Download 2011-2012 Math Pacing Guide: Grade 8

Grayson County Middle School
2016-2017 Math Pacing Guide: Grade 6th grade advanced math
***The pacing included in this document is flexible, and should be adjusted as needed to meet the individual needs of your students, as well as to allow
for sufficient time for assessment and re-teaching as needed.
Mathematical Practice
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Big Idea(s) and Topic(s)
Student-friendly Learning Targets
Unit 1- The Number System
(6.NS.1, 6.NS.2, 6.NS.3, 6.NS.4, 6.S.5, 6.NS.6a,
6.NS.6b, 6.NS.6c, 7.NS.1.a, 7.NS.1.b, 7.NS.1.c,
7.NS.1.d, 7.NS.1.a, 7.NS1.b, 7.NS.1.c, 7.NS.1.d,
7.NS.2.a, 7.NS.2b, 7.NS.2c, 7.NS.2d, 7.NS.3)
Writing Standards:
Production and Distribution of Writing 4 and 5,
Research and Present Knowledge 7 and 8, Range
of Writing 10)
A.
B.
C.
D.
E.
Dividing Multi-Digit Numbers
Rational Numbers and Decimals
Adding, Subtracting, Multiplying and
Dividing Rational Numbers
GCF/LCM
Problem Solving with Rational Numbers
Chapter 1-2, and 1-3
Unit 1 Summative Assessment
Unit 2- Positive and Negative
Numbers
(6.NS.1, 6.NS.2, 6.NS.6, 6.NS.7, 6.NS.8, 7.NS.2a,
7.NS.2b, 7.NS.2c, 7.NS.2d, 7.NS.3, 7.NS.2d,
Math: 6th Grade Advanced
6.NS.1
 I can commute quotients of fractions divided by fractions
(including mixed numbers)
 I can interpret quotients of fractions.
 I can solve word problems involving division of fractions.
6.NS.2
 I can divide multi-digit numbers using the standard algorithm with
speed and accuracy.
6.NS.3
 I can fluently add, subtract, multiply and divide multi-digit
decimals using the standard algorithm for each operation with
speed and accuracy.
6.NS.4
 I can apply the Distributive Property to rewrite addition problems
by factoring out the Greatest Common Factor.
 I can identify the multiples of two whole numbers less than or
equal to 12 and determine the Least Common Multiple.
6.NS.5
 I can identify an integer and its opposite.
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7.NS.3)
Writing Standards:
Production and Distribution of Writing 4 and 5,
Research and Present Knowledge 7 and 8, Range
of Writing 10)
A.
B.
C.
D.
E.
The Number Line
Comparing and Ordering Numbers
Absolute Value
The Coordinate Plane
Distance in the Coordinate Plane
Unit 2 Summative Assessment
Unit 3- Rates/Ratios/Proportion
Relationships
(6.RP.1, 6.RP.2, 6.RP.3,7.RP.1, 7.RP.2, 7.RP.3,
6.NS.5, 6.NS.6, 6.NS.7, 6.NS.8)
A.
B.
C.
D.
E.
F.
G.
H.
I.
Ratios
Ratios, Tables, and Graphs
Unit Rates
Proportional Relationships, Tables, and
Equations
Proportional Relationships and Graphs
Percent/Percent Problems
Applying Percents
Converting Measurements
Problem Solving Connections
Unit 3 Summative Assessment
Unit 4- Algebraic Thinking
(6.EE.1, 6.EE.2, 6.EE.3, 6.EE.4, 6.EE.5, 6.EE.6,
6.EE.7, 6.EE.8, 6.EE.9, 7.EE.1, 7.EE.2, 7.EE.3,
7.EE.4 )
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Exponents
Writing Algebraic Expressions
Evaluating Expressions
Equivalent Expressions
Equations and Solutions
Operations with Equations
Solving Equations
Equations, Tables, and Graphs
Inequalities
Solving Inequalities
Problems solving with Expressions,
Equations, and Inequalities
Math: 6th Grade Advanced


I can use integers to represent quantities in real world situations
(above/below sea level, etc.)
I can explain where zero fits into a situation represented by
integers.
6.NS.6
 I can identify a rational number as a point on the number line.
 I can reason that when only the x value in a set of ordered pairs
are opposites, it creates a reflection over the y axis, e.g. (x, y)
and (-x, y).
 I can identify the location of zero on a number line in relation to
positive and negative numbers.
 I can recognize that when only the y value in a set of ordered
pairs are opposites, it creates a reflection over the x axis, e.g. (x,
y) and (x,-y).
 I can recognize opposite signs of numbers as locations on
opposite sides of 0 on the number line.
 I can reason that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across both
axes, e.g. (-x,-y) and (x, y).
 I can recognize the signs in an ordered pair to determine which
quadrant the ordered pair will be located.
 I can find the position of integers and other rational numbers on a
horizontal or vertical number line diagram.
 I can find and position pairs of integers and other rational
numbers on a coordinate plane.
 I can plot a number and its opposite on a number line and
recognize that they are the same distance (equidistant) from
zero.
6.NS.7
 I can order rational numbers on a number line.
 I can interpret statements of inequality when comparing the
relative position of two numbers on a number line.
 I can identify absolute value of rational numbers.
 I can write, interpret, and explain statements of order for rational
numbers in real-world contexts.
 I can interpret absolute value as a positive or negative quantity in
a real-world situation.
 I can distinguish comparison of absolute value from statements
about order and apply to real-world contexts.
6.NS.8
 I can determine absolute value.
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Grayson County Middle School

Writing Standards:
Production and Distribution of Writing 4 and 5,
Research and Present Knowledge 7 and 8, Range
of Writing 10)
Unit 4 Summative Assessment
Unit 5- Geometry
(6.G.1, 6.G.2, 6.G.3, 6.G.4, 7.G.2, 7.G.4, 7.G.6)
A.
B.
C.
D.
E.
F.
G.
H.
Area of Triangles, Quadrilaterals,
Polygons, Circles
Perimeter of Polygons
Circumference of Circles
Polygons in the Coordinate Plans
Problem Solving with Area
Nets/Surface Area
Volume of Prisms
Problem Solving Connections
Unite 5 Summative Assessment
Unit 6- Probability/Statistics
(6.SP.1, 6.SP.2, 6.SP.3,6.SP.4,6.SP.5, 7.SP.1,
7.SP.2, 7.SP.3, 7.SP.4, 7.SP.6, 7.SP.7.a,
7.SP.7.b, 7.SP.8.a, 7.SP.8.b,7.SP.8.c)
Writing Standards:
Production and Distribution of Writing 4 and 5,
Research and Present Knowledge 7 and 8, Range
of Writing 10)
PART A
a.
Displaying Numerical Data
b. Measures of Central Tendency
c. Measures of Variability
d. Problem Solving Connections
Unit 6A Summative Assessment
PART B
a.
Populations and Samples
b. Generating Multiple Samples
c. Comparing Populations
d. Understanding Probability
e. Theoretical Probability
f.
Experiment Probability
g. Compound Events
h. Conducting a Simulation
i.
Problems Solving Connections
Math: 6th Grade Advanced


I can solve real-world problems by graphing points in all four
quadrants of a coordinate plane.
I can graph points in all four quadrants of the coordinate plane.
I can calculate the distance between two points with the same
first coordinate or the same second coordinate using absolute
value
7.NS.1
 I can describe real-world situations where opposite quantities have a
sum of zero.
 I can use a number line or positive/negative chips to show that an
integer and its opposite will always have a sum of zero.
 I can use a number line to show addition as a specific distance from
a particular number in one direction or the other, depending on the
sign of the value being added.
 I can interpret the addition of integers by relating the values to realworld situations.
 I can rewrite a subtraction problem as an addition problem by using
the additive inverse.
 I can show that the distance between two integers on a number line
is the absolute value of their difference.
 I can describe real-world situations represented by the subtraction of
integers.
 I can use the properties of operations to add and subtract rational
numbers.
7.NS.3
 I can solve real-world problems that involve the addition, subtraction,
multiplication and/or division of rational numbers
7.NS.2a
 I can use what I know about multiplying integers and apply it to
multiplying rational numbers.
 I can use the rules when multiplying signed numbers.
 I can use patterns and properties to develop procedures for
multiplying integers.
 I can describe real-world situations where the rules of multiplication
of integers are used.
7.NS.2b
 I can use the relationship between multiplication and division to
develop to develop procedures for dividing integers.
 I can explain why the property of closure exists for the division of
rational numbers, but not for whole numbers.
 I can interpret the quotient in relation to the original problem.
 I can generalize the procedures for multiplying and dividing integers
to all rational numbers.
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Grayson County Middle School
Unit 6B Summative Assessment
Note:
Literacy Standards:
Every unit will contain a “What are you
learning and Why” task where students READ
the assigned text pages and then

Express what they are reading in own
words and explain to class

Identify terminology/math symbols/charts
in text and write/define/express in own
words

Summarize key points for class
discussion

Identify and express from reading how
concepts will apply to real-life situations.
(Key Ideas: 1, 2, Craft and Structure 4, 5,
6, Integration and Knowledge 7,8)
Literacy Standards
Key Ideas and Details
1.
Cite specific textual evidence to
support analysis of science and
technical texts.
2. Determine the central ideas or
conclusions of a test; provide an
accurate summary of the text distinct
from prior knowledge or opinions.
Craft and Structure
4.
5.
Determine the meaning of symbols,
key terms, and other domain-specific
words and phrases as they are used
in a specific scientific or technical
context.
Analyze the structure an author uses
to organize a text, including how the
major sections contribute to the
whole and to an understanding of the
topic.
Integration of Knowledge and Ideas
7.
Integrate knowledge or
technical information expressed
in words in a text with a version
of that information expressed
visually (e.g., in a flowchart,
diagram, model, graph, or table).
8. Distinguish among facts,
reasoned judgment based on
findings, and speculation in a
Math: 6th Grade Advanced
7.NS.2c
 I can identify distributive, commutative, multiplicative inverse,
multiplicative identity, and associative properties.
 I can recognize rational numbers.
 I can apply the properties of multiplication and division to rational
numbers.
7.NS.3
 I can solve real-world problems that involve the addition, subtraction,
multiplication and/or division of rational numbers.
7.NS.2d
 I can convert rational numbers to decimals by using long division.
 I can determine whether a rational number is terminating or nonterminating.
7.NS.3
 I can solve real-world problems that involve the addition, subtraction,
multiplication and/or division of rational numbers.
6.RP.1
• I can write ratio notation - ___:___; ___to___; ___/___
• I can apply order when writing a ratio.
• I can simplify ratios .
• I can write ratios comparing two quantities; the quantities do not
have to be the same unit of measure.
• I can recognize that ratios appear in a variety of different
contexts; part-to-whole, part-to-part, and rates.
• I can generalize that all ratios relate two quantities or measures
within a given situation in a multiplicative relationship.
• I can analyze the context to determine which kind of ratio is
represented.
6.RP.2
• I can identify and calculate a unit rate.
• I can use appropriate math terminology as related to rate.
• I can analyze the relationship between a ratio a:b and a unit rate
a/b, where b ≠ 0.
• I can explain the relationship between a ratio and a unit rate.
6.RP.3
• I can make a table of equivalent ratios using whole numbers.
• I can find the missing values in a table or equivalent ratios.
• I can plot pairs of values that represent equivalent ratios on the
coordinate plane.
• I can write a percent as a ratio in a number to 100.
• I can use tables to compare proportional quantities.
• I can solve real-world and mathematical problems involving ratio
and rate, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
• I can apply the concept of unit rate to solve real-world problems
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Grayson County Middle School
text.
Note:
During the 3rd nine weeks, all math classes will
complete a narrative writing assignment.
6th grade advanced math will complete a narrative
assignment where students will complete a
powerpoint presentation explaining the process of
a given mathematical problem utilizing complete
sentence structure, step- by –step details with use
of proper mathematical terminology.
(Writing Standard: Text Types/Purposes 2)
Writing Standards:
Text Types and Purposes:
2. Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/experiments, or technical processes.
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. With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well
purpose and audience have been addressed.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a
question (including a self-generated question),
drawing on several sources and generating
additional related, focused questions that allow for
multiple avenue of exploration.
8. Gather relevant information from multiple print
and digital sources, using search items effectively;
assess the credibility and accuracy of each
source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism
and following a standard format for citation.
Range of Writing
10. Write routinely over extended time frames
(time for reflection or revision) and shorter time
frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
Math: 6th Grade Advanced
involving unit pricing.
• I can apply the concept of unit rate to solve real-world problems
involving constant speed.
• I can solve real-world problems to find the whole, given a part
and a percent.
• I can apply ratio reasoning to convert measurement units in realworld and mathematical problems.
• I can apply ratio reasoning to convert measurement units by
multiplying or dividing in real-world and mathematical problems.
7.RP.1
 I can use ratios to compute unit rate.
 I can convert between like and unlike units.
7.RP.2
 I can understand a proportional relationship.
 I can determine whether two ratios are proportional.
 I can define a unit rate.
 I can solve ratio word problems by calculating unit rates given tables,
graphs, equations, diagrams, etc.
 I can recognize what (0,0) represents on the graph of a proportional
relationship.
 I can use words to explain the relevance of a specific point on a
graph.
 I can write an equation that represents a proportional relationship.
7.RP.3
 I can recognize and apply proportional reason to solve:
*ratio problems
*percent problems
*simple interest
*solve tax & gratuities
*mark-up & mark-down
*commission & fees
*percent increase & decrease
*percent error
6.SP.1
•
I can recognize that data can have variability.
•
I can recognize a statistical question (examples versus nonexamples).
6.SP.2
•
I can identify that a set of data has a distribution.
•
I can describe a set of data by its center, e.g. mean and median.
•
I can describe a set of data by its spread and overall shape, e.g.
by identifying data clusters, peaks, gaps and symmetry.
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Resources:
On Core Mathematics (Grades 6 and
7)
Prentice Hall Mathematics Series
Math manipulatives
Internet
Carnegie Learning Online
ExamView Test Generator
Infinite math software
Prentice Hall Math Software and
website
Various supplemental resources
6.SP.3
•
I can identify the measures of central tendency for a data set,
e.g. mean, median, mode.
•
I can identify other measures of variances for a data set, e.g.
range, interquartile range, mean absolute deviation.
•
I can identify measures of central tendency for a data set that
summarizes the data with a single number.
•
I can identify measures of variation for a data set that describes
how its values vary with a single number.
6.SP.4
•
I can identify the components of dot plots, histograms, and box
plots.
•
I can analyze a set of data to detemine its variance.
•
I can find the median, quartile and interquartile range for a set of
data.
6.SP.5
•
I can organize and display data in tables and graphs.
•
I can determine the effect of outliers on quantitative measures of
a set of data, e.g. mean, median, mode, range, interquartile range, mean
absolute deviation.
•
I can report the number of observations in a data set or display.
•
I can choose the appropriate measure of central tendency to
represent the data.
•
I can describe the data being collected, including how it was
measured and its units of measurement.
•
I can analyze the shape of the data distribution and the context in
which the data were gathered to choose the appropriate measures of
central tendency and variability, and I can justify why this measure is
appropriate in terms of the context.
•
I can calculate quantitative measures of center, e.g. mean,
median, mode.
•
I can calculate quantitative measures of variance, e.g. range,
interquartile range, mean absolute deviation.
•
I can identify outliers.7.SP.1
 I can know statistics terms such as population, sample, sample size,
random sampling, generalizations, valid, biased, and unbiased.
 I can recognize sampling techniques such as convenience, random,
systematic and voluntary.
 I can know that my sample is valid only if the population represents
the sample.
Math: 6th Grade Advanced
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Grayson County Middle School

I can apply statistics to gain information about a population from a
sample of the population.
 I can explain that random sampling tends to produce representative
samples.
7.SP.2
 I can define random sample.
 I can identify an appropriate sample size.
 I can draw inferences about a population based on data generated
by a random sample.
 I can generate and analyze multiple samples and make predictions
from the same population.
7.SP3
 I can find the difference in the mean or median of two different data
sets.
 I can demonstrate how two data sets that are very different can have
similar variabilities.
 I can draw inferences about the data sets by making a comparison of
these differences relative to the mean absolute deviation or
interquartile range of either set of data.
7.SP.4
 I can find measures of central tendency (mean, median, and mode).
 I can find measure of variability (range, quartile, etc.).
 Given data, I will be able to explain the measure of central tendency
and variability.
 I can compare (make connections) about two populations from
random samples.
7.SP.5
 I can determine that a favorable event will happen as it closer to total
number of outcomes.
 I can determine that probability is expressed as a number between 0
and 1.
 I can determine that a random event with a probability of 1/2 is
equally likely to happen.
 I can determine that as probability moves closer to 1 it is increasingly
likely to happen.
 I can determine that as probability moves closer to 0 it is
decreasingly likely to happen.
7.SP.6
 I can determine experimental probability.
 I can determine the relationship between experimental and
theoretical probabilities.
 I can use variability to explain why the experimental probability will
not always exactly equal the theoretical probability.
 I can predict the experimental probability of an event based on the
Math: 6th Grade Advanced
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Grayson County Middle School
theoretical probability.
7.SP.7
 I can use models to determine the probability of events.
 I can determine the likeliness of an event based on a model
 I can determine the probability of events that may not be equally
likely to occur, by utilizing a simulation model.
 I can design an experiment and display the outcomes.
 I can analyze an experiment to determine the likeliness of an event.
7.SP.8
 I can create a sample space of all possible outcomes for a compound
event by using an organized list, a table or a tree diagram.
 I can use the sample space to compare the number of favorable
outcomes to the total number of outcomes and determine the
probability of the compound event.
 I can design and utilize a simulation to predict the probability of a
compound event.
6.EE.1
• I can write numerical expressions involving whole number
exponents, e.g. 34 = 3x3x3x3
• I can evaluate numerical expressions involving whole number
exponents, e.g. 34 = 3x3x3x3 = 81
• I can solve order of operation problems that contain exponents,
e.g. 3 + 22 - (2 + 3) = 2
6.EE.2a
• I can use numbers and variables to represent operations.
• I can translate written phrases into algebraic expressions.
• I can translate algebraic expressions into written phrases.
6.EE.2b
• I can identify parts of an expression using mathematical terms
(sum, term, product, factor, quotient, coefficient).
• I can identify parts of an expression as a single entity, even if not
a monomial.
6.EE.2c
• I can substitute specific values for variables.
• I can evaluate algebraic expressions including those that arise
from real-world problems.
• I can apply order of operations when there are no parentheses
for expressions that include whole number exponents.
6.EE.3
• I can generate equivalent expressions using the properties of
operations, e.g. distributive property, associative property, adding like
terms with the addition property of equality, etc.
• I can apply the properties of operations to generate equivalent
expressions.
Math: 6th Grade Advanced
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Grayson County Middle School
6.EE.4
• I can recognize when two expressions are equivalent.
• I can prove (using various strategies) that two equations are
equivalent no matter what number is substituted.
6.EE.5
• I can explain that solving an equation or inequality leads to
finding the value or values of the variable that will make a true
mathematical statement.
• I can identify solutions of an equation or inequality as the values
that make the equation or inequality true.
• I can use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
6.EE.6
• I can recognize that a variable can represent an unknown
number.
• I can explain and give examples of how a variable can represent
a single unknown number.
• I can use a variable to write an algebraic expression that
represents a real-world situation when a specific number is
unknown.
6.EE.7
• I can define inverse operations.
• I can apply rules of the form x + p = q and px = q for all
nonnegative rational numbers, to solve real-world and mathematical
problems where there is only one unknown quantity.
• I can use inverse operations in solving one-variable equations.
• I can develop a rule for solving one-step equations using inverse
operations with nonnegative rational coefficients.
• I can solve and write equations for real-world and mathematical
problems containing one unknown.
6.EE.8
• I can identify boundaries in real-world or mathematical problems
in order to set up an inequality.
• I can write an inequality in the form x > c or x < c to represent
boundaries in real-world or mathematical problems.
• I can recognize that inequalities in the form x > c or x < c have
many solutions.
• I can represent solutions to inequalities in the form x > c or x < c,
with many solutions, on a number line.
6.EE.9
• I can define independent and dependent variables.
• I can write an equation to express one quantitiy (dependent) in
terms of the other quantity (independent).
• I can use variables to represent two quantities in a real-world
problem that change in relationship to one another.
Math: 6th Grade Advanced
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Grayson County Middle School
• I can analyze the relationship between the dependent variable
and independent variable using tables and graphs.
• I can relate the data in a graph to the corresponding equation.
• I can relate the data in a table to the corresponding equation.
7.EE.1
 I can combine like terms with rational coefficients.
 I can factor and expand linear expressions with rational coefficients
using the distributive property.
 I can apply the distributive property to add, subtract, factor, and
expand linear expressions.
7.EE.2
 I can rewrite an expression in equivalent form in order to show how
quantities are related.
 I can write equivalent expressions with fractions, decimals, percents,
and integers.
7.EE.3
 I can solve real-world problems using rational numbers in any form,
including those problems involving multiple steps.
 I can apply the properties of operations to fluently compute with
rational numbers in any form.
 I can use mental math and estimation strategies to determine if my
solution is reasonable.
7.EE.4
 I can use a variable to represent an unknown quantity.
 I can write a simple algebraic equation
 I can compare an arithmetic solution to an algebraic solution.
 I can write a simple algebraic inequality to represent a real-world
problem.
 I can solve a simple algebraic inequality and graph the solution on a
number line.
 I can describe the solution to an inequality in relation to the problem.
6.G.1
• I can create rectangles and triangles from polygons (compose).
• I can compare the area of a triangle to the area of a rectangle
that I have created from triangles. (composted rectangle).
• I can separate a polygon into rectangles and triangles
(decompose).
• I can solve real-world and mathematical problems that involve
finding the area of polygons by applying the methods of composing
and/or decomposing.
• I can explain the relationship between the formulas for the area
of rectangles, parallelograms, triangles, and trapezoids.
6.G.2
Math: 6th Grade Advanced
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Grayson County Middle School
•
I can calculate the volume of a right rectangular prism.
•
I can apply volume formulas for right rectangular prisms with
fractional edge lengths.
•
I can model the volume of a right rectangular prism with
fractional edge lengths by packing it with unit cubes of the appropriate
unit fraction edge lengths.
6.G.3
• I can draw polygons in the coordinate plane.
• I can apply the technique of using coordinates to find the length
of a side of a polygon drawn in the coordinate plane to solve realworld and mathematical problems.
• I can use coordinates (with the same x coordinate or the same y
coordinate) to find the length of a side of a polygon.
6.G.4
• I can identify that 3-D figures can be represented by nets.
• I can represent three-dimensional figures using nets made up of
rectangles and triangles.
• I can apply knowledge of calculating the area of rectangles and
triangles to a net, and combine the areas for each shape into one
answer representing the surface area of a 3-dimensional figure.
• I can solve real-world and mathematical problems involving
surface area using nets.
7.G.1
 I can solve problems involving scale drawings of geometric figures
using scale factors.
 I can use ratios and proportions to create scale drawings
 I can identify corresponding sides of scaled geometric figures.
 I can compute lengths and areas from scale drawing using strategies
such as proportions.
7.G.2
 I can identify which conditions create unique triangles, more than 1
triangle or no triangle.
 I can explain how the measures of the angles and sides determine
their type of triangle.
 I can draw a geometric shape with specific conditions.
 I can construct a triangle with a combination of sides and angle
measurements (by using the appropriate tools: freehand, rulers,
protractors and technology).
7.G.3
 I can name the two-dimensional figure that represents a particular
slice of a three-dimensional figure.
 I can define slicing as the cross-sections of a 3D figure.
 I can describe the two-dimensional figures that result from slicing a
three-dimensional figure.
Math: 6th Grade Advanced
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2015-2016
Grayson County Middle School
7.G.4
 I can label the parts of a circle.
 I can state the formulas for finding area and circumference of a circle.
 I can justify the formulas for area and circumference of a circle and
how they relate to .
 I can find the area of a circle given its circumference.
 I can find the circumference of a circle given its area.
 I can apply circumference and area formulas to solve mathematical
real-world problems.
 I can determine the diameter or radius of a circle when the
circumference is given.
 I can justify (prove) is the ratio of the circumference and diameter.
 I can estimate the relationship between circumference and area of a
circle.
7.G.5
 I can identify and recognize types of angles : supplementary,
complementary, vertical and adjacent.
 I can determine the complements and supplements of a given angle.
 I can use algebraic reasoning and angle relationships to solve multistep problems.
 I can use angle relationships to write algebraic equations for
unknown angles.
7.G.6
 I can determine the area of 2-D figures.
 I can determine the surface area and volume of three-dimensional
figures.
 I can solve real-world problems involving area, surface area, volume.
Math: 6th Grade Advanced
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2015-2016