Curriculum Map Grade: _6 th Math School: _Intermediate

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Oswald Allen
5 years ago
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1 August/ September. Students will use expanded notation to find the value of numbers. Students will recognize equivalent representations for the same number and generate them by decomposing and composing numbers. (N1C2) 1. Make a place value chart including a decimal point and extending from hundred billions to hundred thousandths. Using number cards from 0-9, two for each number, place a number in the chart giving its place, name, and value. When they have a competed number, write the full name in word form and expanded notation. 2. Students use number cubes to generate digits they can write in any order to write the greatest number and the least number. Repeat several times to get a list of 8 to 12 numbers. Students should then order numbers from least to greatest. May also include a decimal point too. 3. Each student takes 9 cards (ace- 1). Student places them face down making a number. Using the remaining cards in the deck, students draw one card. If the student wants to keep the card, they may exchange it for a card in their original number. The other student does the same. After the students have each had an opportunity to switch each card, each student with the greatest or lowest number scores a point. Variations with a decimal point could be used too. Students will multiply and divide whole numbers. Students will evaluate expressions involving variables. Students will multiply and divide positive rational numbers.(n3c1) Students will use symbolic algebra to represent unknown quantities in expressions or equations and solve one-step equations.(a2a2) The students will be assessed on their ability to add, subtract, multiply and divide positive rational numbers based on completed assignments. (textbook, worksheets, quizzes, tests The students will be assessed on their ability to use variables to represent unknown quantities in expressions based on completed assignments. (textbook, worksheets, quizzes, tests) 1. Students should create number sentences with

2 missing numbers. Write each number sentence on one side of an index card and its related sentence on the other side. 2. Set up an equation. Each player tosses three number cubes. Solve the equation. Record all steps. The player with the larger value for x scores a point. Play ten rounds. Player with the highest score wins. 3. Solve one-step equations using inverse operations with whole numbers. Students will identify and extend patterns. Students will compare various forms of representations to identify patterns.(a1c2) Given the different groups of instruments in an orchestra, the students can arrange the instruments how they wish. Then, the students can compare each instrumental group to the total instruments in the entire orchestra. 1. Ask students to describe fictional patterns in the seating arrangements in the classroom, cafeteria, or on the bus. 2. Write problems and provide two answers. One answer should be reasonable and one answer unreasonable. Students select an answer and explain the reason for their choice. 3. Use magic squares and magic triangles to apply problem solving strategies. 4. Use a variety of strategies to compute problems drawn from real-world situations: guess and check, work

3 Students will draw a diagram or make a list or table to solve problems. Students will use visual models to represent and solve problems.(g4b3) backwards, draw a picture, work a simpler problem. Students will solve expressions using the order of operations. Students will apply properties of operation (including order of operations) to positive rational numbers.(n2c2) Students will create and solve expressions involving order of operations. October Students will find values of powers. Students will identify square and cubic number and determine whole number roots and cubes.(n2d1) Students will round to estimate the sum, difference, product, or quotient. Students will estimate and justify the results of multiplication and division of positive rational numbers.(n3d3) Students will estimate the number of each color of M&M s in a package and then compare the estimate to the actual number in the pack. Students will interpret circle graphs and create stem-and-leaf plots. Students will Interpret circle graphs; create and interpret stem-and-leaf plots.(d1c2)

4 Students will solve real world problems. Students will model and solve problems, using multiple representations such as tables, expressions and one-step equations(a3a2) Students will determine the best method for solving different types of problems. Middle School Math with Pizzazz will be used to assess the different problem solving strategies.

5 Students will create a frequency table. Students will formulate questions, design studies and collect data about a characteristic.(d1a3) Students will collect data from a newspaper article recording the most frequently used words in the English language and display this data in a frequency table. Students will find the area and perimeter of polygons. Students will solve problems involving the area or perimeter of polygons.(m2c2) Students will create polygons and compare the perimeter and area of each polygon. November Students will find the mean, median, mode, and range of data sets. Students will find the range and measures of center including median, mode, and mean.(d2a2) Students will record the distances hot wheels travel on different points of an inclined plane for three trials and find the mean, median, mode, and range of each point.

6 Students will convert units of measurements involving mass and weight. Students will convert from one unit to another within a system of measurement (mass and weight)(m2e1) Each student will receive a card with a measurement in grams or kilograms. Students with measurements of grams will try to find the matching mass in kilograms. December Students will use the associate and distributive property to evaluate expressions. Students will use the commutative, distributive and associative properties generate equivalent forms for simple algebraic expressions(a2b2) Students will be assessed on their ability to differentiate between the associative and distributive properties. Give students computation problems to solve mentally using the mathematical properties of commutative, associative, and distributive. Have students express what property they used to arrive at their answer. 2. Explore and use the following properties in evaluating mathematical and algebraic expressions: associative and distributive. Students will compare and order whole numbers, fractions, and decimals. Students will apply and understand whole numbers to millions, fractions and decimals to the thousandths (including location on a number line(n1a1) Students will receive a card with a number (whole, fraction, or decimal) and stand in line in numerical order. January Students will add and subtract measures of time and find elapsed time. Students will solve problems involving elapsed time(hours and minutes)(m1c2) Students will use a t-chart to find the amount of elapsed time.

7 Students will generate forms of decimals, percents, and fractions. Students recognize and generate equivalent forms of fractions, decimals and benchmark percents(n1b2) Students will match cards with equivalent fractions, decimals, and percents.

8 Students will multiply and divide fractions and decimals. Students will describe the effects of multiplication and division on fractions and decimals(n2b2) Students will be assessed by their ability to multiply, divide, and order decimal numbers. (homework assignments, quizzes, test, performance events) 1. Each student needs 4 number cubes. Each student tosses two number cubes. Each player writes the numbers in any order, putting a decimal point after the first digit. Next, toss three number cubes. Write the number in any order, putting a decimal point after the first digit. Repeat step 2, using four number cubes. Multiply your decimal numbers. Find the quotient by dividing your product by 10. Try again. February Students will solve problems using ratios and rates. Students solve problems using ratios and rates(n3e2) Given the different groups of instruments in an orchestra, the students can arrange the instruments how they wish. Then, the students can compare each instrumental group to the total instruments in the entire orchestra. Students will use formulas to calculate area and volume. Students will identify and justify the unit of measure for area and volume (customary and metric)(m2e1) March Students will graph ordered pairs. Student will use Coordinate systems to construct geometric shapes(g2a2) The students will be assessed on their ability to use coordinate geometry to construct geometric shapes based on completed assignments. (textbook, worksheets, quizzes, tests, performance tasks)

9 Students will identify and create all types of transformations. Students will describe the transformation from a give pre-image using the terms reflection/flip, rotation/turn, and translation/slide(g3a3) 1. Graph points A(-2,3), B(-1,1), and C(-3,1).2. Connect the points to make triangle ABC.3. On a separate sheet of paper, trace triangle ABC and cut it out.4. Place the cut-out triangle on triangle ABC.5. Slide the cut-out triangle 5 units to the right. 6. Label the new vertices A', B', and C'. 7. Draw ABC Q1. What are the coordinate of A' B', and C'?A1. A(3,3) B(4,1) C(2,1)Q2. What can you say about triangle ABC and triangle A'B'C'?A2. Triangle A'B'C' is a translation of triangle ABC. They are congruent. Students will identify rotational symmetry. Students will create polygons and designs with rotational symmetry(g3c2) Students will determine what characteristics need to be added to a shape in order for the shape to have rotational symmetry. Student will construct different types of angles. Students will identify and justify an angle as acute, obtuse, straight, or right(m2b2) 1. Have students construct geometric shapes on geoboards. Describe the shapes by name, classify your shapes, and compare the shapes. 2. Use the hands on student clocks to represent various angles, describe various angles and sketch the various angles, (right, acute, obtuse, straight, complimentary, and supplementary). 3. Distribute pattern blocks to students, invite students to examine the geometric attribute of the pattern blocks. Record findings in a three-column table with headings. ( Drawing, Name of Figure, Characteristics). 4. Use all seven pieces of a tangram set to identify, classify, and explore geometric figures and transformations of the pieces 5. Give students cardboard models of space figures. Have students name the attributes to group the space figures. Then describe your model using geometric terms..

10 Students will create and describe mat plans. Students will use spatial visualization to identify isometric representations of mat plans.(g4a2) Students will be assessed by their ability to produce the mat. Materials: Centimeter Cubes Procedures:1. Use 10 cm cubes to build a staircase 4 cubes high. 2. Make a chart that shows the height of the staircase and the number of cubes needed. 3. Describe the pattern you see in the number of cubes needed to build each staircase.4. Use the pattern to find the number of cubes needed to build staircases that are 9 cubes and 10 cubes high without using the centimeter cubes. April Students will identify functions as linear or nonlinear. Students will identify functions as linear or nonlinear from tables or graphs(a1d1) Give students a function machine. Let students copy and complete using function rules. Describe any patterns they see. 2. Extend a geometric pattern. Describe the pattern using words. 3. Provide students with a variety of patterns with numbers. Have students determine the next terms in the pattern. 4. Discover, describe, and extend patterns using graphs. Then identify the function. Students will evaluate functions and apply functions rules. Students will represent and describe patterns with tables, graphs, pictures, symbolic rules or words(a1b2) Give students a function machine. Let students copy and complete using function rules. Describe any patterns they see. 2. Extend a geometric pattern. Describe the pattern using words. 3. Provide students with a variety of patterns with numbers. Have students determine the next terms in the pattern. 4. Discover, describe, and extend patterns using graphs. Then identify the function.

11 Students will identify constant and varying rates of change. Students will construct and analyze representations to compare situations with constant or varying rates of change(a4a3) Students will be given data pertaining to the ever changing gas prices. Students will graph the changes and describe the rates of change weekly, monthly, and quarterly. Students will describe the rates as constant or varying. Students will draw conclusions from a given sample. Students will use observations about differences between 2 samples to make conjectures about the populations from which the samples were taken(d3a3) Students will predict the outcomes of an event. Students will use a model (diagrams, list, sample space, or area model) to illustrate the possible outcomes of an event(d4a2) standardized tests, performance task 1. Provide data to be expressed in a Venn diagram. Record data. 2. Create a diagram to find the possible combinations from the given options. Show all possible combinations using a tree diagram. Students will distinguish between congruent and similar shapes. Students will identify congruent shapes(g1a1) standardized tests, performance task

12 Students will find the percent of a number. Students solve problems involving finding the percent of a number. (N1B2) Students will find the discounted prices of a sale item. Classroom questions, class presentations, constructed response questions, teacher observation, worksheets, standardized tests, performance task May Students will find the circumference of a circle. Students will find the radius, diameter and circumference of a circle(m2c2) Students will measure the radius of various circular objects and find their circumference. standardized tests, performance task Students will apply all operations to positive and negative integers. Students will add, subtract multiply positive and negative integers(n3c2) standardized tests, performance task

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and