MS Math GRADE: 6. Credits:
|
|
- Veronica O’Neal’
- 6 years ago
- Views:
Transcription
1 MS Math GRADE: 6 Credits: ABSTRACT Mathematics at the sixth grade level provides the opportunity for students to apply the rules, properties, and theorems of mathematics to real-world applications. Student knowledge of the number system extends to the use of positive exponents for representing very large numbers. Graphing includes coordinate points in all quadrants of the Cartesian plane. Students (a) apply geometric formulas and properties, (b) convert among operations, fractions, decimals, and percent, (c) examine probabilities of events, and (d) use iterative formulas. The algebraic techniques of solving equations and determining rules from collected or represented data assist students in the development of communicating and predicting trends and events.
2 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days ESTABLISHED GOALS: (NJ CCCS and/or CCS) ENDURING UNDERSTANDINGS: (Students will Understand that...) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? The Number System The Number System 6.NS.2, 6.NS.3 6.NS.1, 6.NS.4 Expressions and Equations Technology 6.EE.1, 6.EE.2b 8.1, 8.2 Technology 21 st Life & Careers 8.1, , 9.2, 9.3, st Life & Careers 9.1, 9.2, 9.3, 9.4 Students will estimate the product Students will estimate products of and quotient of decimals and judge fractions using compatible the reasonableness of the results. numbers and rounding. Students will estimate and find the Students will multiply fractions product and quotient of decimals and whole numbers, fractions and and whole numbers. fractions, and fractions and mixed Students will multiply and divide numbers. 2 Ratios and Proportional Relationships 6.RP.1, 6.RP.2, 6.RP.3, 6.RP.3a, 6.RP.3d Technology 8.1, st Life & Careers 9.1, 9.2, 9.3, 9.4 Students will express ratios and rates in fraction form. Students will determine unit rates. Students will use ratio tables to represent and solve problems involving equivalent ratios. Student will use technology to
3 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days decimals by decimals. Student will represent numbers using exponents. Students will multiply decimals mentally by powers by ten. Students will divide decimals mentally by powers of ten. Students will determine reasonable answers to solve problems. Students will solve problems by drawing a diagram. Students will divide whole numbers by fractions, fractions by fractions, and fractions and mixed numbers. compare output/input ratios for functions. Students will determine if two ratios are equivalent. Students will solve problems using ratios and rates. ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) What kind of result do you expect when you multiply or divide a whole number by a decimal? How is multiplying a decimals by a decimal different than multiplying a decimal by a whole number? How is it smaller? How is dividing decimals similar to and different from dividing whole numbers? How is the placement of the decimal point determined when multiplying and dividing by powers of ten? 3 What is the result when you multiply or divide a number by a fraction? How can rounding help you determine if the product of a whole numbers and a fraction is reasonable? How is multiplying two fractions similar to and different from adding two fractions? How is multiplying two fractions similar to and different from multiplying two whole numbers? How is dividing two fractions similar to and different from dividing two whole numbers? How are ratios, rate, and equivalent ratios used in the real world? How are fractions, ratios, and rates related? How are ratio tables like other tables? How are they different? Describe a real-world situation when it would be helpful to find an equivalent rate.
4 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc. PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?) Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 4
5 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days structure. 8. Look for and express regularity in repeated reasoning. structure. 8. Look for and express regularity in repeated reasoning. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) Rubrics Tests/Quizzes Homework Supplemental materials Rubrics Tests/Quizzes Homework Supplemental materials Rubrics Tests/Quizzes Homework Supplemental materials RESOURCES: Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 5 Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6
6 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems My.hrw.com Renaissance(hosted.363.renlearn.c om/15027) IXL.com NJASK preparation problems STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Use graphic organizers for vocabulary development. Respond to open-ended responses, conclusions, and analysis of exploratory activities in writing. 6 Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Use graphic organizers for vocabulary development. Respond to open-ended responses, conclusions, and analysis of exploratory activities in writing. Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Use graphic organizers for vocabulary development. Respond to open-ended responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for
7 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Utilize graphic organizers for comprehension. With exponents, discuss the distance from the sun to each planet. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments LEP plan Use a translation dictionary or Utilize graphic organizers for comprehension. Explore the career of a pastry chef. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments LEP plan Use a translation dictionary or software comprehension. Explore the career of a cosmetics chemist. Special Education: Modify/reduce assignments and tests Provide modifications and IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments LEP plan Use a translation dictionary or software Provide text-to-speech for math problems 7
8 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are 8 Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems)
9 Multiply and Divide Decimals 14 Days Multiply and Divide Fractions 12 Days Ratios and Rates 20 Days used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. Learning environment should be modified: student-centered learning, independence, complexity, groups varied. *WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. 9
10 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days ESTABLISHED GOALS: (NJ CCCS and/or CCS) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? Ratios and Proportional Expressions and Equations Relationships 6.EE.1, 6.EE.2a, 6.EE.2c, 6.EE.3 6.RP.3c, 6.RP.3 The Number System Technology 6.NS.6 8.1, 8.2 Technology 21 st Life & Careers 8.1, , 9.2, 9.3, st Life & Careers 9.1, 9.2, 9.3, 9.4 Expressions and Equations 6.Ee.5, 6.EE.7, 6.EE.8, 6.EE.9 The Number System 6.NS.6, 6.NS.7, 6.NS.6 Expressions and Equations 6.EE.2b Technology 8.1, st Life & Careers 9.1, 9.2, 9.3, 9.4 ENDURING UNDERSTANDINGS: (Students will Understand that...) Students will write decimals as fractions or mixed numbers in simplest form. Students will write fractions as decimals. Students will write percents as fractions. Students will write fractions as percents. Students will express percents as decimals and decimals as Students will find the value of expressions using the order of operations. Students will evaluate algebraic expressions. Students will write verbal phrases as simple algebraic expressions. Students will solve problems by acting them out. Students will explore the distributive property and other Students will solve equations by using mental math, and the guess, check, and revise strategy. Students will solve problems by working backward. Students will solve and write addition, subtractions, multiplication, and division equations. 10
11 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) percents. Students will write percents greater than 100% and percents less than 1% as fractions and as decimals, and vice versa. Students will compare and order fractions. Students compare and order fractions, decimals, and percents. Students will estimate the percent of a number. Students will find the percent of a number using fractions and decimals. Student will solve problems by solving a simpler problem. How can the relationship between fractions, decimals, and percents be used to solve mathematical and real-world problems? How are fractions and decimals similar? How are they different? How are percents related to fractions and decimals? Describe a real-world situation in which it is useful to compare 11 mathematical properties. What are mathematical expressions and how are they used to solve problems? Why is it important to have a set of rules, such as the order of operations, for simplifying or evaluating expressions? How do properties and number patterns assist in simplifying expressions? What do you need to know in order to write and solve algebraic equations? How is solving equations similar to simplifying expressions? How is it different? Why is it necessary to multiply or divide by the same number on both sides of the equal sign when solving a multiplication or division
12 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days fractions, decimals, and percents. How can fraction equivalents be helpful in estimating percents? equation? STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] PERFORMANCE TASKS: Mathematical Practices Mathematical Practices Mathematical Practices (Through what authentic performance 1. Make sense of problems and 1. Make sense of problems and 1. Make sense of problems and tasks will students demonstrate the persevere in solving them. persevere in solving them. persevere in solving them. desired understandings?) 2. Reason abstractly and 2. Reason abstractly and 2. Reason abstractly and quantitatively. quantitatively. quantitatively. (By what criteria will performances of 3. Construct viable arguments 3. Construct viable arguments 3. Construct viable arguments understanding be judged?) and critique the reasoning of and critique the reasoning of and critique the reasoning of others. others. others. 4. Model with mathematics. 4. Model with mathematics. 4. Model with mathematics. 5. Use appropriate tools 5. Use appropriate tools 5. Use appropriate tools strategically. strategically. strategically. 6. Attend to precision. 6. Attend to precision. 6. Attend to precision. 7. Look for and make use of 7. Look for and make use of 7. Look for and make use of 12
13 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days structure. 8. Look for and express regularity in repeated reasoning. structure. 8. Look for and express regularity in repeated reasoning. structure. 8. Look for and express regularity in repeated reasoning. OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) Rubrics Tests/Quizzes Homework Supplemental materials Rubrics Tests/Quizzes Homework Supplemental materials Rubrics Tests/Quizzes Homework Supplemental materials RESOURCES: Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 13 Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6
14 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems IXL.com My.hrw.com Renaissance(hosted.363.renlearn.c om/15027) NJASK preparation problems STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Warm-up activities Exploratory activities Student participation Formative and/or summative assessments CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st Use graphic organizers for vocabulary development. Respond to open-ended Use graphic organizers for vocabulary development. Respond to open-ended Use graphic organizers for vocabulary development. Respond to open-ended responses, 14
15 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as a special effects animator. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments 15 responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as a water slide engineer. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as a sound engineer. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments
16 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days LEP plan Use a translation dictionary or software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday 16 LEP plan Use a translation dictionary or software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday LEP plan Use a translation dictionary or software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are
17 Fractions, Decimals, and Percents 10 Days Algebraic Expressions 20 Days Equations 26 Days life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. Numbers Perimeter, Area, and Volume 26 Days 17 Days 17
18 Numbers 26 Days Perimeter, Area, and Volume 17 Days ESTABLISHED GOALS: (NJ CCCS and/or CCS) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? The Number System Geometry 6.NS.4, 6.NS.5, 6.NS.6, 6.NS.6c, 6.G.1, 6.G.3, 6.NS.8 6.NS.7a, 6.NS.7b, 6.NS.7c Technology Technology 8.1, , st Life & Careers 21 st Life & Careers 9.1, 9.2, 9.3, , 9.2, 9.3, 9.4 ENDURING UNDERSTANDINGS: (Students will Understand that...) Students will use ordered pairs to graph relations. Students will complete function tables and find function rules. Students will extend and describe arithmetic sequences using algebraic expressions. Students will solve inequalities by using mental math and the guess, check, and revise strategy. Students will read and write integers and find the absolute value of an integer. Students will locate and graph ordered pairs on a coordinate 18 Students will find the areas and missing dimensions of parallelograms and triangles. Students will find the areas of trapezoids. Students will estimate and find the circumference of circles. Students will find the area of circles. Students will find the perimeter of a composite figure. Students will find the areas of composite figures. Students will solve problems by making a model.
19 plane. Numbers 26 Days Perimeter, Area, and Volume 17 Days Students will find the volume of rectangular prisms. Students will find the surface areas of rectangular prisms. ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) How do we use functions, inequalities, and integers to describe situations and solve problems? How are function tables related to the coordinate plane? How is solving an inequality similar to solving an equation? How is it different? What is the significance of absolute value? Compare and contrast perimeter, area, and volume. How is the area of a triangle related to the area of a parallelogram? Describe the relationship between a circle s radius, diameter, circumference, and area. How is finding the area of a composite figure similar to the problem-solving strategy of solving a simpler problem? Compare and contrast the volume and surface area of a rectangular prism. STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] 19
20 PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?) Numbers 26 Days Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Perimeter, Area, and Volume 17 Days Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their Rubrics Tests/Quizzes Homework Supplemental materials 20 Rubrics Tests/Quizzes Homework Supplemental materials
21 learning?) RESOURCES: Numbers 26 Days Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems Perimeter, Area, and Volume 17 Days Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements. 21
22 SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) Numbers 26 Days Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Perimeter, Area, and Volume 17 Days Warm-up activities Exploratory activities Student participation Formative and/or summative assessments CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) Use graphic organizers for vocabulary development. Respond to open-ended responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as a meteorologist. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians 22 Use graphic organizers for vocabulary development. Respond to open-ended responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as a landscape architect. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians
23 Numbers 26 Days ELL: Use Go Math Spanish Resources for assessments and assignments LEP plan Use a translation dictionary or software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice 23 Perimeter, Area, and Volume 17 Days ELL: Use Go Math Spanish Resources for assessments and assignments LEP plan Use a translation dictionary or software Provide text-to-speech for math problems. *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and Use online textbook for additional practice
24 Numbers 26 Days Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. Perimeter, Area, and Volume 17 Days Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. UNIT: Volume and Surface Area 9 Days Analyze Data and Graphs 15 Days 24
25 Volume and Surface Area 9 Days Analyze Data and Graphs 15 Days ESTABLISHED GOALS: (NJ CCCS and/or CCS) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? Geometry Statistics and Probability 6.G.2, 6.G.4 6.SP.4, 6.SP.5c, 6.SP.5 Technology Technology 8.1, , st Life & Careers 21 st Life & Careers 9.1, 9.2, 9.3, , 9.2, 9.3, 9.4 ENDURING UNDERSTANDINGS: (Students will Understand that...) Students will find the volume of prisms. Students will find the volume of pyramids. Students will find the volume of cylinders and cones. Students will solve problems by drawing a diagram. 25 Students will find the mean, median, mode, and range of a data set. Students will interpret the median, mode, and range of a set of data. Students make and interpret frequency tables and stem-andleaf-plots. Students will collect, organize, analyze, and display data to solve problems with histograms, and use these data displays to show frequency distribution. Students will construct and
26 ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) Volume and Surface Area 9 Days Why is it important to know how to find the volume and surface area of three-dimensional figures? How is the volume of a triangular prism related to the volume of a rectangular prism? How is the volume of a cylinder related to the volume of a cone? Compare and contrast the surface area and volume of a cylinder. Analyze Data and Graphs 15 Days analyze circle graphs. Students will select an appropriate display for a set of data. Students will recognize when statistics and graphs are misleading. Students will use logical reasoning to solve a problem. How can we use data to become more informed about the world around us? How are measures of central tendency helpful in describing a data set? How are tables helpful in solving problems? How can circle graphs be used to analyze data? How can misleading statistics affect actual data? STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, 26
27 Volume and Surface Area 9 Days Analyze Data and Graphs 15 Days PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?) observations, etc.] Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 9. Students will find the volume of prisms, pyramids, cylinders, and cones. 27 Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Students will find and interpret the mean, median, mode, and range. 11. Students will collect, organize, analyze, and display data in an
28 OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) RESOURCES: Volume and Surface Area 9 Days Rubrics Tests/Quizzes Homework Supplemental materials Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6 28 Analyze Data and Graphs 15 Days appropriate graph. 12. Students will construct and analyze circle graphs. 13. Students will identify misleading graphs. Rubrics Tests/Quizzes Homework Supplemental materials Graphic Organizers Manipulatives Leveled worksheets ipads Go Math Differentiated Instruction Middle School Grade 6 workbook Go Math Assessment Resources Middle School Grade 6
29 Volume and Surface Area 9 Days IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems Analyze Data and Graphs 15 Days IXL.com My.hrw.com Renaissance(hosted.363.renlearn. com/15027) NJASK preparation problems STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) Warm-up activities Exploratory activities Student participation Formative and/or summative assessments Warm-up activities Exploratory activities Student participation Formative and/or summative assessments CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st Use graphic organizers for vocabulary development. Respond to open-ended 29 Use graphic organizers for vocabulary development. Respond to open-ended
30 century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) Volume and Surface Area 9 Days responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as an interior designer. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments 30 Analyze Data and Graphs 15 Days responses, conclusions, and analysis of exploratory activities in writing. Utilize graphic organizers for comprehension. Explore the career as a marine biologist. Special Education: Modify/reduce assignments and tests IEP Open communication with parents/guardians ELL: Use Go Math Spanish Resources for assessments and assignments
31 Volume and Surface Area 9 Days LEP plan Use a translation dictionary or software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday 31 Analyze Data and Graphs 15 Days LEP plan Use a translation dictionary or software Provide text-to-speech for math problems *ELL Students- Instruction will be based on language proficiency. At-Risk Students: Use online textbook for additional practice Gifted Students Process should be modified: higher order thinking skills, open-ended thinking, discovery. Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday
32 Volume and Surface Area 9 Days life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. Analyze Data and Graphs 15 Days life situations in which whole number, decimal, and fraction operations are used). Products should be modified (evaluations, audiences, real-world problems) Learning environment should be modified: student-centered learning, independence, complexity, groups varied. 32
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
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.
Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationMath 121 Fundamentals of Mathematics I
I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationFocus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.
Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies
More informationCommon Core Standards Alignment Chart Grade 5
Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4
More informationSAT MATH PREP:
SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationFlorida Mathematics Standards for Geometry Honors (CPalms # )
A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationUnit 3 Ratios and Rates Math 6
Number of Days: 20 11/27/17 12/22/17 Unit Goals Stage 1 Unit Description: Students study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular,
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationMathematics. Mathematics
Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program
Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationGUIDE TO THE CUNY ASSESSMENT TESTS
GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationHelping Your Children Learn in the Middle School Years MATH
Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationMath-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade
Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationProblem of the Month: Movin n Groovin
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationWritten by Wendy Osterman
Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project
More informationCurriculum Guide 7 th Grade
Curriculum Guide 7 th Grade Kesling Middle School LaPorte Community School Corporation Mr. G. William Wilmsen, Principal Telephone (219) 362-7507 Mr. Mark Fridenmaker, Assistant Principal Fax (219) 324-5712
More informationMathematics Assessment Plan
Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,
More informationBENCHMARK MA.8.A.6.1. Reporting Category
Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.
MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationTechnical Manual Supplement
VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationBroward County Public Schools G rade 6 FSA Warm-Ups
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationIMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA
IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER Adrian Stevens November 2011 VEMA Conference, Richmond, VA Primary Points Math can be fun Language Arts role in mathematics Fiction and nonfiction
More informationExemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple
Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationPre-AP Geometry Course Syllabus Page 1
Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationSTA 225: Introductory Statistics (CT)
Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic
More informationMath 150 Syllabus Course title and number MATH 150 Term Fall 2017 Class time and location INSTRUCTOR INFORMATION Name Erin K. Fry Phone number Department of Mathematics: 845-3261 e-mail address erinfry@tamu.edu
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationOFFICE SUPPORT SPECIALIST Technical Diploma
OFFICE SUPPORT SPECIALIST Technical Diploma Program Code: 31-106-8 our graduates INDEMAND 2017/2018 mstc.edu administrative professional career pathway OFFICE SUPPORT SPECIALIST CUSTOMER RELATIONSHIP PROFESSIONAL
More informationJulia Smith. Effective Classroom Approaches to.
Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationBig Ideas Math Grade 6 Answer Key
Big Ideas Math Grade 6 Answer Key Free PDF ebook Download: Big Ideas Math Grade 6 Answer Key Download or Read Online ebook big ideas math grade 6 answer key in PDF Format From The Best User Guide Database
More informationFairfield Methodist School (Secondary) Topics for End of Year Examination Term
End of Year examination papers will cover all the topics taught in Sec 2 for each subject unless otherwise stated below. Oral Exam for Languages will be conducted by teachers outside of the EOY exam period.
More informationAre You Ready? Simplify Fractions
SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,
More informationFoothill College Summer 2016
Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:
More information2nd Grade Media. Goal #1: Inquiry EO #1 - UBD
Goal #1: Inquiry 2nd Grade Media EO #1 - UBD Stage 1 Desired Results EO: #1 Students will use information skills, resources, and technologies to inquire, think critically, and gain knowledge. Understandings:
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationKeystone Algebra 1 Open Ended Practice
Keystone Algebra 1 Open Ended Practice Free PDF ebook Download: Keystone Algebra 1 Practice Download or Read Online ebook keystone algebra 1 open ended practice in PDF Format From The Best User Guide Database
More informationAlgebra 1 Summer Packet
Algebra 1 Summer Packet Name: Solve each problem and place the answer on the line to the left of the problem. Adding Integers A. Steps if both numbers are positive. Example: 3 + 4 Step 1: Add the two numbers.
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationLesson M4. page 1 of 2
Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationPre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationSeventh Grade Course Catalog
2017-2018 Seventh Grade Course Catalog Any information parents want to give the school which would be helpful for the student s educational placement needs to be addressed to the grade level counselor.
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationInstructor: Matthew Wickes Kilgore Office: ES 310
MATH 1314 College Algebra Syllabus Instructor: Matthew Wickes Kilgore Office: ES 310 Longview Office: LN 205C Email: mwickes@kilgore.edu Phone: 903 988-7455 Prerequistes: Placement test score on TSI or
More informationMathematics Session 1
Mathematics Session 1 Question 9 is an open-response question. BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION. Write your answer to question 9 in the space provided in your Student Answer Booklet.
More informationSyllabus ENGR 190 Introductory Calculus (QR)
Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.
More informationMath 098 Intermediate Algebra Spring 2018
Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the
More informationHOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION
HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during
More informationAP Calculus AB. Nevada Academic Standards that are assessable at the local level only.
Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationSt Math Teacher Login
St Math Login Free PDF ebook Download: St Math Login Download or Read Online ebook st math teacher login in PDF Format From The Best User Guide Database Ace Arms. Login Instructions. : karlahill6. Student:
More informationSouth Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents
More information1.11 I Know What Do You Know?
50 SECONDARY MATH 1 // MODULE 1 1.11 I Know What Do You Know? A Practice Understanding Task CC BY Jim Larrison https://flic.kr/p/9mp2c9 In each of the problems below I share some of the information that
More informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationPRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures
PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationAfm Math Review Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database
Afm Math Free PDF ebook Download: Afm Math Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database C++ for Game Programming with DirectX9.0c and Raknet. Lesson 1.
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationPrimary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
More informationRequirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5)
Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Core Curriculum Requirements: 60 hours Minimum Academic Good Standing Grade Point Average:.75 Upper
More informationLA1 - High School English Language Development 1 Curriculum Essentials Document
LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationKeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN
Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.
More information