2012 6th grade_math_curriculum_guide

6th Grade Math Curriculum Map
Introduction
This document contains all mandated 2010 Arizona Mathematical Standards for 6th grade mathematics. The standards have been organized into
units and clusters. The units represent the major domain under which the identified standards fall. The cluster represents the collection of similar
concepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progression
of the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document.

Organization
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8. All units and clusters must be taught prior to the 2013 AIMS
assessment.

Essential Questions
Essential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should be
able to answer these on their own by the end of the cluster.

Big Ideas
Big Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carry
with them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacher
use) has been provided in italics.

Common Misconceptions
These are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them during
instruction.

Content Standards and Mathematical Practices
This document has been organized by content standards and mathematical practices. The content standards are those that represent knowledge
specific to the mathematical standard (The five domains). The mathematical practices describe varieties of expertise that mathematics educators at
all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in
mathematics education. The content standards and mathematical standards have been paired to represent possible combinations of content standards
with mathematical practices. As described in the Arizona state standards, the content standards are not intended to be taught in isolation; thus, the
pairing of these standards provides a possible context for teaching these standards. Each time, the performance objective should be taught to a
deeper level of understanding and/or should be connected to the other standards in the cluster.

9/10/2012 1 Isaac Elementary School District

Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforced
or taught through the mathematical content standards with which they are paired.

Priority
With input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.
Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specific context. This is denoted in the priority column with the codes E
(essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority for this
grade level are highlighted in blue and are expected to be mastered at this grade level.

Key Vocabulary
The key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words are
high utility words that can be used across content areas or contexts. Tier three words are content specific words.

Resources
The two types of resources listed are the Web Resources resources and the Core Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the standards listed in the same row. The web resources are useful Internet links that can be used for the teacher’s
edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts.

Unit/Cluster Project
The Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,
and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particular
cluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction and
practice should the teacher choose to implement them.

Assessment
The assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed using a common formative assessment.

Other
Standards may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeper level of
knowledge. Underlined segments of a standard indicate an additional piece of the standard that was likely not covered in previous clusters.
[Brackets] will occasionally appear though out the document and indicate clarification of the standard. Bracketed information is not a part of the
standard itself.


Unit: Ratios and Proportional Relationships
Cluster: Ratios and Rates

Approximate Time: 1 week
Essential Questions Big Ideas

 How are parts of a number represented?  The same number can be written as a rate and a

 How are ratios and rates related? ratio.

 Why is it important to know the equivalent form of numbers?

Priority Standard Mathematical Common Core/Cross Key Vocabulary Resources
Practices Curricular Web Resources Core
6.RP.1. Understand the concept of 6.MP.2 6-8.RST.4 Ratio Comparing Ratios and MC: 6-1
a ratio and use ratio language to 6.MP.6 6-8.WHST.2d Rate Rates Worksheet
describe a ratio relationship Unit rate
between two quantities. Equivalent Ratios
Worksheet

Introduction

6.RP.2. Understand the concept of 6.MP.2 6-8.RST.4 Ratio Example Problems for MC: 6-1
a unit rate a/b associated with a 6.MP.6 Rate Solving Unit Rates
ratio a:b with b 0, and use rate Unite rate
language in the context of a ratio Ratio and Rate Venn
relationship. Diagram
6.RP.3. Use ratio and rate 6.MP.1 6.EE.9 Double number line Types of Ratios MC: 6-2
reasoning to solve real-world and 6.MP.2 6-8.RST.7 Diagrams
mathematical problems, e.g., by 6.MP.4 ET06-S6C2-03 Equations
reasoning about tables of 6.MP.5 SC06-S2C2-03 Equivalent ratios
equivalent ratios, tape diagrams, 6.MP.7 Rate
double number line diagrams, or Ratio
equations. Tape diagrams

Unit
Project:

Assessment:



Unit: The Number System
Cluster: Fractions, Decimals, and Percents

Approximate Time: 5 weeks

 How are parts of a number represented?  The same number can be written as a fraction,

 How are fractions, decimals, and percents related? decimal, and percent.

 Why is it important to know equivalent forms of numbers?

 Why is it important to know the percent of a number?  How a number is represented depends on the given

 What are the strategies we use to multiply and divide fractions? situation and/or need.


6.NS.1. Interpret and compute 6.MP.1 6-8.RST.7 Compute Dividing Fractions MC: 5-7, 5-8, 5-9,
quotients of fractions, and solve 6.MP.2 Equations Student Copy 5-10
word problems involving division 6.MP.3 Fractions
of fractions by fractions, e.g., by 6.MP.4 Improper fraction Dividing Fractions CM: Bits & Pieces II
using visual fraction models and 6.MP.7 Product Teacher Copy Investigation 3 & 4
equations to represent the 6.MP.8 Interpret
problem. Mixed number Fractions in Division
Quotient Word Problems
Reciprocal
Simplest form Math Is Fun-Dividing
Fractions
6.NS.4. Find the greatest common 6.MP.7 6-8.RST.4 Composite numbers LCM and GCF MC: 1-2, 4-1, 4-5
factor of two whole numbers less Multiple
than or equal to 100 and the Distributive property Prime factorization CM: Prime Time
least common multiple of two Factor Investigation 1, 3-5
whole numbers less than or equal GCF Factor Game
to 12. Use the distributive LCM
property to express a sum of two Prime factorization
whole numbers 1–100 with a Prime numbers
common factor as a multiple of a Sum
sum of two whole numbers with no Whole number
common factor.
6.NS.9. Convert between 6.MP.2 Annex Changing fractions, MC: 4-7, 4-8, 7-1,
expressions for positive rational 6.MP.8 Convert percents, and decimals 7-3
numbers, including fractions, Decimal
decimals, and percents Equivalent PowerPoints
Fraction CM: Bits & Pieces 1
Percent Converting Game 3.4, 4.4
Rational number
Introduction
*S1C1PO 4. Compare and order Ascending order MC: 3-2, 4-6
integers; and positive fractions, Compare
decimals, and percents. Descending order CM: Bits & Pieces 1
Fractions 3.5, Investigation 2
Integers
Least common
denominator
Percents
Unit
Project:

Assessment:



Cluster: Decimal Operations


 What are the strategies we use to add, subtract, multiply, and divide  Decimal placement affects the value of the solution.

decimals?

6.NS.2. Fluently divide multi-digit 6.MP.2 6-8.RST.3 Algorithm Math Live MC: 5th Grade: 4-4
numbers using the standard 6.MP.7 Dividend
algorithm. 6.MP.8 Divisor
Quotient
6.NS.3. Fluently add, subtract, 6.MP.2 6-8.RST.3 Addend Math Live MC: 3-4, 3-5, 3-6,
multiply, and divide multi-digit 6.MP.7 Algorithm 3-7, 3-8, 3-9
decimals using the standard 6.MP.8 Difference Fluency with Decimals
algorithm for each operation. Dividend CM: Bits & Pieces III
Divisor 1.2, 2.3, 3.3
Factor
Minuend
Product
Quotient
Subtrahend
Sum
Unit
Project:

Assessment:



Cluster: Absolute Value and Integers


 What is absolute value?  Integers are used in a wide array of contexts.

 How do you order integers?

 How do you model integers?


6.NS.5. Understand that positive 6.MP.1 6-8.RST.4 Integers Introduction MC: 2-9
and negative numbers are used 6.MP.2 6-8.WHST.2d MC: 7th Grade: 2-1
together to describe quantities 6.MP.4
having opposite directions or
values (e.g., temperature
above/below zero, elevation
above/below sea level,
credits/debits, positive/negative
electric charge); use positive and
negative numbers to represent
quantities in real-world contexts,
explaining the meaning of 0 in
each situation.
6.NS.6. Understand a rational 6.MP.2 6-8.RST.7 Coordinate axes Whole Numbers and MC: 2-9
number as a point on the number 6.MP.4 SS06-S1C1-03 Line diagrams Integers MC: 7th Grade: 2-1
line. Extend number line diagrams Rational numbers
and coordinate axes familiar from
previous grades to represent
points on the line and in the plane
with negative number coordinates.
6.NS.7. Understand ordering and 6.MP.1 6-8.WHST.1c Absolute value Absolute Value War MC: 11-1
absolute value of rational 6.MP.2 6-8.WHST.2a Ascending order LA: 2-4
numbers. 6.MP.4 Descending order Absolute Value
6. Greater than Worksheet
7. a. Interpret statements of Inequality
inequality as statements about the Integers Khan Academy
relative position of two numbers on Less than
a number line diagram. For Line diagram AAAMath
example, interpret –3 > –7 as a Rational numbers
statement that –3 is located to the Number Balls
right of –7 on a number line
oriented from left to right. Coolmath

b. Write, interpret, and explain Eduplace
statements of order for rational
numbers in real-world contexts.
For example, write –3 oC > –7 oC
to express the fact that –3 oC is
warmer than –7 oC.

c. Understand the absolute value
of a rational number as its
distance from 0 on the number
line; interpret absolute value as

magnitude for a positive or
negative quantity in a real-world
situation. For example, for an
account balance of –30 dollars,
write |–30| = 30 to describe the
size of the debt in dollars.

d. Distinguish comparisons of
absolute value from statements
about order. For example,
recognize that an account balance
less than –30 dollars represents a
debt greater than 30 dollars.

*S1C2PO1. Apply and interpret the Integers Addition MC: 11-2, 11-3
concepts of addition and subtraction Zero pairs
with integers using models. Subtraction

Gizmo with Number
Lines

Gizmo with Chips
Unit
Project:

Assessment:



Unit: Expressions and Equations
Cluster: Expressions and Order of Operations


 What is an algorithm?  Algorithms are useful strategies for computing.

 What argument can you provide to explain your solution?  The order of operations will affect solutions.


6.EE.1. Write and evaluate numerical expressions 6.MP.2 6-8.RST.4 Base Order of MC: 1-3,
involving whole-number exponents. Exponents Operations 1-4
Order of operations
Parentheses Order of
Powers Operations
Whole number Examples

Evaluate
Expressions

Order of
Operations
Lessons/Practice
6.EE.2. Write, read, and evaluate expressions in 6.MP.1 6-8.RST.4 Coefficient Translate to MC: 1-5
which letters stand for numbers. 6.MP.2 6-8.WHST.2d Exponent Algabraic
6.MP.3 Expressions Expressions
a. Write expressions that record operations with 6.MP.4 Factor
numbers and with letters standing for numbers. 6.MP.6 Order of operations
For example, express the calculation “Subtract y Parenthesis Gizmos to
from 5” as 5 – y. Product Translate
Quotient Algebraicl
b. Identify parts of an expression using Substitution Expressions
mathematical terms (sum, term, product, factor, Sum
quotient, coefficient); view one or more parts of Term
an expression as a single entity. For example, Variable Worksheet
describe the expression 2(8+7) as a product of
two factors; view (8+7) as both a single entity
and a sum of two terms Translate to
Algebraic
c. Evaluate expressions at specific values of their Equations
variables. Include expressions that arise from
formulas used in real-world problems. Perform
arithmetic operations, including those involving Substitution
whole-number exponents, in the conventional
order when there are no parentheses to specify
a particular order (Order of Operations). For
example, use the formulas V=s3 and A=6 s2 to
find the volume and surface area of a cube with
sides of length s=1/2.
*S1C1PO 6. Express the inverse relationships Cube root Perfect Squares MC: 7th
between exponents and roots for perfect squares Cubed Grade: 1-
and cubes. Exponents 3
Inverse
Perfect Cubes

Perfect Squares
Radical sign
Square root
Squared
Unit
Project:

Assessment:



Cluster: Properties


 What are the math properties and why do we use them?  Distributive Property

 a(b + c) = a(b) + a(c)

 a(b) + a(c) = a(b + c)

 Commutative Property

 a+b=b+a

 a*b=b*a

 Associative Property

 a + (b + c) = (a + b) + c

 a * (b * c) = (a * b) * c

 Identity Property

 a+0=a

 a*1=a


6.EE.3. Apply the properties of 6.MP.2 6-8.RST.4 Associative property Basic Number MC: 12-1, 12-2
operations to generate equivalent 6.MP.3 Identity property Properties
expressions. 6.MP.4 Distributive property MC: 7th Grade: 1-
6.MP.6 Commutative More Basic Number 8
6.MP.7 property Properties
Equivalent
expressions Distributive Property

6.EE.4. Identify when two 6.MP.2 6-8.RST.5 Combine like terms Combining Like Terms MC: 12-2
expressions are equivalent 6.MP.3 Equivalent
6.MP.4 expressions Combining Like Terms
6.MP.6 Game
6.MP.7
Equivalent Expressions
Worksheet

Unit
Project:
Assessment:



Cluster: Solving Equations


 What does a variable represent?  Variables represent numbers.

 How do you solve/interpret equations?  Algebra is used to solve real world situations.

 What are the multiple ways you can represent the process and solution?  Estimates can be used to verify the reasonableness of

a result.


6.EE.5. Understand solving an 6.MP.1 6-8.RST.7 Equation MC: 12-3, 12-4,
equation or inequality as a 6.MP.2 Inequality 12-5
process of answering a question: 6.MP.4 Inverse operations
which values from a specified set, 6.MP.7 Inverse properties MC: 7th Grade: 5-
if any, make the equation or Substitution 6
inequality true? Use substitution to
determine whether a given
number in a specified set makes
an equation or inequality true.
6.EE.6. Use variables to represent 6.MP.2 6-8.RST.4 Expression Expressions and MC: 12-3, 12-4,
numbers and write expressions 6.MP.4 Variable 12-5
when solving a real-world or 6.MP.7 Equations
mathematical problem; MC: 7th Grade: 3-
understand that a variable can Writing Expressions 1, 5-6
represent an unknown number, or,
depending on the purpose at
hand, any number in a specified
set.
6.EE.7. Solve real-world and 6.MP.1 6-8.RST.7 Equation One-step Equations MC: 12-3, 12-4,
mathematical problems by writing 6.MP.2 Rational numbers 12-5
and solving equations of the form x 6.MP.3 Equation Game
+ p = q and px = q for cases in 6.MP.4 MC: 7th Grade: 3-
which p, q and x are all nonnegative 6.MP.7 Solving One-step 1, 5-6
rational numbers
Equation Video

*S3C3PO 2. Create and solve two- Coefficient Two-step Equations MC: 7th Grade: 3-
step equations that can be solved Equation 5
using inverse properties with Inverse properties Equation Game
fractions and decimals. Term
Two-step equations Multi-step equation
Variable
Video

Unit
Project:

Assessment:



Cluster: Inequalities


 What is an inequality?  When ≤ or ≥ are used, the circle on the graph is filled
in to show that the number is included in the solution.
 What symbol represents greater/less than and greater/less than or equal
to?

 What symbol represents the phrase not equal to?


6.EE.8. Write an inequality of the 6.MP.1 6-8.RST.7 Inequality Solving Inequalities Video MC: 7th Grade:
form x > c or x < c to represent 6.MP.2 Infinite pg. 740
a constraint or condition in a 6.MP.3 Number line Solving Linear Inequalities:
real-world or mathematical 6.MP.4 diagrams Addition/Subtraction MC: 8th Grade: 8-
problem. Recognize that 6.MP.7 Solution 6, 8-7, 8-8
inequalities of the form x > c or Online Quiz: Solving
x < c have infinitely many Linear Inequalities:
solutions; represent solutions of Addition/Subtraction
such inequalities on number line
diagrams. Solving Linear Inequalities:
Multiplication/Division

Online Quiz: Solving
Linear Inequalities:
Multiplication/Division

Real Life Problems
Worksheet

Graphing Inequalities
Foldable-Student Copy

Solving Inequalities
Foldable-Teacher Copy
6.EE.9. Use variables to 6.MP.1 6.RP.3 Dependent variable Graphing From Function MC: 1-6, 6-6
represent two quantities in a 6.MP.2 6-8. RST.7 Equation Tables
real-world problem that change 6.MP.3 ET06-S1C2-01 Function
in relationship to one another; 6.MP.4 ET06-S1C2-02 Input (x) Function Machine
write an equation to express one 6.MP.7 ET06-S1C2-03 Output (y)
quantity, thought of as the 6.MP.8 ET06-S6C2-03 In/out table Stop That Creature
dependent variable, in terms of SC06-S2C2-03 Independent variable
the other quantity, thought of as
the independent variable.
Analyze the relationship between
the dependent and independent
variables using graphs and
tables, and relate these to the
equation.
Unit
Project:
Assessment:



Unit: Geometry
Cluster: Coordinate Plane


 How do you use a coordinate plane?  Ordered pairs show an exact location on a coordinate

plane.

 How do you find a missing coordinate?

 What are the features of a coordinate plane?

 How do values on a coordinate plane relate to integers?


6.NS.8. Solve real-world and 6.MP.1 6.G.3 Coordinate plane The Math Worksheet MC: 4-9, 11-7
mathematical problems by 6.MP.2 6-8.RST.7 Ordered pairs Site
graphing points in all four 6.MP.4 Quadrant
quadrants of the coordinate 6.MP.5 Origin Coordinate Plane
plane. Include use of coordinates 6.MP.7 X-axis
and absolute value to find Y-axis Coordinate Plane
distances between points with the Game
same first coordinate or the same
second coordinate. Khan Academy

Coordinate Plane
Template

Distance Between Points
Worksheet
6.G.3. Draw polygons in the 6.MP.1 6.NS.8 Coordinate plane Galileo
coordinate plane given 6.MP.2 6-8.RST.7 Ordered pair Study Island
coordinates for the vertices; use 6.MP.4 Origin
coordinates to find the length of a 6.MP.5 Polygon
side joining points with the same 6.MP.7 Parallelogram
first coordinate or the same Quadrilateral
second coordinate. Apply these Vertex (vertices)
techniques in the context of
solving real-world and
mathematical problems.
*S4C2PO1. Identify a simple Coordinate plane Introduction MC: 11-8
translation or reflection and model Origin
its effect on a 2-dimensional figure Quadrants
on a coordinate plane using all four Reflection
quadrants. Translation
X-axis
Y-axis
*S4C2PO2. Draw a reflection of a Coordinate plane MC: 11-9
polygon in the coordinate plane Horizontal line
using a horizontal or vertical line of Origin
reflection. Reflection
X-axis
Y-axis
Unit
Project:

Assessment:


Unit: Geometry
Cluster: Area, Volume, and Surface Area


 What real world use is there for knowing area, volume, and surface area?  Measures of length are expressed in linear units,

measures of area are expressed in square units, and

measures of volume are expressed in cubic units.


6.G.1. Find the area of right 6.MP.1 6-8.RST.7 Area Decomposing Polygons MC: 1-9, 10-4
triangles, other triangles, special 6.MP.2 6-8.WHST.2b,d Length to find Area
quadrilaterals, and polygons by 6.MP.3 ET06-S1C2-02 Polygons MC: 7th Grade: 3-
composing into rectangles or 6.MP.4 Quadrilaterals 6, 11-2, 11-6
decomposing into triangles and other 6.MP.5 Right triangles
shapes; apply these techniques in the 6.MP.6 Width CM: Covering and
context of solving real-world and 6.MP.7 Surrounding
mathematical problems. 6.MP.8

6.G.2. Find the volume of a right 6.MP.1 6-8.RST.4 Area of the base MC: 10-6
rectangular prism with fractional 6.MP.2 ET06-S1C2-02 Edge
edge lengths by packing it with unit 6.MP.3 Face
cubes of the appropriate unit 6.MP.4 Height
fraction edge lengths, and show 6.MP.5 Rectangular prism
that the volume is the same as 6.MP.6 Vertex
would be found by multiplying the 6.MP.7 Volume
edge lengths of the prism. Apply 6.MP.8
the formulas V = l w h and V = b h
to find volumes of right rectangular
prisms with fractional edge lengths
in the context of solving real-world
and mathematical problems.

6.G.4. Represent three-dimensional 6.MP.1 6-8.RST.7 Edge Surface Area and Nets MC: 10-7, LA20
figures using nets made up of 6.MP.2 6-8.WHST.2b Face Foldable
rectangles and triangles, and use the 6.MP.3 ET06-S1C2-02 Nets MC: 7th Grade: 12-
nets to find the surface area of these 6.MP.4 ET06-S1C2-03 Surface area Surface Area and Nets 4
figures. Apply these techniques in the 6.MP.5 Three-dimensional Foldable-Teacher Copy
context of solving real-world and 6.MP.6 Vertex
mathematical problems. 6.MP.7 Surface Area and Nets
6.MP.8 Cut Outs

PowerPoint
*S4C4PO 5. Solve problems Area MC: 10-1
involving area and perimeter of Irregular polygon
regular and irregular polygons Perimeter CM: Covering and
Regular polygon Surrounding
*S4C1PO1. Define  (pi) as the Circle MC: 10-2
ratio between the circumference and Circumference
diameter of a circle and explain the Diameter CM: Covering and
relationship among the diameter, Pi Surrounding
radius, and circumference. Radius


*S4C1PO 2. Solve problems using Complementary MC: LA 10
properties of supplementary, angles
complementary, and vertical angles. Supplementary MC: 7th Grade:
angles 10-1, 10-2
Vertical angles
Unit
Project:

Assessment:



Unit: Statistics and Probability
Cluster: Graphing and Measures of Central Tendency


 How can you collect, organize, and display data?  Charts, tables, and graphs help us make valid

inferences, decisions, and arguments.

 How does the type of data influence the choice of graph?

 Appropriate graphs need to be used in specific

 How do you use modes of central tendency? situations.

 How do we determine which information is relevant or missing?


Priority Standard Mathematical Common Core/Cross Key Resources
Practices Curricular Vocabulary Web Resources Core
6.SP.1. Recognize a statistical question as one 6.MP.1 Galileo
that anticipates variability in the data related to 6.MP.3
the question and accounts for it in the answers. 6.MP.6 Study Island

6.SP.2. Understand that a set of data collected to 6.MP.2 6-8.RST.4 Maximum Teacher Tube MC: 2-6, 2-7
answer a statistical question has a distribution 6.MP.4 Mean Lesson
that can be described by its center, spread, and 6.MP.5 Median MC: 7th Grade:
overall shape. 6.MP.6 Minimum Jeopardy Game 8-1, 8-2
6.MP.7 Mode
Outliers CM: Data About
Range Us
6.SP.3. Recognize that a measure of center for a 6.MP.2 6-8.RST.4 Absolute Galileo
numerical data set summarizes all of its values with 6.MP.4 deviation
a single number, while a measure of variation 6.MP.5 Standard Study Island
describes how its values vary with a single number. 6.MP.6 deviation
6.MP.7
6.SP.4. Display numerical data in plots on a 6.MP.2 6-8.RST.7 Box and whiskers Box Plots MC: 2-5, LA25
number line, including dot plots, histograms, and 6.MP.4 ET06-S6C2-03 Dot plot
box plots. 6.MP.5 SC06-S1C4-01 Histogram Histograms MC: 8th Grade:
6.MP.6 SC06-S1C4-02 Interquartile 8-1, 8-4
6.MP.7 SS06-S1C1-02 Line plot Box Plots
SS06-S1C2-02 Lower quartile Foldable-Student MC: 8th Grade:
SS06-S1C4-01 Maximum Copy 11-6
Minimum Box Plots
Stem and leaf Foldable-Teacher CM:
plot Copy Data About Us
Upper quartile Investigation 2

6.SP.5. Summarize numerical data sets in relation 6.MP.2 6-8.WHST.2a-f Absolute Grab a Handful
to their context, 6.MP.3 ET06-S6C2-03 deviation Box Plot Activity
a. Reporting the number of observations. 6.MP.4 Box and whiskers
6.MP.5 Dot plot Minute to Win It
b. Describing the nature of the attribute under 6.MP.6 Histogram Box Plots
investigation, including how it was measured and 6.MP.7 Interquartile Recording Sheet
its units of measurement Line plot
Lower quartile Minute to Win It
c. Giving quantitative measures of center (median Maximum Games
and/or mean) and variability (interquartile range Mean
and/or mean absolute deviation), as well as Median Box and Whiskers
describing any overall pattern and any striking Minimum Task Analysis
deviations from the overall pattern with reference Mode
to the context in which the data were gathered. Outliers
d. Relating the choice of measures of center and Range

Priority Standard Mathematical Common Core/Cross Key Resources
Practices Curricular Vocabulary Web Resources Core
variability to the shape of the data distribution Standard
and the context in which the data were gathered. deviation
Stem and leaf
plot
Upper quartile

*S2C1P2. Formulate and answer questions by Histograms Histograms MC: 2-4
interpreting, analyzing, and drawing inferences Stem-and-leaf Stem-and-Leaf Plot
from displays of data, including histograms and plots
stem-and-leaf plots.

Unit
Project:

Assessment:



Unit: Probability
Cluster: Theoritical and Experimental Probability


 How are theoretical probability and experimental probability different?  Probability is a form of estimation.

 What is a sample space and how is it used?  Using a systematic approach can confirm solutions.

 What is a conjecture?

 Why do we replicate an experiment?

 What are the multiple ways you can represent a sample space?


*S2C2PO1. Use data collected Certain Expressing MC: 7-4
from multiple trials of a single event Experimental probability Likelihood
to form a conjecture about the Conjecture CM: How likely is
theoretical probability. Favorable outcomes it?
Possible outcomes
Impossible
Probability
Random
Theoretical probability
Tree diagram
*S2C2PO 2. Use theoretical Certain Theoretical MC: 7-4
probability to Experimental Probability
 predict experimental Conjecture CM: How likely is
outcomes, Favorable outcomes it?
 compare the outcome of the Possible outcomes
experiment to the Impossible
prediction, and Probability
replicate the experiment and Random
compare results Theoretical
Tree diagram
*S2C2PO3. Determine all possible Possible outcomes Sample Space MC: 7-5
outcomes (sample space) of a given Probability
situation using a systematic Sample space CM: How likely is
approach. Tree diagram it?
*S2C3PO 1. Build and explore tree Certain MC: 7-5
diagrams where items repeat. Conjecture
Favorable outcomes CM: How likely is
Possible outcomes it?
Impossible
Probability
Random
Repeat
Sample space
Tree diagram
Unit
Project:

Assessment:



Unit: Measurement
Cluster: U.S. Customary and Metric System


 What are the units in the U.S. customary system?  There are appropriate units of measure for different

situations.

 What are the units in the metric system?

 How do you convert between units?


*S4C4PO 1. Determine the Clock CM: Chapter 8
appropriate unit of measure for a Protractor
given context and the appropriate Ruler
tool to measure to the needed Scale
precision (including length, capacity,
angles, time, and mass).

*S4C4PO 2. Solve problems Capacity CM: Chapter 8
involving conversion within the U.S. Centi
Customary and within the metric Cup
system Customary
Feet
Fluid ounce
Gallon
Gram
Inch
Kilo
Length
Liter
Mass
Meter
Metric
Mile
Milli
Ounce
Pint
Pound
Quart
Ton
Weight
Yard
*S4C4PO 3. Estimate the measure Scale CM: 7th Grade: 6-8
of objects using a scale drawing or Scale drawing
map. Scale factor
Scale model
Unit
Project:

Assessment:


2012 6th grade_math_curriculum_guide

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (17)

Andere mochten auch

Andere mochten auch (17)

Ähnlich wie 2012 6th grade_math_curriculum_guide

Ähnlich wie 2012 6th grade_math_curriculum_guide (20)

Mehr von Isaac_Schools_5

Mehr von Isaac_Schools_5 (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

2012 6th grade_math_curriculum_guide