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Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Using the Mathematics Instructional Guide: 2007-CCSS Bridge
This year’s Math Instructional Guide (MIG) has been modified to assist teachers in making sound instructional decisions when using the Everyday Mathematics (2007 edition)
to meet the changes brought about by CA CCSS-M. While much about the guide’s structure remains familiar, some substantial changes have been made. Every lesson has
been correlated to CA CCSS-M Content Standards. This correlation is structured through the distinct parts of each lesson; Mental Math and Reflexes (MMR), Teaching the
Lesson (Part 1), Ongoing Learning & Practice (Part 2) and Differentiation Options (Part 3). Additionally, all Comments have been rewritten. The Comments help to clarify
the mathematical intent of each lesson and thus, allow you to focus instruction/assessment/ differentiation in terms of CA CCSS-M. It is recommended that you use this guide
as you plan units and lessons and that you use it collaboratively within your grade-level team. This MIG is meant as a one year stop-gap. The new CCSS edition for grades 36 will be ready for pilots in February. To reiterate, as the classroom teacher, you will need to make the necessary instructional decisions for your students (thus a guide). Use
what your students know and can do (based on evidence) alongside the Comments to plan units and lessons. Change is difficult; it will take time.
Standards for Mathematical Practice (SMPs): The 8 SMPs are the vehicle through which the mathematics is performed. For this year, focus on the SMPs related to
classroom discourse (1, 2, 3 and 6). As with the Big Ideas, make them explicit to students. Focus on one or two within each unit. Allow your students to do the thinking; you
serve to orchestrate the discussion. Classroom posters for these are linked at www.cusdmathcoach.com, under CaCCSS.
Focused Content & Making Connections
Big Ideas: The Big Ideas are based on the work and research of Randall Charles published in the NCSM Journal of Mathematics Educational Leadership. He defines a Big
Idea as “a statement of an idea that is central to learning of mathematics; one that links numerous mathematical understandings into a coherent whole” (article is
linked at www.cusdmathcoach.com, under Math Resources). Big ideas are a key to making connections across many concepts and, because they don’t change, across
many grade levels. Phil Daro, one of the CCSS-M authors, deems the Unit (10-13 lessons) to be the proper grain size for mathematics instruction. Each Unit should be
linked through 2-4 big mathematical ideas. These big ideas should be made explicit to students at the beginning of every unit of study and continually referenced during the
unit’s lessons. Classroom posters of the Big Ideas by grade-level can be found at www.cusdmathcoach.com, under the CaCCSS tab; while these posters are by grade-level,
the ideas throughout remain mostly the same; poster language is also grade-level appropriate. The Big Ideas listed for each unit are not necessarily the only ones that could
have been used. Many units cover so many concepts that many more could have been listed. The ones shown are the most appropriate for the main concepts covered in
the unit and thus, should be the ones you emphasize throughout each particular unit of study.
Here are some suggestions on how to use Big Ideas:
 Post the Big Ideas in your classroom as they come up and keep them up the rest of the year.
 Choose one of the unit’s Big Ideas that is most appropriate for the day’s lesson and start by discussing its connection to concepts previously learned.
 Refer to this selected Big Idea often during the lesson.
 When possible, connect content in the lesson to other Big Ideas and Learning Target.
 At the end have students summarize the new concepts learned by discussing their connection to the Big Idea chosen.
Learning Targets: The Learning Targets are an attempt to draw a single area of focused content and depth from the activities in each lesson. The learning target tries to
answer the question “what is the one thing that students should learn from this lesson?” The Learning Target can serve as your reference point but they will need to be
modified into student friendly language, “I can” statements.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 1
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 1: Collection, Display, and Interpretation of Data
1♦5
1♦4
1♦3
1♦2
1♦1
Overview: To use Student Reference Manual to find information; to find data landmarks and compare median and mean; create, read, and interpret line plots, stem and leaf plots, broken line, bar, step, and circle graphs; analyze data and explain data misrepresentations.
Data Collection and Representation: Some questions can be answered by collecting and analyzing data, and the question to be answered determines the data that’s needs to be collected and how to best collect it.
Data can be collected visually using tables, charts and graphs. The type of data determines the best choice of visual representation. Data Distribution: There are special numerical measures that describe the center
Big Ideas
and spread (distribution) of numerical data sets. The most appropriate measure to use for a situation depends on the nature of the data and on how the measures will be used.
Writing/Reasoning
CA CCSS
Learning Target
Comments
Vocabulary
Games
Advanced Prep
RSAs
Prompt – Math
Boxes
MMR
Part 1
Part 2
Part 3
Learn to use the
The literature connections referenced in the unit are not
G is for Googol by David
Student
Multiply 2-digit
specific to a particular lesson. The titles can be incorporated at
Schwartz is a great fit in this
Reference Book to
whole numbers
any time during the unit.
chapter.
find information.
See TLG p 11
6.SP.2
6.SP.4
6.SP.5b
6.SP.4
6.SP.5c
6.SP.2*
6.SP.5b
6.SP.2
6.SP.3
6.SP.5c
6.SP.5c
6.SP.5d
Create and
describe line plots
using data
landmarks.
Use stem-and-leaf
plot to organize
and analyze data.
6.SP.5c
6.SP.5c
6.SP.5d
Calculate and
compare the
mean and median
of a data set.
To find the range,
median, mean, &
mode of a data
set.
Students share data about themselves in line plots (6.SP.4).
"Mystery Line Plots" are created, and students use what they
know about the shape of the data to determine which line plot
accompanies which scenario (6.SP.2). As they discuss how
they matched scenarios with data, they must consider the
source of the data and justify their choices (6.SP.5c). In Part 3,
students review line plots (6.SP.4) from the Student Reference
Book and/or discuss how outliers affect data (6.SP.5c).
Standard 6.SP.2 is partially met in this activity. Students create
stem and leaf plots and compare them to other types of
graphs. Students describe the center and spread, but not the
shape of the data in the traditional terms of a bell curve
(6.SP.5b).
Students participate in an activity in which they determine
median and mean in a data set. They discuss the impact of
deviation. In Part 3, there is an option to use computer
software to help them determine deviations in a data set
(6.SP.5c).
Students play the game Landmark Shark, wherein they
determine the mean, median, range and mode of a data set
(from a card deck). They can choose to trade cards to alter the
statistical landmarks in attempt to get a higher score
(6.SP.5c).They consider which landmark is best to use for the
situation to earn that score (6.SP.5d). Part 3 has a readiness
option that offers another activity that allows students to find
range, median and mean and to experiment with how different
data will affect them.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
line plot, mystery
plot, landmark,
minimum,
maximum,
median, mode,
range
High Number
Toss
Prep the envelopes for the
mystery plot activity in Part 1.
Use post-it notes as
mentioned on pg. 22 in TLG.
Copies of MM p. 7 for all.
Demonstrate
knowledge of
landmark terms
Find min., max.,
range, and mode
in stem-and-leaf
plot
stem-and-leaf plot,
stem, leaf, doublestem plot
An opportunity to use excel
to find the “data landmarks”
is an option in the enrichment
activity.
Prep the Landmark Shark
cards; MM p. 456 1 set of
three cards/ student
Landmark Shark
Additional 1 copy of score
card for each group; MM p.
457
Flores, Canterbury, Fundanet, and
Preston
Know difference
between median
and mean
Make line plot and
compute mean
Explain how to
convert between
meters and
centimeters.
Grade 6
Page 2
6.NS.6c
6.SP.2
6.SP.4
6.SP.5b
6.SP.5c
6.SP.5d
6.SP.4
6.SP.2
6.SP.4
6.SP.5b
1♦9
1♦10
Create, read, &
interpret brokenline graphs.
Create, read, &
interpret bar
graphs.
Create, read, &
interpret step
graphs.
1♦8
1♦7
1♦6
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Create, read, &
interpret circle
graphs.
6.SP.2
6.SP.5b
6.G.1
6.EE.2c
6.SP.5b
6.SP.5c
6.SP.5d
6.G.1
Describe the
relationship
between the
perimeter and
area of rectangles.
In this lesson students create 6.SP.4) and analyze broken line
and double line graphs. As they discuss their data, students
must be aware of the nature of the data and how it was
measured to meet 6.SP.5b Students will meet 6.SP.2 if
teachers are explicit about their discussion of spread, shape
and center. In Part 2, students play Landmark Shark. They
determine the mean, median, range and mode of a data set
(from a card deck). They can choose to trade cards to alter the
statistical landmarks in attempt to get a higher score
(6.SP.5c).They consider which landmark is best to use for the
situation to earn that score (6.SP.5d). In Part 3, there is an
option to create and analyze another broken line graph
(6.SP.4).
This lesson involves comparing side by side and stacked bar
graphs. Students meet most of the requirement for 6.SP.2.
However, they do not examine shape in terms of interquartile
range or deviation. *It is recommended that teachers
incorporate this in class discussions to fully meet the standard.
In Part 2 students work more on broken line plots (6.SP.4). In
Part 3, technology can be utilized to create bar graphs from
data found in the SRB.
Students create step graphs to depict data in which change is
not gradual. This graphing representation is extremely rare
and transfer of learning would be minimal. It is recommended
that teachers consider this an optional activity.
The lesson entails collection of data from students regarding
whether girls should be able to play on boys' athletic teams
and vice versa. While students do meet the requirements of
standard 6.SP.5b, they create circle graphs. Sixth grade
standards for Statistics and Probability refer only to box plots,
dot plots and histograms. This lesson could be modified to
more fully meet 6th grade standards by gathering data that
could be represented in a histogram, box plot or dot plot. In
addition, teachers should be explicit about how data describes
spread, center and shape to meet 6.S
Students calculate areas and try to determine the largest
possible area for a given perimeter (6.G.1). They complete
equations involving the formula for area (6.EE.2c). In Part 2,
students play Landmark Shark. They determine mean,
median, range and mode of a data set (from a card deck).
They can choose to trade cards to alter the statistical
landmarks in attempt to get a higher score (6.SP.5c).They
consider which landmark is best to use for the situation to earn
that score (6.SP.5d). In Part 3, given a painting scenario,
students determine which area will require more paint (6.G.1).
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
line graph,
broken-line graph,
precipitation,
graph key
Draft: 7/14/10
Landmark Shark
An additional opportunity to
use excel to create a bar
graph of data is found in the
enrichment section.
bar graph, sideby-side bar graph,
stacked bar graph
step graph
Name That
Number
interior of a circle,
arc, sector, radius,
percent circle,
circle graph
Percent-Sector
Match
perimeter, area
Read data in
broken-line graph
Over & Up
Squares
Construct a bar
graph
Make a brokenline graph
Copies of MM p. 26 (1 copy/
3 students; cut them into
strips)
Landmark Shark
Flores, Canterbury, Fundanet, and
Preston
Estimate and
measure sectors
in circle graph
Calculate
landmarks and
explain how they
change with
changes in data
set
Grade 6
Page 3
1♦11
6.SP.5d
6.SP.5d
Explain ways that
data can be
presented to
mislead or
misrepresent.
1♦12
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.SP.5b
6.SP.5b
6.SP.5d
Determine
whether a sample
is random or
biased.
Students learn about how graphs can be used to communicate
specific ideas (persuasive graphs) by considering the source
of the data, the way in which it was collected, and the choice in
measures of center (6.SP.5d). In Part 3, students have an
opportunity to create persuasive graphs of their own (6.SP.5d).
Students learn about sample techniques and sample sets
when gathering data (6.SP.5b). In Part 3, students can collect
data about drink preferences and create their own graph to
compare to the graph used earlier in the lesson (6.SP.5b).
Their discussion should include choices of measure and shape
of data distribution (6.SP.5d).
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Draft: 7/14/10
High Number
Toss
sample, random
sample, biased
sample, recall
survey
Read and interpret
broken-line graph
When might
someone what to
talk about the
median instead of
the mode or mean?
Read and interpret
side-by-side bar
graph
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 4
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 2: Operations with Whole Numbers and Decimals
Overview: To read, write, and interpret numbers in standard, word, expanded, and scientific form; to review adding and subtracting decimals; to develop power-of- ten strategies; to develop strategies for multiplying and dividing decimals.
The Base 10 Numeration System: The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value. Operation Meanings and Relationships: There are many
ways to show addition, subtraction, multiplication and division, and each operation is related.
Big Ideas
CA CCSS
Part 2
Part 3
There are no 6th grade CCSS tied to this lesson. However,
students will continue to use expanded notation in their math.
Therefore it is recommended that teachers keep this lesson in
6th grade math.
2♦1
Part 1
Comments
Read and write
large numbers in
std., expanded, &
number-and-word
notation.
2♦2
MMR
Learning Target
Read and write
small numbers in
std., expanded, &
number-and-word
notation.
There are no sixth grade CCSS tied to this lesson. However,
students will continue to use expanded notation in their math.
Therefore it is recommended that teachers keep this lesson in
6th grade math.
Add, subtract, and
round decimals.
Students add and subtract decimals (6.NS.3). They also round
decimals. In Part 3, the children have the opportunity to
continue subtracting decimals (6.NS.3) with models.
2♦3
6.NS.3
2♦6
2♦5
2♦4
6.NS.3
6.EE.1
6.NS.3
Develop and
practice strategies
for multiplying by
powers of 10.
6.EE.1
6.NS.3
6.EE.1
6.NS.3
6.NS.3
6.NS.2*
6.NS.2
6.NS.3
Develop decimal
multiplication
strategies.
6.NS.2*
Develop decimal
multiplication
strategies.
6.NS.3
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated at
any time during the unit.
See TLG p 95
The lesson centers on multiplying by powers of ten, which
meets 6.EE.1 - evaluate numerical expressions involving
whole number exponents. In Part 2, the class plays Doggone
Decimal to reinforce multiplication of decimals (6.NS.3). In Part
3, there is an option to complete "What's My Rule?" problems
involving multiplication and division decimals by 10 (6.NS.3).
There are also two options in which children can multiply by
powers of 10 (6.EE.1).
In this lesson, students estimate and multiply decimals
(6.NS.3). In Part 2, the class practices multiplying multi-digit
numbers (6.NS.2). *It is recommended that teachers have
students use the standard algorithm for some of the problems
to meet the standard, but allow choice of algorithm for some
problems as well. In Part 3, there is an option to multiply whole
numbers (6.NS.2*) and/or calculate costs (6.NS.3).
Students multiply decimal numbers (6.NS.3) in both Parts 1
and 3. In Part 2, students practice dividing (6.NS.2*). *It is
recommended that teachers have students use the standard
algorithm for some of the problems to meet the standard, but
allow choice of algorithm for some problems as well.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Vocabulary
Games
standard notation,
expanded
notation, numberand-word notation
Number Top-It
standard notation,
expanded notation
High-Number
Toss (decimals)
Advanced Prep
Copy MM p409 & 410, one
per student
Writing/Reasoning
Prompt – Math
Boxes
Write whole
numbers to
billions.
Explain how you
solved problem 5a?
(Marta’s mother)
Compare
decimals numbers
through
thousandths.
Align digits of
whole numbers
and decimals by
place value.
precise
powers of 10,
exponential
notation
RSAs
Doggone
Decimals
Write decimals to
the thousandths.
Multiplication
Bull’s-Eye
Estimate products
of decimals.
Divisibility Dash
Copy of MM p 414 & 415 of
each student
Flores, Canterbury, Fundanet, and
Preston
Explain why the
product of 77 X 0.1
is less than 77.
Estimate products
and use reliable
algorithm to
multiply decimals.
Grade 6
Page 5
2♦7
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.NS.2*
6.NS.2*
6.NS.2*
CA Project 13
Long Division
Part A
2♦8
6.NS.3*
6.NS.3*
6.NS.3*
Estimate quotients
and solve division
problems.
In this lesson, students divide decimals with the partial
quotients algorithm. It would be necessary to also teach the
standard division algorithm to meet the requirements of
6.NS.3. They divide in all parts of the lesson.
CA Project 13
Long Division
Part B
Use the U.S.
traditional long
division algorithm
with whole
numbers and
decimals.
6.EE.1
6.EE.1*
6.EE.1
6.EE.1
6.NS.3
6.EE.1
6.NS.3
6.EE.1
6.EE.1
6.EE.1
6.EE.1
Convert between
standard and
scientific notation.
Extend
exponential
notation through
use of the
calculator.
Calculator
conversions
between standard
and scientific
notation.
partial-quotients
division algorithm,
dividend, divisor,
quotient,
remainder
Division Top-It
(adv. version)
U.S. Traditional
long division
method, divisor,
dividend, short
division
Use the U.S.
traditional long
division algorithm
with whole
numbers and
decimals.
2♦9
2♦10
2♦11
Estimate quotients
and solve division
problems.
The class practices division (6.NS.2*) in all parts of the lesson.
*It is recommended that teachers have students use the
standard algorithm for some of the problems to meet the
standard, but allow choice of algorithm for some problems as
well.
Draft: 7/14/10
In this lesson, the children evaluate numerical expressions
with whole number exponents (6.EE.1). The same is true for
Part 3. In Part 2, the class plays Scientific Notation Toss
where they practice the same skill.
Students work on the concepts in standard 6.EE.1
(computation with exponents), but they do not evaluate
expressions. Rather, they complete a chart and play Exponent
Ball to meet this standard. Part 3 offers an option to convert
between base-ten numbers and binary numbers to continue
practice with 6.EE.1. In Part 2, students multiply and divide
decimals (6.NS.3).
Students use a calculator to evaluate expressions with whole
number expressions (6.EE.1). In Part 2, the class can play
Doggone Decimal (6.NS.3) or Exponent Ball (6.EE.1). In Part
3, students continue to evaluate expressions with exponents
(6.EE.1).
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
truncated
Have copies of computation
grids available for students.
Estimate partial
quotients and
choose reliable
algorithm to divide
with multidigit
divisor.
TLG p 441 Z
Make a
reasonable
estimate for a
quotient and solve
division problems.
Scientific Notation
Toss
U.S. Traditional
long division
method, divisor,
dividend, short
division
TLG p 441 Z
positive power of
10, negative
power of 10,
scientific notation
If doing E, you will need the
square footage of your
school.
Determine the
power of 10
needed to move
the decimal left or
right.
power key,
exponential
notation, factor,
base, exponent
Make sure you know how to
use the power key on the
calculators the students are
using. Copy or project the
second journal page on the
board.
Interpret
exponential
notation on
calculator and use
power key.
Calculator use again; make
sure you know how to use
them.
Translate from
scientific to
standard notation.
Exponent Ball
Doggone
Decimals
Exponent Ball
Flores, Canterbury, Fundanet, and
Preston
Explain how you
decided where to
put the decimal
point in problems
1c and 1d.
Grade 6
Page 6
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 3: Variables, Formulas, and Graphs
Overview: To use variables to describe number patterns; to write and evaluate algebraic expressions; to use tables, formulas, and graphs for predicting and analyzing; to estimate products and quotients of decimals while developing strategies for solving these types of problems.
Variable: Mathematical situations and structures can be translated and represented abstractly using variables, expressions and equations. Patterns, Relations and Functions:
relationships between numbers and objects by noticing patterns that repeat in ways we can predict. We also see how one set of numbers is related to another set.
Big Ideas
CA CCSS
MMR
Part 2
Part 3
3♦1
6.EE.2
6.EE.2a
6.EE.5
6.EE.6
Describe general
math patterns in
words, including
special cases.
3♦2
6.EE.2a
3♦3
6.SP.4c*
6.EE.2a
Describe general
case for 2
variables,
including special
cases.
Comments
In Part 1, the class uses variables to describe situations
(6.EE.2, 6.EE.2a).This lesson meets the second part of
6.EE.6, understand that variables represent an unknown
number or any number in a specified set. *In order to fully
meet the requirements of the standard, it is recommended that
students write their own expressions to accompany a given
situation. They learn that solving equations involves
determining whether any values make the equation untrue
(6.EE.5).
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated at
any time during the unit. See TLG p 175
The students write expressions and use variables to describe
general patterns (6.EE.2a) in both Part 1 and part 3.
LIT Math Talk: Mathematical Ideas in Poems For Two Voices
by Theoni Pappas
Vocabulary
Games
Advanced Prep
general pattern,
variable, special
case
Commutative
Property (addition
and multiplication)
Factor Captor
For P2, make copies for Grid
1 or 2 MM p437 & 438 for
each pair of students.
RSAs
Writing/Reasoning
Prompt – Math
Boxes
Write a special
case for a general
pattern.
How do you know
where to place the
decimal in the
quotient in problem
4.
Write a general
case w/ two
variables to
represent a
special case.
6.EE.2
6.EE.2a
Write and
evaluate algebraic
expressions.
Students evaluate expressions and write expressions to match
a given situation (6.EE.2, 6.EE.2a). Part 3 has an option to
continue work on these two standards. In Part 2, the class
divides numbers with decimal quotients (6.NS.3).
algebraic
expression,
evaluate an
expression
Find decimal
solutions to whole
number division
problems
6.EE.7
6.EE.7
Examine and
evaluate formulas.
Students evaluate formulas for area (6.EE.7) They continue
this practice in Part 3 when they study special cases for
formulas and contemplate a formula for the area of a brick wall
(figuring in space for mortar).
formula, evaluate,
substitute
Use algebraic
notation to
describe general
patterns.
6.NS.6c
6.NS.8
6.RP.3
6.NS.6c
6.RP.3
Represent rates
with tables and
express rules in
words, formulas,
and graphs.
In this lesson, the class represents rate on a line graph and
compare rates (6.RP.3; 6.NS.8). In Part 2, students divide in
an advanced version of Division Top-It (6.NS.2). In Part 3,
students can practice working with ordered pairs in Over and
Up Squares (6.NS.6c) and/or solve rate problems (6.RP.3).
rate, speed, unit
rate, line graph
Predict and
conclude from
formulas, graphs,
and diagrams.
Students graph points on a grid to correspond with rates of
free-falling objects (6.NS.8) and learn a formula to go with the
activity. In Part 2, the students compare prices using unit rates
(6.RP.3b). In Part 3, students evaluate expressions (6.EE.2,
6.EE.2c) and make predictions using graphs.
6.EE.2a
6.EE.2a
3♦4
3♦5
3♦6
Part 1
Learning Target
We can learn about the
6.NS.8
6.NS.3
6.NS.2
6.RP.3b
6.EE.2
6.EE.2c
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Division Top-It
Up and Over
Squares
Review rules for Over and Up
for R activity
MM 465
Gameboards MM p 466
Complete a table
from formula and
graph result.
How can you use 24
to figure 28 ?
Complete a table
from formula and
graph result.
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 7
6.EE.2
6.NS.7
3♦10
3♦8
6.NS.5
3♦9
3♦7
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.NS.5
6.NS.5
6.RP.3
6.RP.3a
6.EE.2
6.EE.2c
6.NS.5
Draft: 7/14/10
Spreadsheet
Scramble
Use formulas and
operations in
spreadsheets.
Students learn about positive and negative numbers in a
spreadsheet (6.NS.5) as they explore formulas. They play
Spreadsheet Scramble (6.NS.5).
spreadsheet,
update, cell,
column, row
Computation and
functions in
spreadsheets.
Students play Spreadsheet Scramble (6.NS.5) in the
beginning of this lesson. In Part 2, they evaluate a formula for
distance (6.EE.2, 6.EE.2c) a person can see. In Part 3,
students solve a problem with Spreadsheet Scramble
(6.NS.5).
horizon, square
root
Spreadsheet
Scramble
Solve open
number sentences
involving integers.
Interpret and draw
graphs that model
situations.
There are no CCSS associated with this lesson. It is an
interesting lesson in applying knowledge about a situation to
the shape of a graph, so teachers should consider leaving it in
their 6th grade curriculum if time permits.
time graph
Scientific Notation
Toss
Analyze the shape
of a graph and
make conclusions
about trends.
Analyze real
situations by
making tables and
graphs.
In this lesson, students complete tables in which variables
need to be applied. This meets part of standard 6.EE.2c,
however students do not write the expressions before solving
the problems within the table. In order to better meet the
standards, teachers could have students write the expressions
Getting to One
Name a
spreadsheet cell
and identify a
formula for
computing a total.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Add integers.
Credits/ Debits
Game
MM p99 for container ideas.
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 8
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 4: Rational Number Uses and Operations
4♦5
4♦4
4♦3
4♦2
4♦1
Overview: To review rational number notation-fractions, decimals, percents, & mixed numbers; to review and order these numbers by value; to review the operations (+, x, --) with fractions and extend this to mixed numbers; to build connections between whole & decimal number
divisors in the division of fractions; to review the meaning of percent and solve problems involving percents and discounts.
Equivalence: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value. Numbers and the Number Line: The set of
real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line. Basic Facts and Algorithms: There is
Big Ideas
more than one algorithm for each of the operations with rational numbers. Some strategies for basic facts and most algorithms for operations with rational number (both mental math and paper and pencil) use
equivalence to transform calculations into simpler ones.
Writing/Reasoning
CA CCSS
Learning Target
Comments
Vocabulary
Games
Advanced Prep
RSAs
Prompt – Math
Boxes
MMR
Part 1
Part 2
Part 3
Students learn how to create equivalent fractions by
determining what fraction for 1 whole needs to be multiplied by
the existing fraction to solve the equation (6.NS.4) They
equivalent
6.NS.4
Find and rename
complete a journal page in which they find common
fractions, simplest
6.NS.4*
6.EE.5
6.NS.4
equivalent
denominators by finding the value of a variable (6.EE.5). In
form, common
Fraction Capture
Rename fractions
fractions.
Part 2, students play Fraction Capture where they strategically factor, greatest
in simplest form.
create equivalent fractions to claim fractional pieces of
common factor
squares (divided into various fractional pieces). This game
meets 6.NS.4.
Students find common denominators using number sense,
QCD (quick common denominators) and LCD (least common
common
denominators). The skill of finding LCD is 6.NS.4. This lesson
6.NS.4
Compare fractions
denominator (least
Name the LCM for
6.NS.4*
6.NS.7
6.NS.7
involves comparison of fractions (ordering rational numbers Explain how you
6.NS.7
with unlike
(LCD), quick),
Build It
a given pair of
6.NS.7). Part 2 teaches students Build It, a game in which they
solved problem 2b.
denominators.
least common
numbers.
compare fractions (6.NS.7). In Part 3, students compare
multiple (LCM)
fractions by using benchmark fractions and/or by cross
multiplying (6.NS.7).
This standard requires that students add and subtract fractions
with unlike denominators. Since this skill will be utilized in
future mathematics, it is recommended that teachers keep this
lesson in grade 6 as a brief review. It does require that
Add and subtract
6.NS.4
6.NS.3
6.NS.7
Add and subtract
students find LCD, which meets 6.NS.4). In Part 2 of the
Divisibility Dash
fractions w/ unlike
fractions.
lesson, the class plays Divisibility Dash. *If students use the
denominators.
standard algorithm for all or some of the problems, they will
meet 6.NS.3. In Part 3, there is a 5-Minute Math option to
compare and order fractions (6.NS.7).
There are no 6th grade CCSS associated with this lesson that
involves adding and subtracting fractions and mixed numbers
Add and subtract
mixed number,
P1 Math Message needs
with like denominators (4.NF.3c). However, this lesson could
Add mixed
mixed numbers
proper fraction,
Fraction Action,
copies
be treated as a quick review for students.
numbers w/ like
with like
improper fraction,
Fraction Friction
MM p 117, 1 copy for every 2
denominators.
denominators.
simplest form
students.
LIT Math Talk: Mathematical Ideas in Poems For Two Voices
by Theoni Pappas
Students determine common denominators in order to add
and subtract fractions and mixed numbers with unlike
6.EE.2
Add and subtract
denominators (6.NS.4). In Part 2, they class complete journal
6.NS.4
6.EE.2a
mixed numbers
P1, copy of MM p120, 1 for
Subtract mixed
page 138. This activity practices several standards (6.EE.2 6.EE.2c
with unlike
every 2 students.
numbers.
evaluate expressions with variables, 6.EE.2a - write
denominators.
expressions with variables, 6.EE.2c – evaluate expressions at
specific values for variables).
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 9
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
4♦6
6.NS.4
Use algorithm for
the multiplication
of fractions.
In Part 2, the class adds and subtracts mixed numbers with
unlike denominators (GCF - 6.NS.4). Part 3 offers a 5-Minute
Math option to add, subtract and multiply fractions with unlike
denominators (6.NS.4).
Multiply mixed
numbers.
Students multiply mixed numbers as they use formulas to
determine area of various figures (6.EE.2c).
6.RP.3c
Articulate the
patterns for
conversions
between decimals
and percents.
Students find percents based on fractions, and convert
between fractions, decimals and percents (6.RP.3c) They
continue to work on this standard in Part 2 when they play
Frac-Tac-Toe.
2-4-8 Frac-TacToe 3-6-9 FracTac-Toe
(% version)
Find the fractional
part of a whole
number; whole
times a fraction.
6.RP.3c
Use circle graphs
to represent data.
Students construct circle graphs by converting from fractions
to percents (6.RP.3c).
6.RP.3c
Find the percent
of a number.
Students find the percent of a number in contextual problems
(6.RP.3c).
4♦8
LIT Twizzlers Percentages Book by Jerry Pallotta
Convert between
fractions,
decimals, and
percents.
6.RP.3c
6.RP.3c
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
percent
P1, MM p136, 1 for every 2
students (cut apart) and
distribute for the Math
Message.
How did you
compare the
fractions in problem
1a and 1b?
Multiply and
simplify fractions.
4♦9
P1, copy of MM p126, 1 for
every 2 students.
4♦10
Mixed-Number
Spin
2-4-8 Frac-TacToe 3-6-9 FracTac-Toe
(decimal version)
6.EE.4
Conversions
between fractions,
decimals, and
percentages.
Students solve expressions as they convert from fractions to
percents (and vice versa). This meets 6.RP.3c. *The
expressions use empty boxes in place of variables. Frac-TacToe in Part 2 reinforces the same skill.
Add and subtract
fractions w/ unlike
denominators.
4♦11
4♦7
6.EE.2c
6.NS.4
Draft: 7/14/10
Rename fractions
as decimals and
percents.
Convert between
fractions,
decimals, and
percents.
regular price,
discount, sale
price, interest
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 10
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 5: Geometry: Congruence, Construction, and Parallel Lines
Overview: To classify, draw, and estimate (with and without tools) angles and their measures; to apply properties of angle orientation in drawings and within shapes(sum of triangles and quadrangles); identify and describe congruence; study geometric transformations (reflection,
translation, and rotation) about a plane.
Geometric Figures: 2- and 3-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object’s location in space can be described quantitatively.
Comparison and Relationships: Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.
Big Ideas
CA CCSS
MMR
Part 1
Part 2
Comments
Classify, measure,
and draw angles.
Students measure angles and draw them as well. This is a
CCSS for a later grade level (7.G.2). If time permits, it is
recommended that teachers model this lesson and guide
practice to provide a solid foundation for future mastery. In
Part 2, students practice 6.RP3c when they find the percent of
a given number. Part three revisits angle measurement skills.
Part 3
6.RP.3c
5♦1
Learning Target
Vocabulary
right, acute,
straight, obtuse,
and reflex angles,
vertex
Games
Angle Tangle
Advanced Prep
P3R: full, 3/4, & 1/2 length
straws and copies of MM
p146, 1 for every 2 students.
RSAs
Writing/Reasoning
Prompt – Math
Boxes
Use half-circle
protractor to
measure angles.
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated at
any time during the unit.
See TLG p 331
5♦4
5♦3
5♦2
Infer angle
measure of
unknown angles
through the use of
definition of
triangle &
quadrangle sum
totals.
6.RP.3c
6.NS.6b
6.RP.3c
6.NS.6b
6.NS.6c
6.G.3
6.RP.3c
6.NS.3
6.RP.3c
6.NS.6b
6.NS.6c
6.G.3
This lesson continues with the concept of angle measurement.
As with the previous lesson, it is recommended that teachers
guide practice to provide solid foundation for future learning.
supplementary,
complementary,
vertical (opposite),
and adjacent
angles
Calculate the
degree measure
of sectors.
Students make circle graphs after computing percents of a
whole (6.RP.3c). In Part 2, students calculate prices of sale
items (6.RP.3c). In Part 3, the children work with angle
measures and sums of angles, which is a skill for future grade
levels (7.G.5).
sector
Plot ordered pairs
& locate midpoints
and endpoints of
segments created
by those ordered
pairs.
In this lesson, students review the coordinate grid system and
ordered pairs in all 4 quadrants (6.NS.6b). They also create
polygons on the grid. They find (6.NS.6c) and plot (6.G.3) the
corresponding ordered pairs. In Part 2, the class plays Spoon
Scramble to practice computing with decimals (6.NS.3) and
finding "percent-of" a number (6.RP.3c). In Part 3, there are
more opportunities to identify and plot ordered pairs on a
coordinate grid (6.NS.6b). One of the options involves
geometric shapes on a grid (6.G.3).
origin, ordered
number pair, axis,
coordinate (and
coor. grid),
midpoint
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Angle Tangle
P3R; cut out the triangles
and quadrangles on MM p
149
Name, label, and
measure angles.
How might you find
the sum of the
interior angles of
the hexagon
without using a
protractor?
Apply definitions
of supplementary
and vertical
angles to find
corresponding
angles.
Spoon Scramble
X and O—TicTac-Toe
Flores, Canterbury, Fundanet, and
Preston
Use a strategy for
solving problems
involving %s and
discounts.
Grade 6
Page 11
6.NS.6a
6.NS.6b
6.NS.6c
6.RP.3c
6.RP.3c
5♦8
5♦7
5♦6
5♦5
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
5♦10
5♦9
6.RP.3c
6.EE.2a*
6.EE.2
Use
transformations to
create another
figure on
coordinate plane
while maintaining
congruence.
Draft: 7/14/10
Students perform isometric transformations on a coordinate
grid (6.NS.6b) as they learn about the relationship between
ordered pairs in one figure and ordered pairs of a figure that
has been slid, rotated or reflected (6.NS.6c).
transformations
(translation,
reflection,
rotation),
preimage, line of
reflection,
isometry
Set aside red trapezoids for
the optional readiness
activity.
Name ordered
number pairs in
the 3rd quadrant of
coordinate plane.
Explore
congruence and
use tools to create
congruent figures.
The class learns about congruent figures, which is an 8th grade
CCSS (8.G.2). If time permits, teachers could model the
lesson and guide practice. If there is no time, this lesson could
be omitted.
congruent,
corresponding,
rough sketch,
accurate drawing
P1, draw and cut out
congruent polygons similar to
those on p 178 in SRB; size
so that both fit under doc.
camera or on overhead AT
THE SAME TIME.
Rotate a figure
and name points
on coordinate
plane.
Construct figures
with straightedge
and compass.
This lesson is not associated with any 6th grade CCSS as
students use straight edges to construct triangles (7.G.2;
8.G.2). Teachers could use this as an exploratory lesson if
time permits. In Part 2, students play Frac-Tac-Toe to practice
finding percent of a number (6.RP.3c).
compass &
straightedge
construction,
anchor, concentric
circles
Copy angles (and
perpendicular
bisectors).
Students continue as they construct figures using a straight
edge and a compass. This is associated with 8.G.2, an 8th
grade CCSS. Teachers might consider treating this lesson as
an exploratory lesson.
perpendicular &
perpendicular
bisector,
inscribed,
bisect
Explore and apply
angle
relationships.
The intent of this lesson is for students to explore angle
relationships. This is a skill associated with 7.G.2 and 8.G.2.
Teachers are encouraged to keep this lesson as an
exploration, not expecting mastery. In Part 2, Students
calculate percents of numbers as they determine sales tax
and/or tips (6.RP.3c). In Part 3, the class can practice 6.EE.2
(evaluate expressions).
parallel, skew, &
transversal;
adjacent
supplementary, &
vertical angles
Determine angle
measures by
applying
knowledge instead
of using a
protractor.
Introduce
relationship of
angles in a
parallelogram and
do a construction.
In this lesson, explore angle relationships which is not related
to 6th grade CCSS. To determine missing angle measures,
students need to create and solve expressions (6.EE.2a). *To
fully meet this standard, students must use letters as
variables.
consecutive
angles
Calculate the
degree measure
of sectors of a
circle graph and
use a protractor to
draw sectors.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
2-4-8 Frac-TacToe 3-6-9 FracTac-Toe
(decimal version)
Convert between
fractions and
decimals.
Polygon Capture
Add, subtract, and
multiply fractions
and mixed
numbers.
3-D Shape Sort
Flores, Canterbury, Fundanet, and
Preston
How did you find
the angle measure
in problem 1?
Grade 6
Page 12
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 6: Number Systems and Algebra Concepts
Overview: To review multiplication of fractions and mixed numbers; to introduce an algorithm for the division of fractions; to perform operations on integers and to review equation-solving techniques.
Operation Meanings and Relationships: There are many ways to show addition, subtraction, multiplication and division, and each operation is related. Solving Equations and Inequalities:
algebra can be used together with notions of equivalence to transform equations and inequalities so solutions can be found.
Big Ideas
CA CCSS
Part 1
6♦5
6♦6
Part 2
Part 3
Review
multiplication of
fractions and
mixed numbers;
learn to find
reciprocals.
6.NS.4
6.NS.4
6.NS.7
6.NS.1
6.NS.5
6.NS.6
6.NS.6a
6.NS.7c
6.NS.7
6♦4
6♦3
6♦2
6♦1
MMR
Learning Target
6.NS.1
6.NS.7c
6.NS.7
6.NS.6
6.NS.6a
6.NS.6c*
6.NS.7c
6.NS.6
6.NS.6a
6.NS.7
Comments
Vocabulary
Games
Advanced Prep
Rules of arithmetic and
RSAs
Writing/Reasoning
Prompt – Math
Boxes
Students multiply fractions and mixed numbers. These are 5th
grade standards so should serve as a nice review.
reciprocal
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated at
any time during the unit.
See TLG p 523
Introduce a
fraction division
algorithm.
Students meet 6.NS.1 when they divide fractions and mixed
numbers. They begin with visual models and move towards
use of an algorithm. Practice on this standard continues in Part
3.
Add and subtract
integers.
Students begin by using a calculator to explore "opposite" or
negative numbers (6.NS.5). They locate numbers on a number
line (6.NS.6, 6.NS.6a) and use the number line to perform
computations with integers (6.NS.7c). In Part 2, students play
Credit/Debits game (6.NS.7c). In Part 3, students may use +
and ­ tiles to model computation with signed numbers. They
can also complete an activity where they use absolute value to
add and subtract signed numbers and/or use 5-Minute Math to
use a number line model for adding and subtracting signed
numbers (6.NS.6 and 6.NS.6a).
opposite of a
number
Credits/Debts
Develop and apply
rules for
multiplying and
dividing integers.
Part 1 of this lesson practices 7th grade standards (7.NS.2a
and 7.NS.2c) when students multiply and divide signed
numbers. In Part 2, students compare positive and negative
numbers (6.NS.7d) when they play a Top-It game.
Multiplication
Property of -1
Top-It
(integers)
Summarize the
properties of
number systems
and operations.
Students complete much of the work necessary for standard
6.NS.6c (find and position integers and other rational numbers
on a number line), however, they do not plot points on a
coordinate plane. They do find the opposite of numbers on the
number line (6.NS.6a) to think about how the absolute value of
a number determines its distance from 0 on a number line
(6.NS.7c).
number sets,
(counting, whole,
integers, rational,
irrational, real),
repeating &
terminating
decimals
Review and
evaluate
expressions using
order of
operations.
There are no 6th grade CCSS associated with this lesson.
Order of operations is a skill that students will need to employ
as they continue in their math classes, so it is recommended
that teachers keep this lesson in the curriculum.
order of
operations, nested
parentheses
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Name and identify
the reciprocal of a
number.
Fraction/ Whole
Number Top-It
Division of
Fractions Property
Use an algorithm
to divide fractions.
(advanced ver.)
Review how to input negative
numbers on calculator. Have
real number poster posted
and visible to all students.
For P3R, copy of MM p188
for each student; have kids
cut the tiles apart.
How did you
determine the
number in problem
4c?
Understand the
inverse
relationship
between addition
and subtraction.
Calculate and
compare the sums
and differences of
integers.
Name That
Number
Take a look at p269 & 270 in
SRB. Additionally, be sure
that the calculators in your
room are “smart” (they follow
order of operations).
Flores, Canterbury, Fundanet, and
Preston
Divide fractions
and mixed
numbers.
Explain why ¾ of
80 in less than 80?
Apply the order of
operations to
evaluate
expressions.
Explain how you
know that
L and O in
problem 3 are
congruent.
Grade 6
Page 13
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6♦12
6♦11
6♦10
6♦9
6♦8
6♦7
6.G.1
6.EE.2c
6.EE.5
6.EE.7
6.EE.5
6.EE.5
6.EE.5
6.EE.5
6.EE.5
6.EE.2b
6.EE.5
6.EE.5
6.NS.3
Translate word
sentences into
number
sentences.
Students solve expressions without variables to practice using
parentheses. In Part 2, the class solves area problems (6.G.1)
for real life situations. Evaluating expressions with specific
values arising from formulas is 6.EE.2c.
equation,
inequality, relation
& operation
symbols
Use trial-and-error
& cover-up
methods to solve
equations.
Some of the problems that students complete in this lesson
involve evaluating expressions on either side of the equality
symbol. *When students are focused on these tasks, it is
recommended that teachers reinforce the vocabulary found in
6.EE.2b (sum, term, product, factor, quotient, coefficient).
variable, solution,
open sentence,
trial-and-error &
cover-up methods
Model equationsolving
techniques.
Students solve pan balance problems, first with objects, and
later with letters and numbers substituted in (6.EE.5). They
solve more expressions when they complete more pan
balance problems in pan balance problems in Part 3.
Draft: 7/14/10
Apply the order of
operations to
evaluate
expressions.
If using the P3R activity, ask
a 4th or 5th grade colleague
about the game, Broken
Calculator.
Use the trial-anderror and cover-up
method to solve
equations.
pan balance
Work through the
“suggested” problems in P3R
activity before trying them
with your students; they may
need to be adjusted
depending on available
materials.
Solve equations
and check
solutions using
substitution.
Use a panbalance model to
solve equations.
Name That
Number
Explore another
method for solving
equations.
The class solves and generates equivalent equations with pan
balances (6.EE.5). They continue to practice this skill in Part 3.
equivalent
equations
Again, the P3R activity
assists those students in
making the transition to
solving problems
algebraically (without using
the pan balance) and is
recommended.
Write and solve
equivalent
equations.
Students solve equations that have the same variable on both
sides of the equation. They use substitution to determine if the
equation is true (6.EE.5). Standard 6.EE.2b requires that
teachers are explicit about using the correct vocabulary while
working with equations (sum, term, product, factor, quotient,
coefficient). Teachers who provide (or have students provide)
real-world context for the equations will meet the requirements
of 6.EE.7. This is true for Part 1 of the lesson and for Part 3 of
the lesson as well.
term of the
equation, variable
& constant term,
coefficient
Algebra Election
For P1, get Algebra Election
sheets(3&4) from SMJ. Have
kids tape US map together (1
map/group) MM p434 & 435
Solve equations
and check
solutions using
substitution.
Find and
represent all
values that make
an inequality in
one variable true.
Students are asked to provide alternate solutions for
inequalities, which is closely tied to 6.EE.6. Teachers could
extend this lesson by adding context for each inequality to
meet the requirements of this standard. In addition, the
concepts of 6.EE.8 (recognize that there is an infinite number
of solutions for an inequality) are reinforced without real world
context. If context is added, this standard would be met.
Solution Search
P1: copy MM p473(1 for
every 3 student)
If doing 2nd P3E activity, cut
50ish 3x5 cards in half
(widthwise)
Determine
whether
inequalities are
true or false.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
inequality, solution
set
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 14
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 7: Probability and Discrete Mathematics
Overview: Review basics concepts and vocabulary of probability; to calculate probabilities and express them as fractions, decimals, and percentages; to investigate and generate random numbers; to compare experimental and expected outcomes; to use tree diagrams to calculated
expected probabilities; to use Venn diagrams to analyze situations.
Big Ideas
Equivalence: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.
CA CCSS
Learning Target
Part 1
Part 2
Part 3
6.NS.4
6.RP.1
6.EE.2c
6.RP.1
7♦1
MMR
Use experiences
to find
probabilities for
events where all
events are equally
likely.
Comments
Standards for probability skills learned in this lesson are found
in 7th grade CCSS (7.SP.7, 7.SP.7c and 7.SP.8). Students do
use fractions to talk about how likely an event is to occur
(6.RP.1). It is recommended that teachers use this lesson to
practice with ratios and to lay foundation for future learning. In
Part 2, the class plays Solution Search, in which they must
evaluate expressions with specific values for variables
(6.EE.2c).
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated at
any time during the unit. See TLG p 615
Vocabulary
outcomes
(possible,
favorable), event,
probability, equally
likely
Games
Solution Search
Grab Bag
Advanced Prep
Have Probability Meter
Poster up.
RSAs
Writing/Reasoning
Prompt – Math
Boxes
Identify outcomes
and calculate the
probability of an
event.
7♦4
7♦3
7♦2
LIT G is for Googol: A Math Alphabet Book by David M
Schwartz
6.RP.1
6.RP.1
Investigate and
generate random
numbers with a
given range.
Students continue work with ratios in probability problems
(6.RP.1). Much of the content of this lesson is tied to 7th grade
CCSS (7.SP.7b and 7.SP.8b).
random numbers
Use random
numbers to
simulate results to
estimate the
chance of each
possible outcome.
Students use random numbers to simulate winners brackets in
a tournament.
simulate,
simulation
Use tree diagrams
to find expected
outcome and
compare these
with results of a
simulation.
Students simulate results of a random walk through a maze in
this lesson. They meet most of the requirements of 7.SP.8c
(use a simulation to generate frequencies for compound
events). However, they do not design their own simulation.
LIT Anno’s Hat Tricks by Akihiro Nozaki and Mitsumasa
Anno
LIT Do You Wanna Bet? by Jean Cushman
LIT Socrates and the Three Little Pigs
by Tuyosi Mori
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
tree diagram,
expected
outcomes, actual
results
P1, set aside number cards
1-5
2-4-8 & 3-6-9
Frac-Tac-Toe
(% versions)
If doing P3E, practice
generating random numbers
with the calculators the
students would use.
Name That
Number
Flores, Canterbury, Fundanet, and
Preston
Understand how
sample size
affects outcomes
and explain how
the larger the
sample size, the
more likely the
actual will match
the predicted.
Solve equations
using trial-anderror or equivalent
equation methods
and check the
solution through
substitution of the
variable.
Calculate
probabilities and
express as
fractions and
percents.
Grade 6
Page 15
7♦5
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.RP.3c
6.RP.3c
6.NS.4
Use tree diagrams
to calculate
probabilities.
Students make tree diagrams to solve problems. The skills in
this lesson are associated with 6.RP.3c when they find how
likely an event is to occur (percent of a number). The use of
tree diagrams could prove useful to students as a strategy for
problem solving and/or organization of information. In Part 3,
there is an option to add fractions with unlike denominators.
This requires that they determine the GCF (6.NS.4).
Draft: 7/14/10
Determine
expected
outcomes and use
a tree diagram to
calculate
probabilities for
chance events.
Multiplication
Counting Principle
Why does the
graph in problem 2
does not represent
the set of counting
numbers?
Project 12
Probability
Calculate
probabilities,
including with
independent,
dependent, and
disjointed events.
7♦7
Students use Venn diagrams to organize information. There
are no 6th grade CCSS in this lesson. Teachers could choose
to use integrate the use of Venn diagrams into other subjects
or teach this lesson if time permits.
Determine the
fairness or
unfairness of
games of chance.
Students continue to be exposed to concepts of probability,
which is associated with 7th grade CCSS (7.SP.8a, 7.SP.8b).
7♦8
7♦6
Solve problems
using Venn
diagrams.
TLG p 957 U
Investigate
guessing on
multiple-choice
tests.
Activities in this lesson involve more practice with probability.
In Part 2, the class reviews algebraic expressions. *Teachers
must be explicit about the vocabulary (sum, term, product,
factor, quotient, coefficient) when working towards 6.EE.2b.
6.EE.2
6.EE.2b*
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Venn diagram
games (fair &
unfair)
Venn Diagram
Challenge
See TLG p 651 if you plan on
doing the second optional
activity in P3E
Greedy
P1, each student will need a
small paper bag and 5
counters; 3 black and 2 white
(2 different color rainbow
cubes would also work);
make adjustments to
“directions in their journals
accordingly.
P1 Make a transparency of
the tables from problem 6 on
SJ
p 273 and problem 12 on p
275 to record tallies during
the discussion.
Flores, Canterbury, Fundanet, and
Preston
Find probabilities
of given events
and apply tree
diagrams to find
the probabilities of
compound events.
Find the
probability of
selecting each
branch of a tree
diagram and
determine the
number of
possible
outcomes.
Calculate
probabilities and
determine
expected
outcomes for
chance events.
Grade 6
Page 16
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 8: Rates and Ratios
Overview: To review rates and solve rate problems; to use proportions to model and solve rate problems; to introduce and use cross multiplication to solve open proportion and percent problems; to review ratios and solve problems involving part-to-part and part-to-whole ratios; to find
the length of unknown sides of similar figures.
Ratio and Proportionality: When mathematical or real-world quantities have a relationship that can be stated as “for every x units of the first quantity there are y units of the second quantity,” this relationship remains
constant as the corresponding values of the quantities change. In a proportional relationship there are an infinite number of ratios equal to the lowest terms or constant ratio. Comparison and Relationships: Numbers,
expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.
Writing/Reasoning
CA CCSS
Learning Target
Comments
Vocabulary
Games
Advanced Prep
RSAs
Prompt – Math
Boxes
MMR
Part 1
Part 2
Part 3
Students learn rate about using rate tables and proportions to
find "per-unit" rates (6.RP.2). They use fractions to show the
relationship between two numbers, however they do not
transfer that to two numbers separated by a colon. Teachers
must be explicit about writing rates in this manner. They use
6.RP.2
6.RP.1
real world problems (6.RP.3), including constant speed
6.RP.3
6.NS.2
6.RP.3
Review rates and
(6.RP.3b). In Part 2, students revisit whole number division
Apply the per-unit
rate (per-unit &
6.RP.3b
6.RP.3c
solve rate
with quotients involving decimal remainders (6.NS.2). In Part
Have a nutrition label ready
rate and rate-table
equivalent), rate
problems using
3, the first option explicitly notes that rate is a comparison of
to share with students.
methods to solve
table, proportion
various methods.
two items with different units (6.RP.1) in connection with
problems.
constant speed (6.RP.3b) (which is a real world example –
6.RP.3).
8♦1
Big Ideas
8♦2
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated at
any time during the unit.
See TLG p 685
6.RP.3c
6.RP.2
6.RP.3
6.RP.3a*
6.RP.3b
6.NS.3
6.RP.3
6.RP.3b
Use proportions to
model and solve
rate problems.
In this lesson, the class uses proportions to solve rate
problems. They need to make the direct connection between
the fraction that expresses the rate and the rate expressed
with a colon (6.RP.2) They work with real world examples and
equivalent ratios (6.RP.3), including constant speed (6.RP.3c)
Students use tables and find missing values in tables
(6.RP.3a), *but they do not plot the numbers on a coordinate
plane. In Part 2 the class focuses on decimal division (6.NS.3).
In Part 3, there is an option to write rate problems and share
them with a partner (6.RP.3).
LIT Math Curse by Jon Scieszka
open proportion,
solution of the
proportion
Assign Part A of the table in
the Study Links p189 early,
as this will give students time
to plan a visit to the grocery
store.
Use a proportion
to model,
summarize, and
solve rate
problems.
How did you use
the info. given in
problem 3 to
complete the Venn
diagram?
LIT Sir Cumference and the Dragon of Pi by Cindy
Neuschwander
LIT The Librarian Who Measured the Earth
by Kathryn Lasky
LIT Counting On Frank by Rod Clement
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 17
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
CA Project 13 C
Long Division
Part C
8♦3
8♦4
6.RP.2
6.RP.3
6.RP.3b
6.RP.3d
6.RP.1
6.RP.3
6.RP.3b
8♦5
8♦6
8♦7
8♦8
U.S. Traditional
long division
method, divisor,
dividend, short
division
Use the U.S.
traditional long
division algorithm
with whole
numbers and
decimals.
6.EE.5
6.RP.3
6.RP.3c
6.EE.2a
6.RP.1
6.RP.3
6.RP.3c
6.RP.1
6.RP.1
6.RP.3c
6.RP.3c
<4.NF.2>
6.NS.2
6.NS.1d
Draft: 7/14/10
TLG p 957 Z
Introduce crossmultiplication to
solve proportions.
In this lesson, students learn about cross products to
determine equivalence between two proportions. They create
equations to show their work (6.EE.5). The real world context
of the rate problems, and the relationship to equations is
6.RP.3. In Part 3, there is an option to solve equations without
exponents (part of 6.EE.1).
6.RP.3d
Estimate and solve
rate problems
involving calories.
In Part 1, students make a table depicting calorie use (6.RP.2),
although they need to be explicit about depicting the ratio with
a colon (not just a fraction). They use real world examples
(6.RP.3), including those with constant speed (6.RP.3b) and
measurement (6RP.3d). Part 3 offers practice with conversion
of measurement (6.RP.3d).
calorie
Use unit rates,
rate tables, or
proportions to
solve simple rate
problems.
6.RP.3c
6.RP.3b
Solve rate and
percent problems
involving caloric
content of food.
Students learn about rate as "percent of" a whole (6.RP.3c).
They continue this focus in Part 2 as they complete a journal
page, and in Part 3 when they plan meals based on percents
of calories from fat, cars, and protein. In Part 3, they also solve
rate problems involving constant speed (6.RP.3b).
protein, fat,
carbohydrate,
balanced diet
Use proportions to
model and solve
rate problems.
6.RP.1
6.RP.3
Review meaning
and notation of
ratios and solve
problems involving
part-to-part & partto-whole.
6.RP.3c
Solve percent
problems by
writing and solving
proportions.
6.RP.3c
Estimate percents
equivalents for
fractions and
convert fractions to
percents.
In this lesson, the class makes the direct connection between
rate and ratio (6.RP.1) They solve real-world problems
(6.RP.3). In Part 2, the class plays Build It to compare
fractions. Part 3 revisits the concepts from Part 1 when
students write their own ratio number stories and model ratio
problems with counters.
Students solve percent-of problems (6.RP.3c) as they find
relationships between two quantities (6.RP.1) In Part 2, the
students practice division in Division Top-It (6.NS.2) Part 3
offers practice with "percent-of" problems (6.RP.3c).
Students think about sale pricing in terms of proportions
(6.RP.1) and percent off (6.RP.3c). Part 3 offers a 5- Minute
Math activity to practice "percent-of" problems (6.RP.3c).
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
cross product,
cross
multiplication
ratio (equivalent,
part-to-whole,
part-to-part)
Use cross
products to write
an open number
sentence.
Fraction/ Whole
Number Top-It
Build It
Use proportions to
model and solve
ratio problems.
Division Top-It
Use open
proportions to
solve percent
problems.
Top-It
Consider providing students
with the materials listed
below to solve problem 5 MM
p261:
postcard, index card, regular
envelope, business
envelope, notebook paper
Flores, Canterbury, Fundanet, and
Preston
Explain how you
found the area
of APE in problem
5.
Express ratios as
fractions and
percents and
correctly round to
the nearest whole
percent.
Grade 6
Page 18
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
8♦12
8♦11
8♦10
8♦9
6.RP.1
6.RP.2
6.RP.3
6.RP.1
6.RP.3c
6.RP.3
6.NS.3
6.RP.3c
6.RP.3
6.RP.3a
6.RP.3
6.RP.3a
6.EE.5
Students express ratios as they compare quantities (6.RP.1)
including the use of colons (6.RP.2). They focus on change
factor in real world problems (6.RP.3). They continue to focus
on size change (6.RP.3).
size-change
factor, scale,
reduction, scale
factor, n-to-1 ratio,
enlargement
Explore the
properties of
similar polygons.
Students use proportions to see the relationship between
similar polygons (6.RP.1). In Part 2, students practice decimal
multiplication (6.NS.3) and find "percent-of" numbers (6.RP.3c)
in Spoon Scramble.
similar &
congruent figures
(polygons),
corresponding
sides & angles
Compare ratios in
n-to-1 format;
introduce Golden
Ratio.
Students compare ratios for real world problems (6.RP.3), and
they complete one problem which involves plotting the
information on a coordinate grid (6.RP.3a). Part 3 offers two
practice pages that involve plotting ordered pairs when
students learn about slope (6.RP.3a).
Golden Rectangle
Explore Golden
Rectangle and
Golden Ratio.
Students learn about the Golden Ratio (6.RP.3). In Part 2,
they play First to 100 to practice making variable substitutions
(6.EE.55).
Golden Ratio
Explore and use
ratios to describe
change.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Draft: 7/14/10
For Math Message, copies of
MM p264 (1 for every 2
students)
Measure line
segments to the
nearest
1
inch.
16
Use ratios to solve
problems involving
similar polygons.
Spoon Scramble
For Math Message, copies of
MM p272 (1 for every 8
students)
First to 100
For P2, have students cut
apart the 32 cards on SMJ 2,
activity sheets 5 & 6.
Flores, Canterbury, Fundanet, and
Preston
Explain the method
you used to find the
difference in
problem 3b.
Describe the steps
you used to rename
the fraction in
problem 3 as a
decimal.
Use fraction
equivalents or
proportions to
solve percent-of
problems.
Find
corresponding
side length of
similar polygons;
use n-to-1 or
proportion to find
length of unknown
side.
Grade 6
Page 19
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 9: More about Variables, Formulas, and Graphs
9♦2
6.EE.3
6.EE.2b
6.EE.3
9♦3
9♦1
Overview: To explore the distributive property; to apply the order of operations and the distributive strategies to simplify algebraic expressions, evaluate formulas, and solve equations; to apply the Pythagorean theorem and find the missing lengths in similar figures using a size-change
factor.
Properties: For a given set of numbers, there are relationships that are always true called properties, and these are the rules that govern arithmetic and algebra. Ratio and Proportionality: When mathematical or
real-world quantities have a relationship that can be stated as “for every x units of the first quantity there are y units of the second quantity,” this relationship remains constant as the corresponding values of the quantities
Big Ideas
change. In a proportional relationship there are an infinite number of ratios equal to the lowest terms or constant ratio. Variable: Mathematical situations and structures can be translated and represented abstractly
using variables, expressions and equations.
Writing/Reasoning
CA CCSS
Learning Target
Comments
Vocabulary
Games
Advanced Prep
RSAs
Prompt – Math
Boxes
MMR
Part 1
Part 2
Part 3
Students determine which expression (or in some cases,
which equation) matches an area model involving distributive
property (6.EE.3). In Part 2, the class finds quotients involving
decimal remainders (6.NS.2), and in Part 3 there are
Explore the
opportunities to practice using the distributive property when
Use a trial-andExplain how you
distributive property
6.EE.3
6.NS.2
6.EE.3
playing Multiplication Wrestling and finding areas of
Multiplication
error strategy to
identified the
using the area
Area Model
rectangles (6.EE.3).
Wrestling
solve for an
regular polygons in
model of
unknown value.
problem 4.
multiplication.
The literature connections referenced in the unit are not
specific to a particular lesson. The titles can be incorporated
at any time during the unit.
See TLG p 779
6.EE.2c*
6.EE.2
6.EE.2b*
6.EE.5
6.EE.2
6.EE.2b
6.EE.2
Recognize, write,
and use the
distributive property.
Simplify algebraic
expressions by
combining like
terms.
Students focus on the distributive property in this lesson as
they consider solving expressions (6.E.3). Teachers must be
explicit about the vocabulary (sum, term, product, factor,
quotient, coefficient) when working towards 6.EE.2b
(identifying parts of an expression). In Part 3, students have
multiple opportunities to continue work on 6.EE.3 as they
write number stories to match expressions and/or complete
an extra practice sheet regarding us of the distributive
property when solving expressions.
Students combine like terms in expressions to prepare them
for 6.EE.2c. * This lesson is a good opportunity to be explicit
about vocabulary for 6.EE.2b (sum, term, factor, product,
quotient, coefficient). In Part 3, the children can play Algebra
Election to practice substituting for variables in equations
(6.EE.5). The Enrichment opportunity is a good opportunity to
reinforce vocabulary terms in expressions (6.EE.2b)
.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
distributive
property
like terms
(combine like),
simplify an
expression
Find the total
number of objects
in a set when a
fractional part of
the set is given.
Getting to 1
Algebra Election
For P3, students will need
Algebra Elections cards and
the Electoral Vote Map from
Lesson 6♦11.
Flores, Canterbury, Fundanet, and
Preston
Use a strategy to
find a solution and
then check it by
substituting the
solution for the
variable.
Explain how the
ratio in problem 3c
is related to the
ratio of
corresponding
sides.
Grade 6
Page 20
9♦4
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.EE.2b
6.EE.3
6.EE.4
6.EE.5
6.EE.2
6.EE.2a
Simplify algebraic
expressions by
eliminating
parentheses and
combining like
terms.
Students simplify expressions and equations in this lesson.
This is a good opportunity to reinforce the mathematical terms
associated with expressions (6.EE.2b). On journal page 334,
they use the distributive property (6.EE.3) and identify
equivalent expressions (6.EE.4). In Part 2, the class plays
First to 100, which involves determining if a given value
makes an expression true or false (6.EE.5). Part 3 offers three
options for evaluating expressions (6.EE.2, 6.EE.2a),
including using pan-balance problems and writing equations
and solving them.
Draft: 7/14/10
First To 100
Copies of MM p290 (1 for
every 2 students) for the
Math Message; cut them
apart. For P2, students will
need the First to 100 cards
they cut out in lesson 8♦12.
Write an
expression for an
area model and
then evaluate that
expression for a
given value.
LIT G is for Googol by David M. Schwartz
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Flores, Canterbury, Fundanet, and
Preston
Grade 6
Page 21
9♦8
9♦7
9♦6
9♦5
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.EE.2
6.EE.5
6.EE.7
6.EE.2
6.EE.2c
6.EE.2c
6.EE.7
6.EE.2c
6.EE.2c
6.EE.7
6.EE.7
6.EE.2c
Draft: 7/14/10
equivalent
equations
For R, fill in problems on MM
p296 before making copies
(see TLG p815 for these
problems); you can create
your own if you desire.
Simplify equations
and recognize
equivalent
equations.
Use a distributive
strategy to
mentally calculate
quotients.
Evaluate algebraic
expressions using
order of
operations.
Simplify and solve
equations.
Students simplify and solve expressions (6.EE.2). They
continue to practice this in Part 3.
Write and solve
equations based on
given formulas.
Students solve equations to test whether a given value is true
(6.EE.5; 6.EE.7). In Part 2, students play Solution Search
(6.EE.2c). They write and solve equations to combine weight
values to make a mobile balance (6.EE.7).
mobile, fulcrum
Solution Search
Prep a geometry template for
this lesson (TLG p820).
Students learn about formulas in spreadsheets (6.EE.2c) in
Parts 1 and 3.
spreadsheet, cell,
labels,
address(box),
display bar,
formulas
Spreadsheet
Scramble
P1; copies of MM p301 (1 for
every 4 students)
Enter and display
data in a
spreadsheet
program.
Review and use
formulas for area,
perimeter, and
circumference.
Students apply knowledge of how to solve expressions in real
life to solving for variables in equations as they apply area
formulas (6.EE.2c*). *This standard calls for solving for
variables in formulas, specifically with expressions. Students
meet 6.EE.7 when they solve simple equations. Part 3
continues with these skills as students solve perimeter
problems and/or area problems.
Describe the steps
you followed to
draw the circle in
problem 5.
Apply area
formulas and
measure line
segments to the
nearest millimeter.
3-D Shape Sort
LIT Sir Cumference and the First Round Table by Cindy
Neschwander
LIT Spaghetti and Meatballs for All! by Marilyn Burns
9♦10
9♦9
LIT What’s Your Angle, Pythagoras? by Julie Ellis
6.EE.7
6.EE.2c
6.EE.2
6.NS.8
6.EE.5
6.NS.3
6.EE.5
Review volume
formulas for prisms,
cylinders and
spheres.
Students apply knowledge of how to solve expressions in
real life to solving for variables in equations as they apply
volume formulas (6.EE.2c*). *This standard calls for
solving for variables in formulas, specifically with
expressions. Students meet 6.EE.7 when they solve simple
equations. Part 3 continues with these skills as students
solve volume and capacity problems.
Gather base-10 blocks for
the R activity. Use heavy
paper or tagboard (TLG
p839) to make cylinders.
Use an
equivalentequation method
to simplify and
solve equations.
Approximate the
solutions of
equations by trialand-error method.
Journal page 354 asks students to evaluate expressions with
specific values of variables (6.EE.2c) as they think about
solving a particular equation by trial and error. This helps them
to determine whether a given variable makes the equation true
(6.EE.5). The test numbers are graphed on a coordinate grid
(6.NS.8). Students play Spoon Scramble in Part 2 to meet
6.NS.3 (computation with decimals). In Part 3, students check
to see if values for variables make an equation true (6.EE.5).
If doing E activity (P3), cut
out an 8-inch square of
paper. Draw smaller squares
inside (2 inches inward for
each edge)
Use a trial-anderror method to
approximate
solutions of
equations.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
test number, trialand-error
Spoon Scramble
Flores, Canterbury, Fundanet, and
Preston
Describe each step
you used to find the
solution to problem
2d.
Grade 6
Page 22
9♦13
9♦12
9♦11
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
6.EE.2a
6.EE.2b
6.EE.2c
6.EE.2c
6.RP.1
6.G.4
6.EE.2c
6.RP.1
Evaluate formulas
through substitution
of values for
variables.
Students use formulas to solve problems (6.EE.2c). Teachers
must be explicit about the vocabulary (sum, term, product,
factor, quotient, coefficient) when working towards 6.EE.2b. In
Part 2, students represent 3-D figures using nets to determine
area of specified faces (6.G.4).
Apply the
Pythagorean
Theorem.
Students practice evaluating expressions that involve formulas
(6.EE.2c) as they learn about the Pythagorean Theorem. They
continue to work with the Pythagorean Theorem in Part 3 of
the lesson.
Find the missing
length in similar
figures with a
size-change factor.
Students consider indirect measurement by using ratio
(6.RP1) in Parts 1 and 3.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Draft: 7/14/10
Substitute known
values in
appropriate
formulas and then
solve resulting
expression.
square (root & of a
number),
hypotenuse, right
triangle, theorem,
Pythagorean
Theorem, legs
indirect
measurement
Explain how you
calculated the
height in problem 2.
Use the
appropriate
formula to solve
an area problem.
Getting to 1
Flores, Canterbury, Fundanet, and
Preston
Apply a sizechange factor to
find the missing
length of a similar
figure.
For extra practice,
draw a black circle
target about 1 inch
in diameter. Tape it
to the classroom
wall, near the
ceiling. Measure
the height of the
target from the floor
in cm.
Grade 6
Page 23
Chico Unified School District 2014-2015: Grade 6 Everyday Mathematics Instructional Guide
Draft: 7/14/10
Unit 10: Geometry Topics
Overview: To review and explore both regular and semi-regular tessellations; to explore both point and rotational symmetry; to introduce topology and perform topological transformations; experiment with MÖbius strip.
Big Ideas
Learning Target
10♦1
CA CCSS
<7.G.5>
10♦2
6.NS.6b
6.NS.8*
Introduce
semiregular
tessellations.
Comments
Vocabulary
Games
Advanced Prep
For P1, copies of MM p329
on cardstock. Cut out the
templates or pass copies of
the master around and have
each student cut out one
(each student will need one,
so 2 copies covers 30
students).
Apply the
definitions of
supplementary
and vertical
angles.
Compare rational
numbers.
LIT G is for Googol; An Math Alphabet Book
by David M. Schwartz
tessellation,
vertex, regular
polygon
In Part 2 of this lesson, students use ordered pairs to perform
translations, reflections and rotations (6.NS.6b). *To fully meet
the requirements of 6.NS.8, students must discuss absolute
value when they look for patterns in figures on the coordinate
grid.
translation
tessellation
For P1, cut 3 by 3 inch
squares from index cards.
Review SRB page p360 prior
to teaching the lesson.
Explore point and
rotational
symmetry.
symmetry
(rotation, point, &
order of rotation)
For P1, copies of MM p336 &
337 on cardstock (1 copy of
each). Cut out square ABCD
from MM p337
Introduce topology
and perform
topological
transformations.
topology
(equivalent,
property,
transformation),
genus
Create nonpolygonal
translation
tessellations.
Angle Tangle
RSAs
Writing/Reasoning
Prompt – Math
Boxes
How did you decide
whether problems
6a and 6b are true
or false?
10♦4
10♦3
LIT Eight Hands Round: A Patchwork Alphabet
by Ann Whitford
<8.G.2>
.
Key: TLG = Teacher’s Lesson Guide; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook; RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT= Literature Connection; P = Part
Name That
Number
Flores, Canterbury, Fundanet, and
Preston
Apply properties
of angle
orientations.
Apply order of
operations to write
numeric
expressions for
rational numbers.
Grade 6
Page 24