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6th Grade Math Curriculum Map Created By Jason Hall Unit 1: Whole Numbers Operations Unit 2: Unit of Measurement Unit 3: Geometric Figures Unit 4: Plane Figures Unit 5: Congruence and Motion Geometry Unit 6: Perimeter Unit 7: Area Unit 8: Solid Figures Unit 9: Volume Unit 10: Number Theory Unit 11: Decimals Operations Unit 12: Add and Subtract Fractions Unit 13: Multiplying and Divide Fractions and Mixed Numbers Unit 14: Integers Unit 15: Rational Numbers Unit 16: Statistics, Probability, and Graphing Unit 17: Expressions Unit 18: Equations, Inequalities, and Variables Unit 19: Patterns Unit 20: Ratios and Proportions Unit 21: Percent and Change Created by Jason Hall for Owsley County School District Page 1 of 30 1st Nine Weeks Grading Period CCS 5.NBT.1 5.NBT.2 5.NBT.5 5.NF.5A 6.NS.2 Unit 1 Title Whole Numbers Operations (review) 6.RP.3d 2 Unit of Measurement 5.G.3 5.G.4 3 Geometric Figures 6.G.3 4 Plane Figures 5.G.3 5.G.4 5 Congruence and Motion Geometry Skill(s) 1. Whole Numbers and Place Value 2. Estimate with Whole Numbers 3. Add and Subtract Whole Numbers 4. Multiply and Divide Whole Numbers 5. Exponents 6. Order of Operations 7. Properties 8. Mental Math Strategies 1. Elapsed Time 2. Customary Measurements 3. Metric Measurements 4. Fahrenheit and Celsius 5. Appropriate Tools and Units 1. Points, Lines, and Planes 2. Angle Relationships 3. Congruent Line Segments and Angles 4. Classify Lines and Planes 5. Bisect Line Segments and Angles 1. Polygons 2. Triangles 3. Quadrilaterals 4. Draw Plane Figures 5. Circles 1. Similar and Congruent Figures 2. Transformations 3. Transformations on the Coordinate Plane Duration 1-2 wks 1-2 wks 1 wk 2-3 wks 1 wk Created by Jason Hall for Owsley County School District Page 2 of 30 Review 6 Perimeter 6.G.1 7 Area 4. Symmetry 1. Find Perimeter 2. Perimeter Formulas 3. Estimate and Measure Perimeter 4. Circumference 5. Polygon Sides 6. Compare Perimeters 1. Estimate Area 2. Area of Squares, Rectangles, and Triangles 3. Area of Parallelograms and Trapezoids 4. Perimeter and Area 5. Area of Circles 1 wk 2-3 wks 2nd Nine Weeks Grading Period 6.G.4 8 Solid Figures 6.G.2 9 Volume 6.NS.4 10 Number Theory 6.NS.3 11 Decimals Operations 5.NF.1 5.NF.2 12 Add and Subtract Fractions 1. Types of Solid Figures 2. Views of Solid Figures 3. Nets of Solid Figures 1. Surface Area 2. Volume of Prisms 3. Volume of Cylinders 1. Divisibility 2. Prime and Composite Numbers 3. Prime Factorization 4. LCM and GCF 1. Decimals and Place Value 2. Estimate with Decimals 3. Add and Subtract Decimals 4. Multiply Decimals 5. Divide Decimals by Whole Numbers 1. Estimate Sums and Differences 2. Add and Subtract Fractions 1 wk 2 wks 1-2 wks 3-4 wks 2 wks Created by Jason Hall for Owsley County School District Page 3 of 30 3. Add and Subtract Mixed Numbers 4. Subtracting Equivalent Fractions 3rd Nine Weeks Grading Period 5.NF.4a 5.NF.5b 5.NF.6 6.NS.1 6.NS.5 13 6.NS.6a 6.NS.6b 6.NS.6c 6.NS.7a 6.NS.7b 6.NS.7c 6.NS.8 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5 6.EE.9 15 14 16 1. Estimate Products and Quotients Multiplying and Divide Fractions and Mixed Numbers 2. Multiply Fractions 3. Multiply Mixed Numbers 4. Divide Fractions and Mixed Numbers 1. Understand Integers Integers 2. Add Integers 3. Subtract Integers 4. Multiply Integers 5. Divide Integers 6. Operations with Integers 1. Rational Numbers Rational Numbers 2. Compare and Order 3. Properties of Rational Numbers 4. Inequalities on a Number Line 5. Graph on a Coordinate Plane Statistics, Probability, and Graphing 1. Mean, Median, Mode and Range 2. Frequency Tables and Line Plots 3. Samples and Surveys 4. Make and Analyze Graphs 5. Stem-and-Leaf Plots and Histograms 6. Compare Graphs 7. Choose and Appropriate Graph 8. Box-and-Whisker Plots 9. Graph Functions 10. Graph Linear Equations 1-2 wks 2 wks 2 wks 4 wks Created by Jason Hall for Owsley County School District Page 4 of 30 11. Graph Relationships 12. Theoretical Probability 13. Experimental Probability 14. Make Predictions 15. Outcomes of Compound Events 16. Independent and Dependent Events 17. Permutations and Combinations 4th Nine Weeks Grading Period 6.EE.1 6.EE.2 6.EE.3 6.EE.4 17 Expressions 6.EE.5 6.EE.6 6.EE.7 6.EE.8 6.EE.9 18 Equations, Inequalities, and Variables 5.OA.3 19 Patterns 6.RP.1 6.RP.2 6.RP.3a 6.RP.3b 20 Ratios and Proportions 1. Write Algebraic Expressions 2. Evaluate Algebraic Expressions 3. Words and Equations 4. Solve Addition Equations 5. Solve Subtraction Equations 6. Solve Multiplication and Division Equations 1. Understand Solving and Equation or Inequality 2. Use Substitution to Make an Equation True 3. Use Variables to Represent Numbers 4. Understand that a Variable can represent an Unknown Number 5. Solve Word Problems with Equations 6. Inequalities 7. Dependent and Independent Variables 1. Patterns in Sequences 2. Number Patterns and Functions 3. Geometric Patterns 1. Ratios and Rates 2. Write and Solve Proportions 3. Distance, Rate, and Time 4. Ratios and Similar Figures 5. Scale Drawings 2-3 wks 2-3 wks 1 wk 2 wks Created by Jason Hall for Owsley County School District Page 5 of 30 6.RP.3c 21 Percent and Change 6. Proportional Reasoning 7. Golden Ratio 1. Percent 2. Percents, Decimals and Fractions 3. Percent of a Number 4. Discount and Sales Tax 5. Simple Interest 1-2 wks Created by Jason Hall for Owsley County School District Page 6 of 30 Unit 1: Whole Number Operations Approximate Duration of Study: 1 - 2 weeks CCS Essential Concept Skills Question 5.NBT.1 How do we compare Place Value Relationship of digits in a multi-digit number relationships between The ones place is ten times as much as the place value to place values? the right. 5.NBT.2 How do I demonstrate Multiplying by Power of Ten Explain the patterns of zeros in whole numbers. the patterns between Explain the patterns of the placement of decimal numbers, quantities points and place value using the power of ten? 5.NBT.5 How can we use the Whole Number Solve two digit multiplication. concept of Multiplying Solve three digit multiplication. multiplication to solve problems? 5.NF.5a How can we interpret Comparing Sizes Evaluate the factors to estimate the product (size), multiplication as without multiplying scaling (resizing)? 6.NS.2 What is the strategy to Divide multi-digit numbers Fluently divide multi-digit numbers using the divide multi-digit standard algorithm. numbers? Vocabulary: addend, sum, subtrahend, minuend, difference, factor, product, divisor, dividend, quotient, estimation, operations, ordering, place value Created by Jason Hall for Owsley County School District Page 7 of 30 Unit 2: Unit of Measure Approximate Duration of Study: 1 - 2 weeks CCS Essential Concept Skills Question 6.RP.3d How can we use ratio Measurement units Use ratio reasoning to convert measurement units and rate reasoning to Manipulate and transform units appropriately solve real world and when multiplying or dividing quantities mathematical problems? Vocabulary: capacity, Celsius, Fahrenheit, metric, customary, elapsed time, ante meridiem, post meridiem, unit rate Created by Jason Hall for Owsley County School District Page 8 of 30 Unit 3: Geometric Figures Approximate Duration of Study: 1 week CCS 5.G.3 Essential Question How can the characteristics of shapes helps us categorize multiple figures? Concept Categorize 5.G.4 Skills Understand that a two-dimensional shape can be classified using different categorization (side lengths, degrees of angles, number of sides) e.g. All rectangles have right angles, a square is rectangle, so all squares have right angles. Organize two-dimensional shapes as being classified as more than one figure in order from simplest to most complex. How can we Classify sequentially order shapes according the properties from simplest to most e.g. shape, quadrilateral, parallelogram, rhombus, square complex? Vocabulary: Two- Dimensional Shapes, Lengths, Degrees, Angles, Sides, Quadrilateral, Square, Parallelogram, Rhombus, Trapezoid, Rectangle, Angles, Degrees, Classify, Simple, and Complex. Created by Jason Hall for Owsley County School District Page 9 of 30 Unit 4: Congruence and Motion Geometry Approximate Duration of Study: 1 week CCS 5.G.3 Essential Question How do we classify angles? How do we measure using a protractor? How do you classify a polygon? Concept Angles Skills Name an angle (right, acute, or obtuse) Draw an angle (right, acute, or obtuse) Measure an angle (right, acute, or obtuse) Use the properties of lines, points, and angles to classify polygons. Name a polygon based on the polygons properties. Identify the total number of diagonals within a polygon. Evaluate a polygon to determine lines of symmetry. Vocabulary: similar figures, corresponding angles, corresponding sides, exterior, interior, right, acute, obtuse, adjacent, ray, line, segment, straight, supplementary, complementary, parallel, perpendicular, bisect, midpoint, compass, protractor 5.G.4 Polygons Created by Jason Hall for Owsley County School District Page 10 of 30 Unit 5: Plane Figures Approximate Duration of Study: 2 - 3 weeks CCS 6.G.3 Essential Question How can I draw polygons in the coordinate plane? Concept Draw polygons Skills 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 to solving real-world and mathematical problems How can I find the dimensions of a given polygon on the coordinate plane using the coordinates? Vocabulary: acute triangle, equilateral triangle, isosceles triangle, obtuse, right, scalene, diagonal, polygon, heptagon, decagon, vertex, nonagon, regular polygon Created by Jason Hall for Owsley County School District Page 11 of 30 Unit 6: Perimeter Approximate Duration of Study: 1 week CCS Review Essential Question How do you solve for the perimeter? Concept Perimeter of polygons 5.NF.4b 5.NF.5a 5.NF.6 Skills Understand the concept of the perimeter of polygons Use addition to solve for the perimeter Use the formulas: (l + l + w + w) or (2 x l) + (2 x w) How does the perimeter relate to architecture? 5.G.3 How do you solve for Circumference of Circles Understand the concept of the perimeter of circles 5.G.4 the circumference? Use formulas: (π • d) or (2πr) Vocabulary: Perimeter, Circumference, Diameter, Radius, Length, Width, and Sum. Created by Jason Hall for Owsley County School District Page 12 of 30 Unit 7: Area Approximate Duration of Study: 2-3 weeks CCS 6.G.1 Essential Question How can I find the area of polygons by composing or decomposing them into other shapes? Concept Area Skills Find the area of right triangles, or other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes Apply these techniques in the context of solving real-world and mathematical problems Vocabulary: area, length, width, base, height, decompose, composing Created by Jason Hall for Owsley County School District Page 13 of 30 Unit 8: Solid Figures Approximate Duration of Study: 1 - 2 weeks CCS 6.G.4 Essential Question How can I use a net to represent a threedimensional figure? Concept Three-dimensional figures How can I use a net to find the surface area of a three-dimensional figure? Vocabulary: net, base, lateral face, polyhedron, surface area Skills Represent three-dimensional figures using nets made up of rectangles and triangles Use the nets to find the surface area of these figures Apply these techniques to solving real-world and mathematical problems Created by Jason Hall for Owsley County School District Page 14 of 30 Unit 9: Volume Approximate Duration of Study: 2 weeks CCS 6.G.2 Essential Question How can I find the volume of a right rectangular prism using unit cubes? Concept Volume How can I find the volume of a right rectangular prism using the formulas for volume? Vocabulary: volume, cylinder, prism Skills Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes 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 Created by Jason Hall for Owsley County School District Page 15 of 30 Unit 10: Number Theory Approximate Duration of Study: 1-2 weeks CCS 6.NS.4 Essential Question How do you find the greatest common factor of two whole numbers less than 100? Concept Greatest common factor and least common multiple Skills Find greatest common factor of two whole numbers less than or equal to 100. Find least common multiple of two whole numbers less than or equal to 12. Use distributive property to express an equation as a multiple of a sum of two whole numbers with no common factor. How do you find the least common multiple of two whole numbers less than or equal to 12? Vocabulary: greatest common factor, least common multiple, composite, common multiple, factor, prime number, opposites, standard form, divisibility, expression Created by Jason Hall for Owsley County School District Page 16 of 30 Unit 11: Decimals Operations Approximate Duration of Study: 3-4 weeks CCS Essential Concept Question 6.NS.3 What is the strategy to Add, subtract, multiply and add, subtract, divide multi-digit decimals multiply, and divide multi-digit decimals? Vocabulary: comparing, equivalent, algorithm Skills Fluently add, subtract, multiply and divide multidigit decimals using the standard algorithm for each operation. Created by Jason Hall for Owsley County School District Page 17 of 30 Unit 12: Add and Subtract Fractions and Mixed Numbers Approximate Duration of Study: 2 weeks CCS 5.NF.1 Essential Question How do we convert fractions to common denominators? Concept Skills Unlike Denominators (changing to common denominators) Add Fractions Subtract Fractions How do we use fraction conversions in our daily life (cooking, slices, etc.)? How can we demonstrate fractions through story problems? Unlike Denominators With Mixed Numbers Add Mixed Numbers Subtract Mixed Numbers Use fraction models to represent the problem. Use equations to represent the problem. Estimate mentally using benchmark fractions and number sense to assess the reasonableness of an answer. Story Problems Use fraction models to represent the problem. (Addition/Subtraction Unlike Use equations to represent the problem. Denominators) Estimate mentally using benchmark fractions and number sense to assess the reasonableness of an answer. Vocabulary: Sum, Difference, Equivalent, Numerator, Denominator, Common Denominator, Mixed Number, and Factors. Benchmark Fraction: Benchmark fractions are common fractions that you can judge other numbers against. Normally, 1/4, 1/2, 3/4, and often 1/10 (because of its relationship with decimals) are referred to as benchmark fractions. 5.NF.2 Story Problems (Addition/Subtraction Common Denominators) Created by Jason Hall for Owsley County School District Page 18 of 30 Unit 13: Multiplying and Dividing Fractions and Mixed Numbers Approximate Duration of Study: 1-2 weeks CCS 5.NF.4a Essential Question How do we multiply fractions? What are rules to multiplying fractions? Concept Skills Multiplying Fractions/ Fractions Multiply fractions with fractions e.g. (a/b x c/d =ac/bd) Multiplying Whole Numbers to Fractions Multiply fractions with whole numbers e.g. (a/b x q = aq/b) Explain why multiplying a fraction greater than one by a given number will result in a larger product Explain why multiplying a fraction less than one by a given number will result in a smaller product Solve real world problems using fractions and mixed numbers Use fraction models and equations to represent the problem Compute quotient of fractions Solve word problems involving division of fractions by fractions 5.NF.5b How do we anticipate the product of fractions? Multiplying Fractions 5.NF.6 How does multiplication relate to real world scenarios? Real World Problems of Multiplication 6.NS.1 What is the strategy to compute quotients of fractions? Dividing fractions by fractions Vocabulary: Product, Difference, Equivalent, Compare, Numerator, Denominator, Common Denominator, Mixed Number, and Factors, Reciprocal Created by Jason Hall for Owsley County School District Page 19 of 30 Unit 14: Integers Approximate Duration of Study: 2 weeks CCS Essential Concept Skills Question 6.NS.5 How can we Positive and negative numbers Understand that positive and negative numbers are understand that used to describe quantities having opposite positive and negative directions. numbers are used to Be able to explain meaning of zero in relation to + describe quantities and – numbers. having opposite directions? Vocabulary: absolute value, integer, positive number, negative number, additive inverse, ordering, patterns, opposites Created by Jason Hall for Owsley County School District Page 20 of 30 Unit 15: Rational Numbers Approximate Duration of Study: 2 weeks CCS 6.NS.6a 6.NS.6b 6.NS.6c 6.NS.7a 6.NS.7b Essential Question How can we recognize opposite signs of numbers on a number line? Concept How can we understand signs of numbers in ordered pairs as locations on a coordinate plane? How can we find and position integers and other rational numbers on a horizontal and vertical number line? Rational numbers and the number line How can we interpret statements of inequality as statements about the relative position of two numbers on a number line? How can we write, interpret, and explain order for rational Ordering and absolute value of rational numbers Rational numbers and the number line Rational numbers and the coordinate plane Rational numbers and the number line Skills Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; Recognize that the opposite of the opposite of a number is itself. Understand signs of numbers in ordered pairs as locations in quadrants of the coordinate plane; Recognize that when two ordered pairs differ only by signs, the locations will be reflections across one or both axes. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; Find and position pairs of integers and other rational numbers on a coordinate plane. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Write, interpret, and explain statements of order for rational numbers in real-world contexts. Created by Jason Hall for Owsley County School District Page 21 of 30 numbers in real-world contexts? 6.NS.7c How can we Understand the absolute value of a rational number understand the as its distance from zero on the number line; absolute value of a Interpret absolute value as magnitude for a positive rational number as its or negative quantity in a real-world situation. distance from zero on a number line? 6.NS.7d How can we Distinguish comparisons of absolute value from distinguish statements about order. comparisons of absolute value from statements about order? 6.NS.8 How can we solve Coordinate Plane Solve real-world and mathematical problems by real-world and math graphing points in all four quadrants of the problems by graphing coordinate plane; points on a coordinate Include use of coordinates and absolute value to and use coordinates to find distances between points with the same first find distances between coordinate or the same second coordinate. points on a coordinate plane? Vocabulary: comparing, rational numbers, irrational numbers, coordinates, ordered pairs, coordinate plane, quadrant, absolute value, inequality Created by Jason Hall for Owsley County School District Page 22 of 30 Unit 16: Statistics, Probability, and Graphing Approximate Duration of Study: 4 weeks CCS 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5 Essential Question What is the process of taking a survey and displaying the results? How do mean, median and mode describe a set of data? What method would you use to describe a given set of data using mean, median, mode and range? What questions should you ask to determine which numerical set of data would be the most appropriate to use for the data given? How can you show the distribution of data using a box-andwhisker plot? Concept Statistical questions Set of data Measure of data Displaying numerical data Summarize numerical data sets Skills Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers 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 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number Recognize that a measure of variation describes how its values vary with a single number Display numerical data in plots on a number line, including dot plots, histograms, and box plots Report the number of observations Describe the nature of the attribute under investigation including how it was measured and its units of measurement Give quantitative measures of median and/or mean and interquartile range and/or mean, as well as describing any overall pattern and deviations with reference to the context in which the data was gathered Created by Jason Hall for Owsley County School District Page 23 of 30 6.EE.9 How do we use variables to represent two quantities? Dependent and independent variables How do we write an equation to express the dependent variable to the independent variable? Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered Use variables to represent two quantities in a realworld problem that change in relationship to one another Write an equation to express the dependent variable in terms of the independent variable Analyze the relationship between the dependent variable and the independent variable using graphs and tables, and relate these to the equation How do we analyze the relationship between the dependent and independent variable using graphs and tables? Vocabulary: Probability, chance, ratio, mean, median, mode, range, frequency, survey, variables, histogram, stem-and-leaf plot, boxand-whisker plot, data, circle graph, line graph, bar graph, pictograph, frequency table, cumulative frequency, variables, comparing, census, averages, outlier, interquartile, predictions, random, events, dependent, independent, permutation, outcomes, estimation, scatter plots Created by Jason Hall for Owsley County School District Page 24 of 30 Unit 17: Expressions Approximate Duration of Study: 2-3 weeks CCS 6.EE.1 6.EE.2 Essential Question How do we solve a numerical expression using exponents? How do we solve the value of an unknown? Concept Skills Numerical expressions Write and evaluate numerical expressions involving whole-number exponents Letters in expressions Write expressions that record operations with numbers in which letters stand for numbers Identify parts of an expression using mathematical terms View one or more parts of an expression as a single entity Evaluate expressions at specific values of their variables Include expressions that arise from formulas used in real-world problems Perform arithmetic operations in the conventional order when there are no parenthesis Apply the properties of operations to generate equivalent expressions How do we solve an expression using the order of operations? 6.EE.3 How do we apply the Properties of operations properties of operations to generate equivalent expressions? 6.EE.4 How do we identify Equivalent expressions Identify when two expressions are equivalent when two expressions are equivalent? Vocabulary: algebraic, evaluating, numerical, order of operations, equivalent, variables Created by Jason Hall for Owsley County School District Page 25 of 30 Unit 18: Equations, Inequalities, and Variables Approximate Duration of Study: 2-3 weeks CCS 6.EE.5 6.EE.6 6.EE.7 6.EE.8 Essential Question How do we solve an equation and/or inequality? How do we use substitution to determine whether a given number in a set makes an equation? How do we use variables to represent numbers? How do we write expressions when solving real word problems? How do we solve real world problems by writing equations? How do we write an inequality? Concept Skills Solving an equation or inequality 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 Variables Use variables to represent numbers and write expressions when solving real-world or mathematical problems Understand that a variable can represent an unknown number or any number in a specified set Equations Solve real-world and mathematical problems by writing and solving equations in the form of 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 Recognize that inequalities of the form x > c or x < c have infinite solutions Inequalities How do we recognize that inequalities have Created by Jason Hall for Owsley County School District Page 26 of 30 Represent solutions of such inequalities on number line diagrams infinite solutions? 6.EE.9 How do we represent solutions of inequalities on a number line? How do we use variables to represent two quantities? Dependent and independent variables How do we write an equation to express the dependent variable to the independent variable? Use variables to represent two quantities in a realworld problem that change in relationship to one another Write an equation to express the dependent variable in terms of the independent variable Analyze the relationship between the dependent variable and the independent variable using graphs and tables, and relate these to the equation How do we analyze the relationship between the dependent and independent variable using graphs and tables? Vocabulary: equations, inequalities, variables, analyze, substitution Created by Jason Hall for Owsley County School District Page 27 of 30 Unit 19: Patterns Approximate Duration of Study: 1 week CCS 5.OA.3 Essential Question What are the relationships between corresponding terms? Concept Ordered Pairs Why are the relationships relevant? How can we use ordered pair to develop relationships in numbers? Skills Generate two number patterns using a given rule: X-value add 3, Y-value add 6. Find ordered pair relationships (rule) Compare two sequences of numbers to develop pattern. Add 3, starting at 0 and Add 6 starting at 0, then identify that the sequence is twice the corresponding term. Vocabulary: Ordered Pairs, Relevancy, Corresponding Terms, Term, Patterns, X-Value, Y-Value, Sequence, and Rule Created by Jason Hall for Owsley County School District Page 28 of 30 Unit 20: Ratios and Proportions Approximate Duration of Study: 2 weeks CCS 6.RP.1 6.RP.2 6.RP.3a 6.RP.3b Essential Question What is a ratio? What is ratio language to describe a ratio relationship? What is unit rate associated with a ratio? How do you use rate language in the context of a ratio relationship? How can we use ratio and rate reasoning to solve real world and mathematical problems? How can we use ratio and rate reasoning to solve real world and mathematical problems? Concept Skills Ratios Ratio language Use ratio language to describe relationship between two quantities Unit rate Ratio relationships Understand the concept of unit rate a/b associated with a ratio a:b with b ≠ 0 Use rate language in the context of a ratio relationship Make and use tables of equivalent ratios Make tables of equivalent ratios relating quantities with whole number measurements Find missing values within the tables Plot the pairs of values on the coordinate plane Use tables to compare ratios Solve unit rate problems including those involving unit pricing and constant speed Unit rate problems Vocabulary: ratio, proportion, equivalent ratios, rate, unit rate, scale, scale drawing, odds Created by Jason Hall for Owsley County School District Page 29 of 30 Unit 21: Percent and Change Approximate Duration of Study: 1-2 weeks CCS 6.RP.3c Essential Question How can we use ratio and rate reasoning to solve real world and mathematical problems? Concept Percents Skills Find a percent of a quantity as a rate per 100 Solve problems finding the whole, given a part and a percent Vocabulary: sales tax, discount, percent Created by Jason Hall for Owsley County School District Page 30 of 30