Download Grade and Subject *29 lessons are included in the pacing guide

Grade and Subject
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
nd
2 Nine Weeks
Lesson
Standard
Holt 3-7
NS.6.1 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.
Learning Targets
Student Friendly
Statements
Essential Question
Tennessee Academic
Vocabulary
Additional
Resources
Assessments

Students must add,
subtract, multiply, and
divide decimals.

I can add,
subtract,
multiply, and
divide
decimals.
What does accurately completing
calculations allow us to do?

http://www.swisd.net/
hip/Hip_Units/6th%20G
rade%20Math/6MathM
od4.pdf

Students must use
estimation strategies in
mathematical
situations.
Students must use
estimation strategies in
practical situations.
Students must select
the estimation strategy
most appropriate to a
situation.

I can use
estimation
strategies in
mathematical
situations.
I can use
estimation
strategies in
practical
situations.
Why is estimation useful in mathematical
or practical situations? In what types of
situations is it desirable to estimate and
in what types of situations do you need
exact calculations?

http://www.mathcanta
keyouplaces.org/games
.lasso
Math-1-6-6-Student
Assessment.doc
Students must be able
to solve equations with
one variable.


http://betterlesson.com
/lesson/12439/solveone-step-multiplicationdivision-equations
Math-2-6-2-a-Student
Assessment.doc
NS.6.3 Fluently add,
subtract, multiply, and divide
multi-digit decimals using the
standard algorithm for each
operation.
SPI0606.2.3 Solve problems
involving the addition,
subtraction, multiplication,
and division of decimals.
Holt 3-8
SPI 0606.1.2 – Judge the
reasonableness of the results
of rational number estimates
and/or computations.


Holt 3-9
EE.6.7
SPI 0606.3.3


I can solve
equations with
one variable.
Grade and Subject
2
nd
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
Nine Weeks
Holt 4-1
NS.6.2 Fluently divide multidigit numbers using the
standard algorithm.

Grade 5: (SPI 0506.2.4)
Holt 4-2
NS.6.4 Finding the greatest
common factor of two whole
numbers less than or equal to
100.

Holt 4-3
NS.6.4 Finding the greatest
common factor of two whole
numbers less than or equal to
100.

Holt 4-4
RP.6.3
NS.6.5
NS.6.6
NS.6.6.c
NS.6.7
NS.6.7a
NS.6.7b


SPI 0606.2.5
SPI 0606.2.7


Students must
understand that a
prime number is a
natural number
divisible only by
numbers 1 and itself.

I know the
definition of a
prime number.
I know the
definition of a
composite
number.
How are the concepts of number theory
applied in the real world?



Divisible
Composite number
Prime number
/www.internet4classro
oms.com
Students must know
every positive integer
greater than 1 is either
prime or can be
expresses as the
product of two or more
positive prime
numbers.
Students must
comprehend
multiplication as a tool
to determine what
numbers divide evenly
into another number.
Students must know
that fractions,
decimals, and percents
can be translated
among each other.
Students must know
that fractions can be
modeled as decimals;
decimals can be
modeled as fractions.
Students must know
that decimals can be
modeled as percents;
percents can be
modeled as decimals.
Students must know
that fractions can be
modeled as percents;
percents can be
modeled as fractions.

I can use
divisibility to
find the prime
factorization of
a number.
How are the concepts of number theory
applied in the real world?


Factor
Prime factorization
http://www.uen.org/Le
ssonplan/preview?LPid
=18882

I can find the
greatest
common factor
for a set of
numbers.
How are the concepts of number theory
applied in the real world?

Greatest common
factor (GCF)
Number theory:
Greatest common
factor

I can translate
fractions,
decimals, and
percents
among each
other.
Why do we need to know how to
compare and order groups of fractions,
decimals, and percents?


Mixed number
Terminating
decimal
Repeating decimal
www.betterlesson.com


Math-1-6-2-Student
Assessment.docx
Grade and Subject
2
nd
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
Nine Weeks
Holt 4-5
Students must
recognize equivalent
fractions.
Students must write
equivalent fractions
using a common
denominator.


Students must convert
between mixed
numbers and improper
fractions


Students must find a
common denominator
when given two or
more fractions.

SPI 0606.2.7
Review 4-8 and 4-9

Students must correctly
estimate using
fractions.
5-1 Review

Students must know
that they can add or
subtract fractions with
unlike denominators
using the Least
Common Multiple
(LCM).
Students
must determine
the common
denominator using
Least Common Multiple
or by multiplying the
denominators.
NS.6.1


Holt 4-6
RP.6.3
SPI 0606.2.5
Holt 4-7
Holt 4-8
and 4-9
Holt 5-1
NS.6.5
NS.6.6
NS.6.6.c
NS.6.7
NS.6.7a
NS.6.7b

I can write
equivalent
fractions using
a common
denominator.
I can recognize
fractions that are
less than, greater
than, or equal to
a half.
When might it be necessary to order a
group of numbers made up of fractions,
decimals, and percents?
What does that help us to achieve?


Equivalent fractions
Simplest form
http://mathjourneys.co
m/mathsix.html
Math-1-6-3-Student
Assessment.docx
I can change
an improper
fraction to a
mixed number
and back.
I can find a
common
denominator
when given
two or more
fractions
When might you need to convert a mixed
number to an improper fraction?


Improper fraction
Proper fraction
http://www.helpingwit
hmath.com/by_subject/
geometry/geo_similar_
triangles_8g4.htm
http://www.ixl.com/
math/standards/tenn
essee/grade-6
Why do we need to know how to
compare and order groups of fractions,
decimals, and percents?



Like fractions
Unlike fractions
Common
denominator
http://www.mathplay.com/6th-grademath-games.html
http://www.ixl.com/
math/standards/tenn
essee/grade-6

I can correctly
estimate using
fractions.
How can estimating with fractions,
decimals, and percents impact your life?


I know how
to add or
subtract
fractions with
unlike
denominators
using the Least
Common
Multiple (LCM).
Why do we need to know how to add
and subtract fractions?


Least common
multiple
http://www.swisd.net/
hip/Hip_Units/6th%20G
rade%20Math/6MathM
od2.pdf
Add and subtract
fractions: Add and
subtract fractions
with like
denominators (Sixth
grade - U.1)
Math-1-6-2-Student
Assessment.docx
Grade and Subject
2
nd
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
Nine Weeks

Holt 5-2
Holt 5-3
NS.6.1 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.


I know denominators of
two or more fractions
must be alike in order
to perform addition or
subtraction of
fractions.

Students must know
how to add and
subtract mixed
numbers with
regrouping.
Students must know
how to multiply and
divide fractions and
mixed numbers.

Students must know
how to add and
subtract mixed
numbers with
regrouping.
Students must know
how to multiply and
divide fractions and
mixed numbers.



SPI0606.2.2 Solve problems
involving the addition,
subtraction, multiplication,
and division of mixed
numbers.
Holt 5-4
NS 6.1
SPI 0606.2.2


I know how to
add and
subtract mixed
numbers with
regrouping.
I know how to
multiply and
divide fractions
and mixed
numbers.
What does accurately completing
calculations allow us to do?

I know how to
add and
subtract mixed
numbers with
regrouping.
I know how to
multiply and
divide fractions
and mixed
numbers.
What does accurately completing
calculations allow us to do?
I can regroup
mixed numbers
to add and
subtract
fractions.
Why is it sometimes necessary to
regroup fractions?
http://exchange.smartt
ech.com/search.html?q
=%22least%20common
%20denominator%22
Math-1-6-7a-Student
Assessment.doc

http://exchange.smartt
ech.com/search.html?q
=mixed%20numbers
Math-1-6-7a-Student
Assessment.doc

http://web.ccsd.k12.wy
.us/techcurr/math/mat
h3_6.html
Least common
denominator
Grade and Subject
2
nd
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
Nine Weeks
Holt 5-5
NS 6.1
SPI 0606.2.2

Students must be able
to solve equations with
one variable.
Students must know
that denominators of
two or more fractions
must be alike in order
to perform addition or
subtraction of
fractions.

I can solve
equations with
one variable.
Why do we need to know how to add
and subtract fractions?

http://www.mathaids.com/Fractions/
Math-1-6-2-Student
Assessment.docx

I know
denominators
of two or more
fractions must
be alike in
order to
perform
addition or
subtraction of
fractions.
Students must know
they need to write a
whole number as a
fraction before they
multiply or divide.

Students must know
they can simplify
fractions being
multiplied, before they
multiply.

Students must know to
multiply the
numerators.

Students must know to
multiply the
denominators.
See Lesson 5-6

I can simplify
fractions being
multiplied,
before I
multiply.
I can multiply
the
numerators.
I can multiply
the
denominators.
Name a situation in which you would
multiply or divide fractions using a
model, drawing, or digits.

http://mdiffey.net/asse
ts/actaap2/nov22/simp
fracs.pdf
Math-1-6-2-Student
Assessment.docx
See Lesson 5-6
See Lesson 5-6

See Lesson 5-6
See Lesson 5-6
See Lesson 5-6

See Lesson 5-6
See Lesson 5-6
See Lesson 5-6



Holt 5-6
Holt 5-7
Holt 5-8
Holt 5-9
NS.6.1
SPI 0606.2.1
NS.6.1
SPI 0606.2.1
NS 6.1
SPI 0606.2.2
NS 6.1
SPI 0606.2.2



Reciprocal
Multiplicative
inverse
http://www.studyzone.org
/mtestprep/math8/e/multi
nv36l.cfmhttp://www.stud
yzone.org/mtestprep/mat
h8/e/multinv36l.cfm
Grade and Subject
2
nd
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
Nine Weeks
Holt 510
Holt
11-1
NS.6.1
SPI 0606.2.1
NS.6.5; NS.6.6; NS.6.6.c;
NS.6.7; NS.6.7.a; NS.6.7.b
SPI 0606.2.8 Locate integers
on the number line.
See Lesson 5-6


Students must
comprehend absolute
value as a distance
from zero.
Students must know
negative numbers are
less than zero.


Holt
11-2
NS.6.5; NS.6.6; NS.6.6.c;
NS.6.7; NS.6.7.a; NS.6.7.b
NS.6.7.c; NS.6.7.d
SPI 0606.2.8

Students must be able
to compare and order
positive and negative
integers.

Holt
11-3,
6-6
RP.6.3.a; NS.6.6.b

Students must locate
and graph points on a
coordinate plane.

Holt
11-5
NS.6.5; NS.6.6; NS.6.6.c;
NS.6.7; NS.6.7.a; NS.6.7.b
Student must add
positive and negative
integers.

NS.6.8 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.
G.6.3 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.

See Lesson 5-6

I can place
positive and
negative
integers on a
number line.
I know
absolute value
shows how far
a number is
from zero.
I can compare
and order
integers.
Why do we need to know how to place
numbers in different formats on a
number line?





Positive number
*Negative number
Opposites
*Integer
*Absolute value
Simple addition of
integers within -10
to 10
I can graph
points on the
coordinate
plane.
In what way can graphing in a
coordinate plane help you in the real
world?

*Cartesian
Coordinate system
Coordinate plane
Axes
x-axis
y-axis
quadrants
origin
coordinates
x-coordinate
y-coordinate
http://www.eduplace.c
om/math/mathsteps/4/
c/index.html
I can add
positive and
negative
numbers.
Why might you need to understand how
to add and subtract negative numbers?

See Lesson 5-6
Why is it necessary to use negative
numbers?









Grade and Subject
2
nd
*29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
room for you to do problem solving, review, testing, etc.
Nine Weeks
Holt
11-6
NS.6.5; NS.6.6; NS.6.6.c;
NS.6.7; NS.6.7.a; NS.6.7.b

Students must subtract
positive and negative
integers.

Holt
11-7
NS.6.5; NS.6.6; NS.6.6.c;
NS.6.7; NS.6.7.a; NS.6.7.b

Students must multiply
positive and negative
integers.

Holt
11-8
NS.6.5; NS.6.6; NS.6.6.c;
NS.6.7; NS.6.7.a; NS.6.7.b

Students must divide
positive and negative
integers.

Holt
11-9
EE.6.5

Students must solve
equations containing
integers.

http://rpdp.net/show.php?type=math&cat=195&lvl=Middle+School
I can subtract
positive and
negative
numbers.
I can multiply
positive and
negative
numbers.
Why might you need to understand how
to add and subtract negative numbers?

Why might you need to understand how
to multiply negative numbers?

I can divide
positive and
negative
numbers.
I can solve an
equation with
positive and
negative
numbers.
Why might you need to understand how
to divide negative numbers?

When might you need to solve an
equation including positive and negative
numbers?

Identity Property
http://www.elemedu.cc
s.k12.nc.us/Resources/
Math_Newsletters/Gra
des_35_Order_of_Operations
_and_Basic_Properties.
pdf