Download Math Grade 6 Team - Hoover City Schools

Math 6th Grade Team
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Scope and Sequence Map
Mathematics: 2012-13 to 2017-18
Units of Study
Hoover City Schools
Correlation of Standards
Special Notes
Scope and Sequence Map
Domains, Content Clusters, & Standard Numbers
1st nwks
Units of Study
2nd nwks 3rd nwks
4th nwks
Ratios and Proportional Relationships (RP)

5
Analyze proportional relationships and use them to solve real-world and mathematical problems: 1,
2, 3
The Number System (NS)

Apply and extend previous understandings of operations with fractions to add, subtract, multiply,
and divide rational numbers: 4, 5, 6
2
Expressions and Equations (EE)


Use properties of operations to generate equivalent expressions: 7, 8
Solve real-life and mathematical problems using numerical and algebraic expressions and equations:
9, 10
2
4
Geometry (G)


Draw, construct, and describe geometrical figures and describe the relationship between them: 11,
12, 13
Solve real-world and mathematical problems involving angle measure, area, surface area, and
volume: 14, 15, 16
5
8, 9
Statistics and Probability (SP)
 Use random sampling to draw inferences about a population: 17, 18
 Draw informal comparative inferences about two populations: 19, 20
 Investigate chance processes and develop, use, and evaluate probability models: 21, 22, 23, 24
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7
10, 11
Units of Study
Unit 1 – Introduction to Math Team
Standards
Understand what makes math team different from
other classes:
a. Student is more responsible for own learning
b. Material comes at a fast pace
COS #
CCSS #
Basic
Local
Page 1 of 14
Indicators of Proficiency
Proficient
Advanced
Math 6th Grade Team
Unit 1 – Introduction to Math Team
Standards
Mathematics: 2012-13 to 2017-18
COS #
CCSS #
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Advanced
c.
Many topics are not part of the course of
study
d. There are in-class contests as well as the
Saturday competitions
e. A solid foundation of 6th grade material is
required for success
Instructional Recommendations / Resources:
th
Unit 1: The required summer work will cover some of the 6 grade objectives and some from Unit 2. Parents will be expected to help students with some of
th
the standards that are being skipped in the jump from 5 grade to math team. We will spend class time on the summer work and sample competition
questions.
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Unit 2- Operations with Rational Numbers
Standards
Apply and extend previous understandings of
operations with fractions to add, subtract, multiply
and divide rational numbers
a) Describe situations in which opposite
quantities combine to make 0.
b) Understand p +q as the number located a
distance |q | from p
c) Understand subtraction of rational numbers as
adding the additive inverse
d) Show that the distance between two rational
numbers on the number line is the absolute
value of their difference, and apply this
principle in real-world contexts.
e) Understand that integers can be divided,
provided that the divisor is not zero, and every
quotient of integers (with nonzero divisor) is a
rational number.
f) Convert a rational number to a decimal; know
that the decimal form of a rational number
COS #
4
CCSS #
7-NS1
5
7-NS2
Basic
Indicators of Proficiency
Proficient
Perform operations on positive and
negative numbers. Apply to real world
contexts.
Explain and use absolute value in terms
of distance
Define and use the commutative,
associative and distributive properties
when performing operations.
Page 2 of 14
Advanced
Use multiple methods to
explain operations on
positive and negative
numbers.
Math 6th Grade Team
Unit 2- Operations with Rational Numbers
Standards
terminates in 0s or eventually repeats.
Apply properties of operations to operations on
rational numbers.
Solve real-world and mathematical problems involving
the four operations with rational numbers.
(Computations with rational numbers extend the rules
for manipulating fractions to complex fractions.)
Solve multistep real-life and mathematical problems
posed with positive and negative rational numbers in
any form.
Apply properties of operations to calculate with
numbers in any form and convert between forms as
appropriate.
Assess the reasonableness of answers using mental
computation and estimation strategies.
Instructional Recommendations / Resources:
Mathematics: 2012-13 to 2017-18
COS #
CCSS #
6
7-NS3
9
7-EE3
COS #
CCSS #
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Advanced
Solve problems with integers, decimals,
and fractions using any operations
Write an expression to represent a
problem then simplify to an equivalent
expression.
Justify answer using estimation and
mental computation
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Unit 3- Operations with Number Bases
Standards
Convert numbers between base 10 and other bases
a. Showing an understanding of place value
b. using shortcuts based on the relationships of
the bases
Perform addition, subtraction, multiplication and
division on whole numbers in other bases
Instructional Recommendations / Resources:
Basic
Indicators of Proficiency
Proficient
Convert numbers from base 10 to other
number bases. Convert to base 10.
Local
Create addition and multiplication
tables in other bases.
Convert between bases 2, 4 and 8 and
between bases 3 and 9.
Solve computation problems in other
bases.
Local
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Page 3 of 14
Advanced
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Unit 4 – Variables, Expressions, and Equations
Standards
COS #
Apply properties of operations as strategies to add,
subtract, factor, and expand linear expressions with
rational coefficients.
Understand that rewriting an expression in different
forms in a problem context can shed light on the
problem, and how the quantities in it are related.
Use variables to represent quantities in a real-world or
mathematical problem, and construct simple
equations and inequalities to solve problems by
reasoning about the quantities.
a) Solve word problems leading to px + q = r
and p(x + q) = r, px+q>r or px + q <r, where p,
q, and r are specific rational numbers.
b) Graph the solution set of the inequality and
interpret it in the context of the problem.
CCSS #
7
7-EE1
8
7-EE2
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Apply properties of operations
(commutative, associative, distributive)
to collect like terms and simplify
variable expressions.
Distribute a variable expression, with
rational number coefficients, to each
term in a variable expression.
Advanced
Construct examples of
properties of operations,
including distributive
property.
Solve equations and inequalities in
one variable fluently.
10
7-EE4
COS #
CCSS #
Set up and solve an equation or
inequality from a real world
problem.
Instructional Recommendations / Resources:
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Unit 5- Ratios & Proportional Relationships
Standards
Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas, and other quantities
measured in like or different units.
Recognize and represent proportional relationships
between quantities.
a) Decide whether two quantities are in a
proportional relationship, e.g., by testing for
equivalent ratios in a table or graphing on a
1
Basic
7-RP1
Indicators of Proficiency
Proficient
Determine if a proportional relationship
exists
2
7-RP2
Page 4 of 14
Advanced
Compute unit rates ; compare to find the
best buy
Convert a recipe based on ratio of
servings
Explain why a relationship
is or is not proportional
Math 6th Grade Team
Unit 5- Ratios & Proportional Relationships
Standards
coordinate plane and observing whether the
graph is a straight line through the origin.
b) Identify the constant of proportionality (unit
rate) in tables, graphs, equations, diagrams,
and verbal descriptions of proportional
relationships.
c) Represent proportional relationships by
equations.
d) Explain what a point (x, y ) on the graph of a
proportional relationships means in terms of
the situation with special attention to the
points (0, 0) and (1, r ) where r is the unit rate.
Use proportional relationships to solve multistep ratio
and percent problems
Solve problems involving scale drawings of geometric
figures, including computing actual lengths and areas
from a scale drawing and reproducing a scale drawing
at a different scale.
Instructional Recommendations / Resources:
Mathematics: 2012-13 to 2017-18
COS #
CCSS #
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Advanced
Use a scale factor or constant of
proportionality to solve problems
3
7-RP3
11
7-G1
Solve proportional relationships,
including percent problems, using both
proportions and equations
Create a scale drawing, given desired
ratio of areas
Determine when one
method of solution is
better than another
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Unit 6- Patterns in Numbers
Standards
COS #
Recognize important groups of numbers and the
patterns that exist within them. (Pascal’s Triangle,
Fibonacci sequence, figurate numbers)
Local
Find the nth term rule, common differences, and sums
of finite arithmetic sequences
Find the nth term rule, common ratio, and sums of
geometric sequences
Create expressions to describe patterns found in real-
Local
CCSS #
Basic
Indicators of Proficiency
Proficient
Use the patterns to solve problems
Know the sequences and reproduce
parts of them to solve problems
Solve competition problems involving
these
Local
Solve competition problems involving
these
Local
Use multiple representations of patterns
Page 5 of 14
Advanced
Math 6th Grade Team
Unit 6- Patterns in Numbers
Standards
Mathematics: 2012-13 to 2017-18
COS #
CCSS #
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Advanced
to illustrate solutions found
world problems. Show solutions to these problems as
rules, tables, and graphs
Instructional Recommendations / Resources:
Back to top
Unit 7- Taking a Chance
Standards
Understand that the probability of a chance event is a
number between 0 and 1 that expresses the likelihood
of the event occurring. Larger numbers indicate
greater likelihood. A probability near 0 indicates an
unlikely event, a probability around indicates an
event that is neither unlikely nor likely, and a
probability near 1 indicates a likely event.
Find probabilities of compound events using organized
lists, tables, tree diagrams, and simulation.
a) Understand that the probability of a
compound event is the fraction of outcomes in
the sample space for which the compound
event occurs.
b) Represent sample spaces for compound events
using methods such as organized lists, tables,
and tree diagrams. For an event described in
everyday language (e.g., “rolling double
sixes”), identify the outcomes in the sample
space which compose the event.
COS #
CCSS #
Basic
Indicators of Proficiency
Proficient
Describe meanings of found
probabilities as related to the
problems that generated them
21
7-SP5
Compute compound probabilities
using sample spaces and Fundamental
Counting Principle
24
7-SP8
Instructional Recommendations / Resources:
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Page 6 of 14
Advanced
Math 6th Grade Team
Unit 8- Geometric Relationships
Standards
Draw (freehand, with ruler and protractor, and with
technology) geometric shapes with given conditions.
Focus on constructing triangles from three measures
of angles or sides, noticing when the conditions
determine a unique triangle, more than one triangle,
or no triangle.
Describe the two-dimensional figures that result from
slicing three-dimensional figures, as in plane sections
of right rectangular prisms and right rectangular
pyramids.
Use facts about supplementary, complementary,
vertical, and adjacent angles in a multistep problem to
write and solve simple equations for an unknown
angle in a figure.
Instructional Recommendations / Resources:
Mathematics: 2012-13 to 2017-18
COS #
12
13
15
CCSS #
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Advanced
Sketch figures , draw accurate figures
and use technology tools to create
figures based on given conditions.
7-G2
Describe the plane figures that result
from slicing three dimensional figures.
7-G3
Describe the changes in
results based on the
location and angle of the
slice.
Solve multistep problems for angle
measures
7-G5
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Unit 9- Circles and Polygons
Standards
Know the formulas for the area and circumference of a
circle, and use them to solve problems; give an
informal derivation of the relationship between the
circumference and area of a circle.
Solve real-world and mathematical problems involving
area, volume, and surface area of two- and threedimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prims.
Learn some relationships that exist among lines in a
circle and the arcs and angles that are formed.
(inscribed angles, measures of arcs, inscribed
COS #
14
CCSS #
Basic
7-G4
Indicators of Proficiency
Proficient
Find area and circumference of a circle
Define pi in terms of the circle and its
parts
Relate area and circumference of a circle
Find surface area (total and lateral) and
volume of three-dimensional figures
16
7-G6
Find area, surface area and volume of
composed figures and those with holes
Find measures of inscribed and central
angles and their arcs
Use proportions to find segment lengths
of chords
Local
Page 7 of 14
Advanced
Math 6th Grade Team
Unit 9- Circles and Polygons
Standards
Mathematics: 2012-13 to 2017-18
COS #
CCSS #
Hoover City Schools
Basic
Indicators of Proficiency
Proficient
Advanced
Basic
Indicators of Proficiency
Proficient
Advanced
polygons, segment lengths)
Instructional Recommendations / Resources:
Back to top
Unit 10- Statistics
Standards
Understand that statistics can be used to gain
information about a population by examining a sample
of the population; generalizations about a population
from a sample are valid only if the sample is
representative of that population. Understand that
random sampling tends to produce representative
samples and support valid inferences.
Use data from a random sample to draw inferences
about a population with an unknown characteristic of
interest. Generate multiple samples (or simulated
samples) of the same size to gauge the variation in
estimates or predictions.
Informally assess the degree of visual overlap of two
numerical data distributions with similar variabilities,
measuring the difference between the centers by
expressing it as a multiple of a measure of variability.
Use measures of center and measures of variability for
numerical data from random samples to draw informal
comparative inferences about two populations.
COS #
CCSS #
Determine if a sample is representative
of the population.
17
7-SP1
Discuss sampling methods and validity of
results
Describe a typical student based on
random sampling of characteristics
18
19
20
7-SP2
7-SP3
Compare multiple sets of data by
comparing measures of center and
measures of spread.
7-SP4
Compare multiple sets of data by
comparing measures of center and
measures of spread.
Instructional Recommendations / Resources:
CMP Samples and Populations
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Page 8 of 14
Justify the validity of the
results based on samples
used
Create data that would
support the measures of
center and spread that
could represent the
populations
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Unit 11- Probability Simulations
Standards
COS #
Approximate the probability of a chance event by
collecting data on the chance process that produces it
and observing its long-run relative frequency, and
predict the approximate relative frequency given the
probability.
Develop a probability model and use it to find
probabilities of events. Compare probabilities from a
model to observed frequencies; if the agreement is not
good, explain possible sources of the discrepancy.
a) Develop a uniform probability model by
assigning equal probability to all outcomes,
and use the model to determine probabilities
of events.
b) Develop a probability model (which may not be
uniform) by observing frequencies in data
generated from a chance process.
Find probabilities of compound events using organized
lists, tables, tree diagrams, and simulation.
c) Design and use a simulation to generate
frequencies for compound events.
Instructional Recommendations / Resources:
CCSS #
Basic
Hoover City Schools
Indicators of Proficiency
Proficient
Advanced
Conduct trials using technology to collect
data used for prediction
22
7-SP6
Create a simulation around elections
where all candidates have an equal
chance of winning; find out the winner
23
24
7-SP7
7-SP8
Create a simulation around elections with
differing probabilities, based on money,
name recognition and other categories;
find the winner
Create a simulation for compound events,
including dependent and independent
events
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Correlation of Standards
Standards Key
AL COS #
CCSS #
HCS Unit #
1
7-RP1
5
2
7-RP2
5
Ratios and Proportional Relationships
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities
measured in like or different units.
Recognize and represent proportional relationships between quantities.
a) Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a
table or graphing on a coordinate plane and observing whether the graph is a straight line through the
Page 9 of 14
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Hoover City Schools
Standards Key
AL COS #
CCSS #
HCS Unit #
origin.
b) Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
c) Represent proportional relationships by equations.
d) Explain what a point (x, y ) on the graph of a proportional relationships means in terms of the situation with
special attention to the points (0, 0) and (1, r ) where r is the unit rate.
Use proportional relationships to solve multistep ratio and percent problems
3
7-RP3
5
4
7-NS1
2
5
7-NS2
2
6
7-NS3
2
7
7-EE1
4
The Number System
Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;
represent addition and subtraction on a horizontal or vertical number line diagram.
a) Describe situations in which opposite quantities combine to make 0.
b) Understand p +q as the number located a distance |q | from p , in the positive or negative direction
depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are
additive inverses). Interpret sums of rational numbers by describing real-world contexts.
c) Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (-q ). Show that the
distance between two rational numbers on the number line is the absolute value of their difference, and
apply this principle in real-world contexts.
d) Apply properties of operations as strategies to add and subtract rational numbers.
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide
rational numbers.
a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations
continue to satisfy the properties of operations, particularly the distributive property, leading to products
such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by
describing real-world contexts.
b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers
(with nonzero divisor) is a rational number. If p and q are integers, then –( ) =
=
. Interpret
quotients of rational numbers by describing real-world contexts.
c) Apply properties of operations as strategies to multiply and divide rational numbers.
d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number
terminates in 0s or eventually repeats.
Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations
with rational numbers extend the rules for manipulating fractions to complex fractions.)
Expressions and Equations
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients.
Page 10 of 14
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Standards Key
Understand that rewriting an expression in different forms in a problem context can shed light on the problem, and
how the quantities in it are related.
Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form
(whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with
numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental
computation and estimation strategies.
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
c) Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are
specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence of the operations used in each approach.
d) Solve word problems leading to inequalities of the form px + q r or px + q r, where p, q, and r are
specific rational numbers. Graph the solution set of the inequality, and interpret it in the context of the
problem.
Hoover City Schools
AL COS #
CCSS #
HCS Unit #
8
7-EE2
4
9
7-EE3
2
10
7-EE4
4
11
7-G1
5
12
7-G2
8
13
7-G3
8
14
7-G4
9
15
7-G5
8
16
7-G6
9
17
7-SP1
10
18
7-SP2
10
Geometry
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a
scale drawing and reproducing a scale drawing at a different scale.
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on
constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right
rectangular prisms and right rectangular pyramids.
Know the formulas for the area and circumference of a circle, and use them to solve problems; give an informal
derivation of the relationship between the circumference and area of a circle.
Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and
solve simple equations for an unknown angle in a figure.
Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional
objects composed of triangles, quadrilaterals, polygons, cubes, and right prims.
Statistics and Probability
Understand that statistics can be used to gain information about a population by examining a sample of the
population; generalizations about a population from a sample are valid only if the sample is representative of that
population. Understand that random sampling tends to produce representative samples and support valid
inferences.
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or
predictions.
Page 11 of 14
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Standards Key
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring
the difference between the centers by expressing it as a multiple of a measure of variability.
Use measures of center and measures of variability for numerical data from random samples to draw informal
comparative inferences about two populations.
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the
event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a
probability around indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely
event.
Approximate the probability of a chance event by collecting data on the chance process that produces it and
observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to
observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
c) Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to
determine probabilities of events.
d) Develop a probability model (which may not be uniform) by observing frequencies in data generated from a
chance process.
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
d) Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes
in the sample space for which the compound event occurs.
e) Represent sample spaces for compound events using methods such as organized lists, tables, and tree
diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in
the sample space which compose the event.
f) Design and use a simulation to generate frequencies for compound events.
Back to top
Hoover City Schools
AL COS #
CCSS #
HCS Unit #
19
7-SP3
10
20
7-SP4
10
21
7-SP5
7
22
7-SP6
11
23
7-SP7
11
24
7-SP8
7, 11
Special Notes
This local curriculum document was developed from the 2010 Alabama Course of Study for Mathematics which was itself based on the newly
adopted Common Core State Standards for Mathematics. State COS standards are keyed to CCSS (i.e. Common Core) standards using the
lettering and number system employed by the CCSS so that instructional resources which are subsequently designed to support the CCSS can be
easily matched back to lessons based on state and local requirements.
The Standards for Mathematical Practice describe the varieties of expertise that mathematics educators at all levels should seek to develop in
their students. These standards were developed with input from the National Council of Teachers of Mathematics and the National Research
Page 12 of 14
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Hoover City Schools
Council, and math teachers should reinforce these process skills when designing daily instructional lessons for students at all grade levels in the
Hoover school system:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique 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
According to the Alabama Quality Teaching Standards (AQTS), teachers of all grade levels and subjects are required to model and reinforce
literacy skills for all students. The Alabama Course of Study for Mathematics defines specific college and career readiness “anchor standards” for
grades 6-12 in the areas of reading and writing. Specific grade-appropriate criteria can be found in the state course of study document, but the
general anchor standards are defined below:
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a
section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as
in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
Page 13 of 14
Math 6th Grade Team
Mathematics: 2012-13 to 2017-18
Hoover City Schools
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
2. Write informative / explanatory texts to examine and convey complex ideas and information clearly and accurate
through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding
of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
9. Draw evidence form literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and short time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
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