Download Wilcox County 6th Grade Sequencing Guide Time 6th Grade ALCOS

Wilcox County
6 Grade Sequencing Guide
th
Time
6th Grade ALCOS
&
ARMT+ Standard
Teacher Vocabulary
Mastery/Content
Critical Area: Completing understanding of division of fractions and extending the notion of number to the system of
rational numbers, which includes negative numbers
The Number System: Compute fluently with multi-digit numbers and find common factors and multiples.
1 week
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**Introducing Factors and Multiples**
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Products
Prime
composite
factors
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3 days
6.NS.4
Find the greatest common factor of two whole
numbers less than or equal to 100 and the least
common multiple of two whole numbers less than
or equal to 12. Use the distributive property to
express a sum of two whole numbers 1–100 with a
common factor as a multiple of a sum of two whole
numbers with no common factor. For example,
express 36 + 8 as 4 (9 + 2).
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Greatest common factor
Least common multiple
Distributive property
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Become familiar with the factors of the numbers from 2
to 30
Review multiplication and division facts
Relate dividing and finding factors of a number
Classify numbers as prime or composite
Recognize that some numbers are rich in factors, while
others have few factors
Develop understanding of factors and multiples and the
relationships between them
Understand that some products are the result of more
than one factor pair (for example, 18 = 9 3 2 and 18 5 6
3 3)
Recognize that factors come in pairs and that once one
factor is found, another can also be found
Visualize and represent a factor pair as the dimensions of
a rectangle
Determine whether a number is prime/composite,
square/non-square, and even/odd based on its factor pairs
Develop an informal sense of what factors must be
checked to be sure all the factors of a number are found
Make conjectures about the result of operations on odd
numbers, on even numbers, and on combinations of odd
and even numbers, and create arguments to show which
conjectures are valid and which are not
Determine whether a product is even or odd based on its
factors
Wilcox County
6 Grade Sequencing Guide
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2 weeks
6.NS.2
Fluently divide multi-digit numbers using the
standard algorithm.
6.NS.3
Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for
each operation.
6.NS.4

Standard algorithm
(long division)

Standard algorithms
(addition, subtraction,
multiplication, and
division)
(Also:
7 days
ARMT+1. Fluently add, subtract, multiply, and
divide fractions and multi-digit decimals using the
standard algorithm for each operation. [6-NS3]
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
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6.EE.1
Write and evaluate numerical expressions involving wholenumber exponents.)
ARMT+1. Fluently add, subtract, multiply, and
divide fractions and multi-digit decimals using the
standard algorithm for each operation. [6-NS3]
ARMT+3. Solve problems using numeric and
geometric patterns.
6.NS.3
Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for
each operation.
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Standard algorithms
(addition, subtraction,
multiplication, and
division)
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Determine whether a sum is even or odd based on its
addends
Classify numbers by their characteristics using Venn
diagrams as a tool for sorting and classifying
Develop understanding of factors and multiples,
common factors and common multiples, and the
relationships among them
1.1: How to divide multi-digit numbers
1.2: How to write the prime factorization of a number
Develop a systematic strategy for finding prime
factorizations
Recognize that a number may have several different
factorizations but, except for order, each whole number
greater than 1 has exactly one factorization into a product
of prime numbers (the Fundamental Theorem of
Arithmetic)
1.3: How to find the least common multiple of two
whole numbers
1.4: How to find the greatest common factor of two
numbers
1.5: How to solve problems involving the GCF and the
Distributive Property.
1.6 How to add and subtract multi-digit decimals
1.7 How to multiply multi-digit decimals
1.8 How to divide decimals by whole numbers
1.9: How to divide whole numbers and decimals by
decimals
Wilcox County
6 Grade Sequencing Guide
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The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.
4 weeks
6.NS.6.c
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.
6.NS.4
6.NS.2
(ALSO:
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6.RP.3 (B&P I: Inv. 3)
Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams,
or equations.
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6.NS.7.a (B&P I: Inv. 1-3)
Interpret statements of inequality as statements about the
relative position of two numbers on a number line diagram.
For example, interpret −3 > −7 as a statement that −3 is
located to the right of −7 on a number line oriented from left
to right.)
ARMT+1. Fluently add, subtract, multiply, and
divide fractions and multi-digit decimals using the
standard algorithm for each operation. [6-NS3]
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
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Coordinate axes
Ordered pairs
Coordinate plane
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Greatest common factor
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Least common multiple
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Distributive property
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Standard algorithm
(long division)
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Standard algorithms
(addition, subtraction,
multiplication, and
division
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Absolute value
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Inequality
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B&P 1.2: Develop strategies to partition fraction strips
for halves, thirds, fourths, fifths, sixths, eighths, ninths,
tenths, and twelfths
B&P 1.2: Explore the role of the numerator and the
denominator and the part-to-whole nature of fractions
B&P 1.2: Investigate equivalent fractions that result from
different partitioning strategies
B&P 2.2: Understand that a place on a number line can
have more than one fraction name
B&P 2.2: Recognize that fractions can represent a
location on a number line and the length from one point
to another on a number line
B&P 2.2: Develop strategies for finding equivalent
fractions
B&P 2.3: Use benchmarks to estimate the size of
fractions and compare fractions
B&P 2.3: Develop strategies for comparing and ordering
fractions
B&P 2.4: Develop a strategy for finding a fraction
between any two given fractions
B&P 2.4: Begin to recognize that by using smaller
partitions one can always find a fraction between two
given fractions.
B&P 3.1: Understand relationship between tenths and
hundredths including how tenths are partitioned to create
hundredths
B&P 3.1: Represent decimals as fractions with
denominators of ten and one hundred
B&P 3.1: Move between fraction strip models, grid
models, and numerical forms for both fraction and
decimal numbers
B&P 3.2: Read and write fractions and decimal numbers
B&P 3.2: Extend understanding of fractions and
decimals to include place values greater than hundredths
B&P 3.2: Develop ways to find a decimal between any
two given decimals
Wilcox County
6 Grade Sequencing Guide
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B&P 3.3: Represent fractions and decimals with
hundredths grids
B&P 3.3: Use these representations to find approximate
or exact decimal equivalents for fraction benchmarks
Lesson 2.1: How to convert between fractions and
decimals.
Lesson 2.2How to compare and order fractions and
decimals
Lesson 2.3: How to multiply fractions
Lesson 2.4: How to simplify fractional factors by using
the greatest common factor
The Number System: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
3 weeks
6.NS.1
Interpret and compute quotients of fractions,
and solve word problems involving division of
fractions by fractions, e.g., by using visual
fraction models and equations to represent the
problem.
For example, create a story context for (2/3) °“ (3/4) and use
a visual fraction model to show the quotient; use the
relationship between multiplication and division to explain
that (2/3) °“ (3/4) = 8/9 because ¾ of 8/9 is 2/3. (In general,
(a/b) °“ (c/d) = d/bc.) How much chocolate will each person
get if 3 people share 1/2 lb of chocolate equally? How many
3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2
square mi?
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Visual fraction models
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Lesson 2.5: How to use a model to show fraction
division
Lesson 2.6: How to use compatible numbers to estimate
quotients of fractions and mixed numbers
Lesson 2.7: How to divide fractions
Lesson 2.8: How to use a model to show division of
mixed numbers
Lesson 2.9: How to divide mixed numbers
Lesson 2.10: How to use the strategy use a model to help
solve a division problem
ARMT+1. Fluently add, subtract, multiply, and
divide fractions and multi-digit decimals using the
standard algorithm for each operation. [6-NS3]
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.
Wilcox County
6 Grade Sequencing Guide
th
2 weeks
6.NS.5
Understand that positive and negative numbers are
used together to describe quantities having
opposite directions or values (e.g., temperature
above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge);
use positive and negative numbers to represent
quantities in real-world contexts, explaining the
meaning of 0 in each situation.
6.NS.6.a
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 the number itself, e.g., −(−3) = 3, and
that 0 is its own opposite.
6.NS.7.a
Interpret statements of inequality as statements
about the relative position of two numbers on a
number line diagram.
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Positive and negative
numbers
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Coordinate axes
Ordered pairs
Coordinate plane
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Absolute value
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Inequality
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Lesson 3.1: how to use positive and negative numbers to
represent real-world quantities
Lesson 3.2: How to compare and order integers
Lesson 3.3: How to plot numbers on a number line
Lesson 3.4: How to compare and order rational numbers
For example, interpret −3 > −7 as a statement that −3 is
located to the right of −7 on a number line oriented from left
to right.
6.NS.7.b
Write, interpret, and explain statements of order for
rational numbers in real-world contexts.
For example, write −3°C > −7°C to express the fact that −3°C
is warmer than −7°C.
8 days
6.NS.7.c
(3.5)
Understand the absolute value of a rational number
as its distance from 0 on the number line; interpret
absolute value as magnitude for a positive or
negative quantity in a real-world situation.
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Coordinate axes
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Ordered pairs
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For example, for an account balance of −30 dollars, write
|−30| = 30 to describe the size of the debt in dollars.
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Coordinate plane
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6.NS.7.d
(3.6)
Distinguish comparisons of absolute value from
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Absolute value
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Lesson 3.5: How to find and interpret the absolute value
of rational numbers
Lesson 3.6: How to interpret comparisons involving
absolute values
Lesson 3.7: How to plot ordered pairs of rational
numbers on a coordinate plane
Lesson 3.8: How to identify the relationship between
points on a coordinate plane
Lesson 3.9: How to find the distance between two points
that lie on a horizontal or vertical line on a coordinate
Wilcox County
6 Grade Sequencing Guide
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statements about order.
For example, recognize that an account balance less than −30
dollars represents a debt greater than 30 dollars.
6.NS.6.c
(3.7)
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.
6.NS.6.b
(3.8)
Understand signs of numbers in ordered pairs as
indicating locations in quadrants of the coordinate
plane; recognize that when two ordered pairs differ
only by signs, the locations of the points are related
by reflections across one or both axes.
6.NS.8
(3.9 & 3.10)
Solve real-world and mathematical problems by
graphing 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.
ARMT+5. Plot coordinates on grids, graphs, and
maps.
ARMT+8. Determine the distance between two
points on a scale drawing or map using
proportional reasoning.
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Inequality
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Coordinate plane
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Quadrants
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Coordinate values
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plane
Lesson 3.10: How to use the strategy draw a diagram to
help solve a problem on the coordinate plane
Critical Area: Connecting ratio and rate to whole number multiplication and division and using concepts of ratio
and rate to solve problems
Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems.
1 week
6.RP.1
(4.1 & 4.2)
Understand the concept of a ratio and use ratio
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Ratio language
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Lesson 4.1: How to model ratios
Lesson 4.2: How to write ratios and rates
Wilcox County
6 Grade Sequencing Guide
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language to describe a ratio relationship between
two quantities.
For example, “The ratio of wings to beaks in the bird house at
the zoo was 2:1, because for every 2 wings there was 1 beak.”
“For every vote candidate A received, candidate C received
nearly three votes.”
1 week
6.RP.3.a
(4.3, 4.4, 4.5)
Make tables of equivalent ratios relating quantities
with whole number measurements, find missing
values in the tables, and plot the pairs of values on
the coordinate plane. Use tables to compare ratios.
6.RP.2
(4.6)
Understand the concept of a unit rate a/b associated
with a ratio a:b with b ≠ 0, and use rate language in
the context of a ratio relationship.
Rate
Ratio
Rate reasoning
Ratio reasoning
Transform units
Quantities
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Unit rate
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Rate language
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Rate
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Ratio
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Rate reasoning
For example, 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?
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Ratio reasoning
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Transform units
6.RP.3.a
(4.8)
Make tables of equivalent ratios relating quantities
with whole number measurements, find missing
values in the tables, and plot the pairs of values on
the coordinate plane. Use tables to compare ratios.
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
6.RP.3.c
Find a percent of a quantity as a rate per 100 (e.g.,
30% of a quantity means 30/100 times the
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Quantities
For example, “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.” “We paid $75 for 15 hamburgers, which is a rate of
$5 per hamburger.”
6.RP.3.b
(4.7)
Solve unit rate problems including those involving
unit pricing and constant speed.
8 days
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Rate
Ratio
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Lesson 4.3: How to use a multiplication tables to find
equivalent ratios
Lesson 4.4: How to use the strategy find a pattern to help
compare ratios
Lesson 4.5: Understand ratio concepts and use ratio
reasoning to solve problems
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Lesson 4.6: How to use unit rates to make comparisons
Lesson 4.7: How to solve problems using unit rates
Lesson 4.8: How to use a graph to represent equivalent
ratios
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Lesson 5.1: How to use a model to show a percent
B&P 4.1: Introduce percents as a part-whole
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relationship where the whole is not out of 100 but
Wilcox County
6 Grade Sequencing Guide
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quantity); solve problems involving finding the
whole, given a part and the percent.
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
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Rate reasoning
Ratio reasoning
Transform units
Quantities
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1 week
2 weeks
6.RP.3.c
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.
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
ARMT+8. Determine the distance between two
points on a scale drawing or map using
proportional reasoning.
6.RP.3.d
Use ratio reasoning to convert measurement units;
manipulate and transform units appropriately when
multiplying or dividing quantities.
ARMT+2. Solve problems involving decimals,
percents, fractions, and proportions.
ARMT+9. Convert units of length, weight, or
capacity within the same system (customary or
metric).
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Quantities
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Rate
Ratio
Rate reasoning
Ratio reasoning
Transform units
Quantities
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scaled to be “out of 100”
B&P 4.1: Use fraction partitioning and fraction
benchmarks to make sense of percents
B&P 4.2 Develop strategies, including percents, to use in
comparisons where the whole is less than 100
B&P 4.2: Understand that comparing situations with
different numbers of trials is difficult unless we use
percents or some other form of equivalent representation
Lesson 5.2: How to write percents as fractions and
decimals
Lesson 5.3: How to write fractions and decimals as
percents
Lesson 5.4: How to find a percent of a quantity
Lesson 5.5: How to use the strategy use a model to help
solve a percent problem
Lesson 5.6: How to find the whole given a part and the
percent
Lesson 6.1: How to use ratio reasoning to convert from
one unit of length to another
Lesson 6.2: How to use ratio reasoning to convert from
one unit of capacity to another
Lesson 6.3: How to use ratio reasoning to convert from
one unit of weight and mass to another
Lesson 6.4: How to transform units to solve problems
Lesson 6.5: How to use the strategy use a formula to
solve problems involving distance, rate, and time
Critical Area: Writing, interpreting, and using expressions and equations
Wilcox County
6 Grade Sequencing Guide
th
Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions.
1 week
6.EE.1
(7.1 & 7.2)
Write and evaluate numerical expressions
involving whole-number exponents.
6.EE.2.a
(7.3)
Write expressions that record operations with
numbers and with letters standing for numbers.
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Numerical expression
Exponent
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For example, express the calculation “Subtract y from 5” as 5
− y.
6.EE.2.b
(7.4)
Identify parts of an expression using mathematical
terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an
expression as a single entity.
For example, describe the expression 2 (8 + 7) as a product of
two factors; view (8 + 7) as both a single entity and a sum of
two terms.
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Lesson 7.1: How to write and find the value of
expressions involving exponents
Lesson 7.2: How to use order of operations to evaluate
expressions involving exponents
Lesson 7.3: How to write an algebraic expression to
represent a situation
Lesson 7.4: How to describe the parts of an expression
Lesson 7.5: How to evaluate an algebraic expression or a
formula
Expressions
Term
Coefficient
6.EE.2.c
(7.5)
Evaluate expressions at specific values of their
variables. Include expressions that arise from
formulas used in real-world problems. Perform
arithmetic operations, including those involving
whole number exponents, in the conventional order
when there are no parentheses to specify a
particular order (Order of Operations).
For example, use the formulas V = s3 and A = 6 s2 to find the
volume and surface area of a cube with sides of length s = 1/2.
Expressions and Equations: Reason about and solve one-variable equations and inequalities.
1 day
6.EE.6
(7.6)
Use variables to represent numbers and write
expressions when solving a real-world or
mathematical problem; understand that a variable
can represent an unknown number, or, depending
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Variable
Expression
Lesson 7.6: How to use variables and algebraic
expressions to solve problems
Wilcox County
6 Grade Sequencing Guide
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on the purpose at hand, any number in a specified
set.
Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions.
1 week
6.EE.3
(7.7 & 7.8)
Apply the properties of operations to generate
equivalent expressions.
For example, apply the distributive property to the expression
3 (2 + x) to produce the equivalent expression 6 + 3x; apply
the distributive property to the expression 24x + 18y to
produce the equivalent expression 6 (4x + 3y); apply
properties of operations to y + y + y to produce the equivalent
expression 3y.
6.EE.4
(7.9)
Identify when two expressions are equivalent (i.e.,
when the two expressions name the same number
regardless of which value is substituted into them).
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Properties of operations
Distributive property
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Lesson 7.7: How to use the strategy use a model to
combine like terms
Lesson 7.8: How to use properties of operations to write
equivalent algebraic expressions
Lesson 7.9: How to identify equivalent algebraic
expressions
Equivalent
Expressions
For example, the expressions y + y + y and 3y are equivalent
because they name the same number regardless of which
number y stands for.
Expressions and Equations: Reason about and solve one-variable equations and inequalities.
3 weeks
6.EE.5
(8.1, 8.8)
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.
6.EE.7
(8.2-8.7)
Solve real-world and mathematical problems by
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Substitution
Equation
Inequality
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Equations
Nonnegative rational
numbers
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Inequalities
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Lesson 8.1: How to determine whether a number is a
solution to an equation
Lesson 8.2: How to write an equation to represent a
situation
Lesson 8.3: How to use models to solve addition
equations
Lesson 8.4: How to solve addition and subtraction
equations
Lesson 8.5: How to use models to solve multiplication
equations
Lesson 8.6: How to solve multiplication and division
Wilcox County
6 Grade Sequencing Guide
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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.
6.EE.8
(8.9, 8.10)
Write an inequality of the form x > c or x < c to
represent a constraint or condition in a real-world
or mathematical problem. Recognize that
inequalities of the form x > c or x < c have
infinitely many solutions; represent solutions of
such inequalities on number line diagrams.
ARMT+3. Solve problems using numeric and
geometric patterns.

Constraint
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
equations
Lesson 8.7: How to use the strategy solve a simpler
problem to solve equations involving fractions
Lesson 8.8: How to determine whether a number is a
solution to an inequality
Lesson 8.9: How to write an inequality to represent a
situation
Lesson 8.10: How to represent the solutions of an
inequality on a number line
Expressions and Equations: Represent and analyze quantitative relationships between dependent and independent variables.
8 days
6.EE.9
Use variables to represent two quantities in a
real-world problem that change in relationship
to one another; write an equation to express one
quantity, thought of as the dependent variable,
in terms of the other quantity, thought of as the
independent variable. Analyze the relationship
between the dependent and independent
variables using graphs and tables, and relate
these to the equation.
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Dependent variables
Independent variables
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For example, in a problem involving motion at constant
speed, list and graph ordered pairs of distances and times,
and write the equation d =65t to represent the relationship
between distance and time.
Lesson 9.1: How to write an equation to represent the
relationship between an independent variable and a
dependent variable
Lesson 9.2: How to translate between equations and
tables
Lesson 9.3: How to use the strategy find a pattern to
solve problems involving relationships between
quantities
Lesson 9.4: How to graph relationships between two
quantities
Lesson 9.5: How to translate between equations and
graphs
ARMT+3. Solve problems using numeric and
geometric patterns.
Critical Area: Geometry
Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.
Wilcox County
6 Grade Sequencing Guide
th
3 weeks
6.G.1
Find the area of right triangles, 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.
6.G.3
(10.9)
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 in the context of solving
real-world and mathematical problems.
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Right triangles
Special quadrilaterals
Polygons
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Polygon
Coordinate plane
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ARMT+4. Identify two-dimensional and threedimensional figures based on attributes, properties,
and component parts.
ARMT+6. Classify angles as acute, obtuse, right,
or straight
ARMT+7. Solve problems involving perimeter
and area of parallelograms and rectangles.
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1 week
6.G.4
Represent three-dimensional figures using nets
made up of rectangles and triangles, and use the
nets to find the surface area of these figures. Apply
these techniques in the context of solving realworld and mathematical problems.
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Nets
Surface area
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C&S 1.1: Learn that the area of a figure is the number of
square units needed to cover it
C&S 1.1: Learn that the perimeter of an object is the
number of units of length needed to surround it
C&S 1.2: Learn that the area of a figure is the number of
square units needed to cover it
C&S 1.2: Learn that the perimeter of an object is the
number of units of length needed to surround it
C&S 1.2: Understand that two figures with the same area
may have different perimeters
C&S 1.3: Use the relationship between length and width
to develop formulas for the area and perimeter of a
rectangle
Lesson 10.1: How to find the area of parallelograms
C&S 3.1: Develop and employ reasonable strategies for
finding the area of a triangle
C&S 3.1: Find relationships between rectangles and
triangles
C&S 3.1: Use these relationships to develop techniques
for finding the area of a triangle
Lesson 10.2: How to find the relationship among areas of
triangles, rectangles, and parallelograms
Lesson 10.3: How to find the area of triangles
Lesson 10.4: How to find the relationship between the
areas of trapezoids and parallelograms
Lesson 10.5: How to find the area of trapezoids
Lesson 10.6: How to find the area of regular polygons
Lesson 10.7: How to find the area of composite figures
Lesson 10.8: How to use the strategy find a pattern to
show how changing dimensions affects area
Lesson 10.9: How to plot polygons on a coordinate plane
and find their side lengths
Lesson 11.1: How to use nets to represent three
dimensional figures
Lesson 11.2: The relationship between a net and the
surface area of a prism
Lesson 11.3: How to find the surface area of prisms
Lesson 11.4: How to find the surface area of pyramids
Wilcox County
6 Grade Sequencing Guide
th
ARMT+4. Identify two-dimensional and threedimensional figures based on attributes, properties,
and component parts.
1 week
6.G.2
(11.5 & 11.6)
Find the volume of a right rectangular prism with
fractional edge lengths by packing it with unit
cubes of the appropriate unit fraction edge lengths,
and show that the volume is the same as would be
found by multiplying the edge lengths of the prism.
Apply the formulas V = l w h and V = b h to find
volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world
and mathematical problems.
6.G.4
(11.7)
Represent three-dimensional figures using nets
made up of rectangles and triangles, and use the
nets to find the surface area of these figures. Apply
these techniques in the context of solving realworld and mathematical problems.
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Right rectangular prism
V = b h (Volume of a
right rectangular prism
= the area of the base x
the height
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Lesson 11.5: The relationship between volume and the
edge lengths of a prism with fractional edge lengths
Lesson 11.6: How to find the volume of rectangular
prisms with fractional edge lengths
Lesson 11.7: How to use the strategy use a formula to
solve problems involving area, surface area, and volume
Nets
Surface area
Critical Area: Developing understanding of statistical thinking
Statistics and Probability: Develop understanding of statistical variability.
1 day
6.SP.1
(12.1)
Recognize a statistical question as one that
anticipates variability in the data related to the
question and accounts for it in the answers.
For example, “How old am I?” is not a statistical question,
but “How old are the students in my school?” is a statistical
question because one anticipates variability in students’ ages.
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Statistical
questions
Variability
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Lesson 12.1: How to identify a statistical question
Wilcox County
6 Grade Sequencing Guide
th
Statistics and Probability: Summarize and describe distributions.
2 weeks
1 week
6.SP.5.a
(12.2)
Reporting the number of observations.
6.SP.5.b
(12.2)
Describing the nature of the attribute under
investigation, including how it was measured and
its units of measurement.
6.SP.4
(12.3, 12.4, 12.8)
Display numerical data in plots on a number line,
including dot plots, histograms, and box plots.
6.SP.5.c
(12.5 & 12.6)
Giving quantitative measures of center (median
and/or mean) and variability (interquartile range
and/or mean absolute deviation), as well as
describing any overall pattern and any striking
deviations from the overall pattern with reference
to the context in which the data were gathered.
6.SP.5.d
(12.7)
Relating the choice of measures of center and
variability to the shape of the data distribution and
the context in which the data were gathered.
ARMT+10. Interpret information from bar graphs,
line graphs, and circle graphs.
6.SP.5.c
(13.1, 13.3, 13.4)
Giving quantitative measures of center (median
and/or mean) and variability (interquartile range
and/or mean absolute deviation), as well as
describing any overall pattern and any striking
deviations from the overall pattern with reference
to the context in which the data were gathered.
6.SP.4
(13.2)
Display numerical data in plots on a number line,
including dot plots, histograms, and box plots.
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Data distribution
Measures of center
Measures of variability
Mean
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Dot plot
Histograms
Box plots
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Dot plot
Histograms
Box plots
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Data distribution
Measures of center
Measures of variability
Mean
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Lesson 12.2: How to describe how a data set was
collected
Lesson 12.3: How to use dot plots and frequency tables
to display data
Lesson 12.4: How to use histograms to display data
Lesson 12.5: How the mean represents a fair share and
balance point
Lesson 12.6: How to describe a set of data using mean,
median, and mode
Lesson 12.7: How an outlier affects measures of center
Lesson 12.8: How to use the strategy draw a diagram to
solve problems involving data
Lesson 13.1: How to describe overall patterns in a data
set
Lesson 13.2: How to use box plots to display data
Lesson 13.3: How to calculate the mean absolute
deviation of a data set
Lesson 13.4: How to summarize a data set by using
range, interquartile range, and mean absolute deviation
Lesson 13.5: How to choose appropriate measures of
center and variability to describe a data set
Wilcox County
6 Grade Sequencing Guide
th
6.SP.5.d
(13.5)
Relating the choice of measures of center and
variability to the shape of the data distribution and
the context in which the data were gathered.
ARMT+10. Interpret information from bar graphs,
line graphs, and circle graphs.
Statistics and Probability: Develop understanding of statistical variability.
3 days
6.SP.3
(13.6)
Recognize that a measure of center for a numerical
data set summarizes all of its values with a single
number, while a measure of variation describes
how its values vary with a single number.
6.SP.2
(13.7 & 13.8)
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.
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Measures of center
Measures of variation
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Statistical question
Distribution
Measure of center
Spread
Shape
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Lesson 13.6: What measures of center and variability
indicate about a data set
Lesson 13.7: How to describe the distribution of a data
set collected to answer a statistical question
Lesson 13.8: How to use the strategy work backward to
draw conclusions about a data set