments using verbal or written explanations accompanied by
expressions, equations, inequalities, models, and graphs, tables, and other data
displays (i.e. box plots, dot plots, histograms, etc.).
o Refine their mathematical communication skills through mathematical
discussions in which they critically evaluate their own thinking and the thinking
of other students.
o Pose questions like “How did you get that?”, “Why is that true?”, and “Does that
always work?”
o Explain their thinking to others and respond to others’ thinking.
4. Model with mathematics.
o Model problem situations symbolically, graphically, tabularly, and contextually.
o Form expressions, equations, or inequalities from real world contexts and
connect symbolic and graphical representations.
o Begin to explore covariance and represent two quantities simultaneously.
o Use number lines to compare numbers and represent inequalities.
o Use measures of center and variability and data displays (i.e. box plots and
histograms) to draw inferences about and make comparisons between data sets.
o Connect and explain the connections between the different representations.
o Use all representations as appropriate to a problem context.
Use appropriate tools strategically.
Consider available tools (including estimation and technology) when solving a
mathematical problem and decide when certain tools might be helpful.
o Decide to represent similar data sets using dot plots with the same scale to
visually compare the center and variability of the data.
o Use physical objects or applets to construct nets and calculate the surface area
of three dimensional figures.
o
6.
7.
Attend to precision.
o Continue to refine their mathematical communication skills by using clear and
precise language in their discussions with others and in their own reasoning.
o Use appropriate terminology when referring to rates, ratios, geometric figures,
data displays, and components of expressions, equations or inequalities.
Look for and make use of structure.
Routinely seek patterns or structures to model and solve problems.
Recognize patterns that exist in ratio tables recognizing both the additive and
multiplicative properties.
o Apply properties to generate equivalent expressions (i.e. 6 + 2x = 2 (3 + x) by
distributive property).
o Solve equations (i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality, c=6
by division property of equality).
o Compose and decompose two‐ and three‐dimensional figures to solve real
world problems involving area and volume.
o
o
8.
Look for and express regularity in repeated reasoning.
Use repeated reasoning to understand algorithms and make generalizations
about patterns.
o Solve and model problems. They may notice that a/b ÷ c/d = ad/bc and
construct other examples and models that confirm their generalization.
o Connect place value and their prior work with operations to understand
algorithms to fluently divide multi‐digit numbers and perform all operations
with multi‐digit decimals.
o Informally begin to make connections between covariance, rates, and
representations showing the relationships between quantities
o
2
Grade 6 PA Common Core Scope and Sequence
2014-2015
Investigation, Task and Problem-Solving Rubric
18 points + 3 advanced
Below Basic - 1
Basic - 2
Proficient - 3
Advanced - 4
Understands the Problem
Doesn't understand
enough to get started or
make progress
Understands enough to solve part of
the problem or to get part of the
solution
Understands the problem
Uses Information
Appropriately
Uses inappropriate
information
Uses some appropriate information
correctly
Uses all appropriate information
correctly
Applies Appropriate
Procedures
Applies inappropriate
procedures
Applies some appropriate procedures
Applies completely appropriate
procedures
Uses Representations
Uses a representation
that gives little or no
significant information
about the problem
Uses a representation that gives some Uses a representation that clearly
important information about the
depicts the problem
problem
Uses a representation that is
unusual in its mathematical
precision
Answers the Problem
No answer or wrong
answer based upon an
inappropriate plan
Copying error, computational error,
partial answer for problem with
multiple answers, no answer
statement, answer labeled incorrectly
Correct solution of problem
and made a general rule
about the solution or
extended the solution to a
more complicated solution
Communicates Effectively
No explanation, or
Partial explanation
explanation doesn’t make Some steps described with partial
sense.
connection between representations
(work) and the math.
Grade 6 critical areas:
1. Connecting ratio and rate to whole number multiplication and
division and using concepts of ratio and rate to solve problems.
2. Completing understanding of division of fractions and extending the
notion of number to the system of rational numbers, which includes
negative numbers.
3. Writing, interpreting, and using expressions and equations.
4. Developing understanding of statistical thinking.
Correct solution
Identifies special factors
that influence the approach
before starting the problem
Explains why procedures are
appropriate to the problem.
Essential mathematics in the
solution is connected to any work
or representations used in solving.
PA Core Standard Areas for Math Grade 6
M.06
M.06
M.06
M.06
M.06
A-N = The Number System
A-R = Ratios and Proportional Relationships
B-E = Expressions and Equations
C-G = Geometry
D-S = Statistics and Probability
3
Grade 6 PA Common Core Scope and Sequence
2014-2015
CMQ1 How do we use numbers and operations in our everyday lives?
Big Ideas
Essential Questions (CMQs)
OPERATION MEANINGS & RELATIONSHIPS: The same number
How are mathematical operations (addition, subtraction, multiplication,
sentence (e.g. 12-4 = 8) can be associated with different
division) related to each other?
concrete or real-world situations, AND different number
How can mathematical operations be related to real-world situations?
sentences can be associated with the same concrete or realHow can I use common factors or common multiples in solving problems?
world situation.
How can I use the distributive property express addition?
How can the distributive property be modeled using manipulatives?
EQUIVALENCE: Any number, numerical expression, algebraic
How does multiplying a decimal divisor and dividend by an appropriate
expression, or equation can be represented in an infinite
power of ten change it into an equivalent calculation?
number of ways that have the same value.
Concepts & Competencies
Compute fluently with multi-digit numbers and find common factors and multiples
Fluently divide multi-digit numbers using the standard algorithm.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation .
Assessment Anchor Descriptors
MO6 A-N.2.1 Compute with multi-digit numbers using the four arithmetic operations with or without a calculator.
MO6 A-N.2.2 Apply number theory concepts (specifically, factors and multiples).
4
Grade 6 PA Common Core Scope and Sequence
2014-2015
CM1 Numbers & Operations FK Assessments
CM1 Vocabulary FK: Teacher-created assessment. Each word is worth one point. Teacher may differentiate method of assessment. May be more than one test.
Grade 6 Vocabulary List in Progress as of June 30, 2014
Array
Common multiples
Factor
Multiple
Product
Squares
Common factors
Distributive property
Inverse operations
Operation
Quotient
terms
CMQ1 Numbers & Operations
Student completes task or investigation at any time during the CM unit that addresses Big Ideas of this Unit. Standards of Mathematical Practice in
this task are evaluated by the problem solving rubric. Tasks may be differentiated according to student interest, ability level, etc.
CM1FK1 Numbers & Operations
Solve problems involving operations (+, –, ×, ÷), straight computation, or word problems with whole numbers & decimals (thru thousandths).
Find the greatest common factor (GCF) of two whole numbers less than or equal to 100
Find and the least common multiple (LCM) of two whole numbers less than or equal to 12.
Apply the distributive property to express a sum of two whole numbers with a common factor, as a multiple of a sum of two whole numbers
with no common factor.
Example: Express 36 + 8 as: 4 (9 + 2). Limit numbers 1 through 100.
5
Grade 6 PA Common Core Scope and Sequence
CMQ2How do we use ratios in our everyday lives?
Big Ideas
PROPORTIONALITY: If two quantities vary
proportionally, that relationship can be represented
as a linear function on a graph or in a table.
In a proportional relationship there are an infinite
number of ratios equal to the lowest terms or
constant ratio.
2014-2015
Essential Questions (CMQs)
How can graphs and tables help us see how numbers are related?
Where can examples of ratios and rates be found?
How are cross products and unit rates helpful in determining whether two ratios are
equivalent?
Why is a percent ratio based on 100?
How can a proportion be used to solve a problem involving percent?
How is dividing whole numbers similar to dividing fractions?
How can dividing fractions be modeled using area, sets, or a number line?
OPERATIONS MEANINGS & RELATIONSHIPS: Dividing
a fraction by a fraction divisor can be thought of as
finding the number of fractional pieces in the
dividend.
Concepts & Competencies
Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as
deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size
of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems
for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of
problems involving ratios and rates.
Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to
understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems
Assessment Anchor Descriptors
M06.A-R.1.1 Represent and/or solve real-world and mathematical problems using rates, ratios, and/or percents.
M06.A-N.1.1 Solve real-world and mathematical problems involving division of fractions.
6
Grade 6 PA Common Core Scope and Sequence
2014-2015
CM2 Ratios FK Assessments
CM2 Vocabulary: Teacher created assessment. Each word is worth one point. Teacher may differentiate the method of assessment. May be more than one test.
Grade 6 Vocabulary List in Progress as of June 30, 2014
constant speed
denominator
numerator
percent
proportion
ratio
unit price
coordinate plane
equivalent ratio
ordered pair
product
quotient
ratio notation
unit rate
CMQ2 Ratios
Student completes task or investigation at any time during the CM unit that addresses Big Ideas of this Unit. Standards of Mathematical Practice in
this task are evaluated by the problem solving rubric. Tasks may be differentiated according to student interest, ability level, etc.
CM2FK1 Ratios
Use ratio language and notation (such as 3 to 4, 3:4, 3/4) to describe a ratio relationship between two quantities.
Ex 1: “The ratio of girls to boys in a math class is 2:3, because for every 2 girls there are 3 boys.”
Ex 2: “For every five votes candidate A received, candidate B received four votes.”
Find the unit rate a/b associated with a ratio a: b (with b≠0), and use rate language in the context of a ratio relationship.
Ex 1: “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.”
Ex 2: “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
Construct tables of equivalent ratios relating quantities with whole-number measurements.
Find missing values in the tables, and/or plot the pairs of values on the coordinate plane. Use tables to compare ratios.
CM2FK2 Unit rate and percent
Solve unit rate problems including those involving unit pricing and constant speed.
Ex: 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?
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.
CM2FK3 Fraction Quotients
Interpret and compute quotients of fractions (including mixed numbers), and solve word problems involving division of fractions by fractions.
Solving division expressions by understanding using multiplicative inverse (a/b) ÷ (c/d) = (a/b) × (d/c) = ad/bc
Ex 1: Given a story context for (2/3) ÷ (3/4), explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3.
Ex 2: How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Ex 3: How many 2 1/4-foot pieces can be cut from a 15 1/2-foot board?
7
Grade 6 PA Common Core Scope and Sequence
CMQ3 How do we use integers in our everyday lives?
Big Ideas
NUMBERS — The set of real numbers is infinite, and each
real number can be associated with a unique point on the
number line.
ORIENTATION & LOCATION: Objects in space can be
oriented in an infinite number of ways, and an object’s
location in space can be described quantitatively.
2014-2015
Essential Question (CMQs)
What are integers?
What are opposite numbers?
What is the greatest integer on the number line? What is the least?
How are negative and positive numbers used in the real world?
How do we name points on the number line that are not named by
integers?
What is the meaning of absolute value on the number line?
How do we use coordinates to determine the distance between two points
on the coordinate plane?
Concepts & Competencies
Students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes
negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the
location of points in all four quadrants of the coordinate plane.
Assessment Anchor Descriptors
M06.A-N.3.1 Demonstrate how positive and negative numbers are used together to describe quantities having opposite directions or values and
locations on the number line and coordinate plane.
M06.A-N.3.2 Understand ordering and absolute value of rational numbers.
8
Grade 6 PA Common Core Scope and Sequence
2014-2015
CM3 Integers FK Assessments
CM3 Vocabulary FK: Teacher-created assessment. Each word is worth one point. Teacher may differentiate method of assessment. May be more than one test.
Grade 6 Vocabulary List in Progress as of June 30, 2014
absolute value
debit
integer
number line
origin
rational number
x-coordinate
coordinate
elevation
magnitude
opposite integer
positive numbers
vertical
y-axis
coordinate grid
horizontal
negative numbers ordered pair
quadrants
x-axis
y-coordinate
credit
CMQ3 Integers
Student completes task or investigation at any time during the CM unit that addresses Big Ideas of this Unit. Standards of Mathematical Practice in
this task are evaluated by the problem solving rubric. Tasks may be differentiated according to student interest, ability level, etc.
CM3FK1 Integers
Represent quantities in real-world contexts using positive and negative numbers, explaining the meaning of zero in each situation
(e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge).
Determine the opposite of a number and 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)
Locate and plot integers and other rational numbers on a horizontal or vertical number line.
Locate and plot pairs of integers and other rational numbers on a coordinate plane.
Write, interpret, and explain statements of order for rational numbers in real-world contexts.
Example: Write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
Interpret the absolute value of a rational number as its distance from 0 on the number line and as a magnitude for a positive or negative
quantity in a real-world situation.
Example: For an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars, and recognize that an account
balance less than –30 dollars represents a debt greater than 30 dollars.
Solve real-world and mathematical problems by plotting 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.
9
Grade 6 PA Common Core Scope and Sequence
2014-2015
CMQ4 How do we use algebra in our everyday lives?
Big Ideas (CM)
VARIABLE: Mathematical situations and structures can be
translated and represented abstractly using variables,
expressions, and equations.
EQUIVALENCE: Numbers & numerical expressions can be
named in an infinite number of different, but equivalent
ways e.g. 24 x 6 = (20 + 4) x 6
Essential Questions (CMQs)
What is the correct order for performing mathematical operations?
How does changing the order of operations affect the outcome when
simplifying an expression?
What are variables, and what can they represent?
How can we solve for the unknown?
How can verbal statements be translated into algebraic expressions?
How does the result change when the value of the variable is changed?
How can graphs and tables be used to represent relationships between
variables?
What is an inequality and what types of situations can it represent?
EQUATIONS & INEQUALITIES: Rules of arithmetic and
algebra can be used together with notions of equivalence to
transform equations and inequalities so solutions can be
found.
Concepts & Competencies:
Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations,
evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be
equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation
are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both
sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are in equivalent
ratios, and they use equations (such as 3x = y) to describe relationships between quantities.
Assessment Anchor Descriptors
M06.B-E.1.1 Identify, writes, and evaluates numerical and algebraic expressions.
M06.B-E.2.1 Create, solve, and interpret one-variable equations or inequalities in real-world and mathematical problems.
M06.B-E.3.1 Use variables to represent two quantities in a real-world problem that change in relationship to one another.
10
Grade 6 PA Common Core Scope and Sequence
2014-2015
CM 4 Algebra FK Assessments
CM 4 Vocabulary FK: Teacher-created assessment. Each word is worth one point. Teacher may differentiate method of assessment. May be more than one test.
Grade 6 Vocabulary List in Progress as of June 30, 2014
algebraic expressions
coefficient
coordinate grid/plane
dependent variable
difference
equation
equivalent
evaluate
factor
formula
function table
graphs
independent variable
inequality
inverse operation
numerical expression
operation
order of operations
ordered pair
origin
point
product
quantity
quotient
simplify
solution
substitution
sum
term
variable
x- coordinate
y-coordinate
CMQ4 Algebra
Student completes task or investigation at any time during the CM unit that addresses Big Ideas of this Unit. Standards of Mathematical Practice in this task are
evaluated by the problem solving rubric. Tasks may be differentiated according to student interest, ability level, etc.
CM4FK1 Expressions
Write and evaluate numerical expressions involving whole-number exponents.
Write algebraic expressions from verbal descriptions.
Example: Express the description “five less than twice a number” as 2y – 5.
Identify parts of an expression using mathematical terms (e.g., sum, term, product, factor, quotient, coefficient, quantity).
Example: Describe the expression 2(8 + 7) as a product of two factors.
Evaluate expressions at specific values of their variables, including expressions that arise from formulas used in real-world problems.
Example: Evaluate the expression b2 – 5 when b = 4.
Apply the properties of operations to generate equivalent expressions.
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.
CM4FK2 Equations & Inequalities
Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
Write algebraic expressions to represent real-world or mathematical problems.
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.
Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem and/or represent solutions of
such inequalities on number lines.
CM4FK3: Variable Relationships
Write an equation to express the relationship between the dependent and independent variables.
Example: In a problem involving motion at a constant speed of 65 units, write the equation d = 65t to represent the relationship between distance and time.
Analyze the relationship between the dependent and independent variables using graphs and tables, and/or relate these to an equation.
11
Grade 6 PA Common Core Scope and Sequence
2014-2015
CMQ5 How do we use geometry in our everyday lives?
Big Ideas (CM)
SHAPES & SOLIDS: Two- and three-dimensional objects with or
without curved surfaces can be described, classified, and analyzed
by their attributes.
ORIENTATION & LOCATION: Objects in space can be oriented in
an infinite number of ways, and an object’s location in space can
be described quantitatively.
Essential Questions (CMQs)
How do we use geometry to make sense of the real world?
How are geometric shapes constructed?
What is the relationship between the shape of an object and its use?
What is the relationship between plane figures and solid figures?
Can any geometric shape be transformed into any other shape? Why or
why not?
Objects can be analyzed, sorted, and compared by attributes.
How can we use the coordinates of vertices of polygons to find side
lengths and area?
Concepts & Competencies
Solve real-world and mathematical problems involving area, surface area, and volume.
Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area,
surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or
removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles
and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they
can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular
prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate
plane.
Assessment Anchor & Descriptors
M06.C-G.1 Understand how to solve real-world and mathematical problems involving area, surface area, and volume.
M06.C-G.1.1 Find area, surface area, and volume by applying formulas and using various strategies.
12
Grade 6 PA Common Core Scope and Sequence
2014-2015
CM 5 Geometry FK Assessments
CM5 Vocabulary FK: Teacher-created assessment. Each word is worth one point. Teacher may differentiate method of assessment. May be more than one test.
Grade 6 Vocabulary List in Progress as of June 30, 2014
Area
Base
Compound Polygon
Congruent
Edges
Face
formula
Irregular polygon
Net
Ordered Pair
Parallel
Parallelogram
Perpendicular
Points
Polygon
Quadrant
Quadrilateral
Rectangle
Rectangular Prism
Rectangular prism
Regular Polygon
Rhombus
Solid
Square
Square units
Surface area
Trapezoid
Triangle
Vertices (vertex)
Volume
CMQ5 Geometry
Student completes task or investigation at any time during the CM unit that addresses Big Ideas of this Unit. Standards of Mathematical Practice in
this task are evaluated by the problem solving rubric. Tasks may be differentiated according to student interest, ability level, etc.
CM5FK1 Geometry
Determine the area of triangles and special quadrilaterals (i.e., square, rectangle, parallelogram, rhombus, and trapezoid). Formulas will be
provided.
Determine the area of irregular or compound polygons.
Example: Find the area of a room in the shape of an irregular polygon by composing and/or decomposing the original shape.
Determine the volume of right rectangular prisms with fractional edge lengths. Formulas will be provided.
Given coordinates for the vertices of a polygon in the coordinate plane, use the coordinates to find side lengths and area of the polygon
(limited to triangles and special quadrilaterals). Formulas will be provided.
13
Grade 6 PA Common Core Scope and Sequence
2014-2015
CMQ6 How do we use data in our everyday lives?
Big Ideas (CM)
DATA COLLECTION: Some questions can be answered by collecting and
analyzing data, and the question to be answered determines the data
that needs to be collected and how best to collect it.
DATA REPRESENTATION: Data can be represented visually using tables,
charts, and graphs. The type of data determines the best choice of
visual representation.
DATA DISTRIBUTION: There are special numerical measures that
describe the center and spread of numerical data sets.
Essential Questions (CMQs)
What kinds of problems can be solved with data analysis?
When is it helpful to collect more than one set of data?
How does the size of the sample determine how closely the data
represents the population?
Why and how can we represent the same data in a variety of ways?
How does scale influence how we read data in graphic
representations?
How does the question to be answered, determine the best
measure of central tendency to use? (i.e., mean, median, mode)
How do outliers affect the mean, median, and mode?
Concepts & Competencies
Develop understanding of statistical variability & learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and
symmetry, considering the context in which the data were collected.
Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a
data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in
the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the
total of the data values were redistributed equally, and also in the sense that it is a balance point.
Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because
two very different sets of data can have the same mean and median yet be distinguished by their variability.
Assessment Anchor & Descriptors
M06D-S.1.1 Display, analyzes, and summarizes numerical data sets in relation to their context.
14
Grade 6 PA Common Core Scope and Sequence
2014-2015
CM 6 Data FK Assessments
CM6 Vocabulary FK: Teacher-created assessment. Each word is worth one point. Teacher may differentiate method of assessment. May be more than one test.
Grade 6 Vocabulary List in Progress as of June 30, 2014
Absolute Deviation
Box-and-whisker plots
Data
Distribution
Dot Plot
Histogram
Interquartile range
Interquartile
variability
Interval
Line graph
Line plot
Mean
Median
Mode
Outlier
Picture graph
(pictograph)
Population
Range
Sample space
Scale
Statistical variability
Tally
CMQ6 Data
Student completes task or investigation at any time during the CM unit that addresses Big Ideas of this Unit. Standards of Mathematical Practice in
this task are evaluated by the problem solving rubric. Tasks may be differentiated according to student interest, ability level, etc.
CM6FK1 Data
Display numerical data in plots on a number line, including dot plots, histograms, and box-and-whisker plots.
Determine quantitative measures of center (e.g., median, mean, and/or mode) and variability (e.g., range, interquartile range, and/or mean
absolute deviation).
Describe any overall pattern and any deviations from the overall pattern with reference to the context in which the data were gathered.
Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
15