Grade 6 Mathematics Curriculum Guide

Transcription

1 Grade Level/Course Title: Grade 6 Trimester 1 Academic Year: Grade Level Mathematics Focus: In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division, and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. Essential Questions for the chapter: 1. How can students develop understanding of the use of variables in mathematical expressions, write expressions that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems? 2. How can students understand that expressions in different forms can be equivalent, and use the properties of operations to rewrite expressions in equivalent forms? Chapter Standard Standard Description Content Lessons and Resources Chapter 1: 18 days. (Aug. Sept.) Numerical Expressions and Factors 6.NS.2 6.NS.4 6.EE.1 6.EE.2b Fluently divide multi-digit numbers using the standard algorithm Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express as 4 (9 + 2). Write and evaluate numerical expressions that involve whole-number exponents. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, 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. Prime number Prime factorization Composite number Mixed number Bubble method LCM GCF Decompose Recompose Common factors Powers and exponents Commutative property Order of operations Using parenthesis Finding factor pairs Using the Sieve of Eratosthenes Notes: This guide is for use with Big Ideas Math, Course 1. Each lesson/activity is meant to take one day unless indicated otherwise. The Performance Tasks (IMT) are recommended, but not required, and are not included in the total number of days for each chapter. CA Math Framework Grade 6 Warm-Up Template [GMR] 60-Second Sweep [GMR] What You Learned Before, pg. 1. Activity 1.1 Whole Number Operations. Lesson 1.1 Activity 1.2 Powers and Exponents. Lesson 1.2 Activity 1.3 Order of Operations Lesson 1.3 Study Help/Quiz: Sieve of Eratosthenes [GMR] Activity 1.4 Prime Factorization Lesson 1.4 Activity 1.5 Greatest Common Factor Lesson 1.5 Activity 1.6 Least Common Multiple Lesson 1.6 Extension: Adding and Subtracting Fractions Performance Task: Bake Sale [IMT] Chapter Review Chapter 1 Quiz/Test Page 1 of 16 MCC@WCCUSD 08/16/17

2 Grade Level/Course Title: Grade 6 Trimester 1 Academic Year: Essential Questions for the chapter: 1. How can students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense, and use these operations to solve problems? Chapter Standard Standard Description Content Lessons and Resources Chapter 2: (Sept. Oct.) 20 days Fractions and Decimals 6.NS.1 6.NS.3 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Product Quotient Divisor Use area models to multiply fractions Write reciprocals of numbers Use visual models to divide fractions and mixed numbers Use base-ten blocks to add and subtract decimals Use area models to multiply and divide decimals What You Learned Before, pg. 53 Activity 2.1 Multiplying Fractions Lesson 2.1 (2 days) Activity 2.2 Dividing Fractions Lesson 2.2 (2 days) Activity 2.3 Dividing Mixed Numbers Lesson 2.3 Study Help/Quiz Activity 2.4 Adding and Subtracting Decimals Lesson 2.4 Activity 2.5 Multiplying Decimals Lesson 2.5 (2 days) Activity 2.6 Dividing Decimals Lesson 2.6 (2 days) Performance Task: Reasoning About Division [IMT] Chapter 2 Review Chapter 2 Quiz/Test Page 2 of 16 MCC@WCCUSD 08/16/17

3 Grade Level/Course Title: Grade 6 Trimester 1 Academic Year: How can students develop understanding of the use of variables in mathematical expressions, write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems? 2. How can students understand that expressions in different forms can be equivalent, and use the properties of operations to rewrite expressions in equivalent forms? 3. How can students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations? Chapter Standard Standard Description Content Resources Chapter 3: (October) 13 days Algebraic Expressions and Properties 6.NS.4 6.EE.2a 6.EE.2b 6.EE.2c Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express as 4 (9 + 2). Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, 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. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. 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 = ½. Order of Operations Algebraic expressions Term Variable Coefficient Constant term Equivalent expressions Commutative properties Associative properties Identity property Zero properties Distributive property What You Learned Before, pg. 109 Activity 3.1 Algebraic Expressions Lesson 3.1 Activity 3.2 Writing Expressions Lesson 3.2 Study Help/Quiz Activity 3.3 Properties of Addition and Multiplication Lesson 3.3 Activity 3.4 Distributive Property Lesson 3.4 Extension: Factoring Expressions Performance Task: The Djinni s Offer [IMT] Chapter 3 Review Chapter 3 Quiz/Test District Assessment: SBAC Math Interim Assessment 10/23/17 10/27/17 Page 3 of 16 MCC@WCCUSD 08/16/17

4 Grade Level/Course Title: Grade 6 Trimester 1 Academic Year: How can students develop understanding of the use of variables in mathematical expressions, write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems? 2. How can students understand that expressions in different forms can be equivalent, and use the properties of operations to rewrite expressions in equivalent forms? 3. How can students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations? Chapter Standard Standard Description Content Resources Chapter 3: (October) 13 days Algebraic Expressions and Properties 6.EE.3 6.EE.4 6.EE.6 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Page 4 of 16 MCC@WCCUSD 08/16/17

5 Grade Level/Course Title: Grade 6 Trimester 2 Academic Year: How can students extend their understanding of length and area to derive formulas and apply them to solve for the area of triangles, special quadrilaterals, and parallelograms, while attending to precision in working with units? 2. How can students model real-world distances by drawing polygons on the coordinate plane? Chapter Standard Standard Description Content Resources Chapter 4: (November) 13 days Areas of Polygons 6.G.1 6.G.3 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Area of a parallelogram Area of triangle Area of trapezoid Area of composite figures Draw polygons in the coordinate plane Find distances in the coordinate plane What You Learned Before, pg. 151 Activity 4.1 Areas of Parallelograms Lesson 4.1 Activity 4.2 Areas of Triangles Lesson 4.2 Study Help/Quiz Activity 4.3 Areas of Trapezoids Lesson 4.3 Extension: Areas of Composite Figures Activity 4.4 Polygons in the Coordinate Plane Lesson 4.4 Performance Task: Area of Polygons [IMT] Chapter 4 Review Chapter 4 Quiz/Test Page 5 of 16 MCC@WCCUSD 08/16/17

6 Grade Level/Course Title: Grade 6 Trimester 2 Academic Year: How can modeling multiplication, division, and equivalent forms of one with tables and double number lines be used to solve ratio and rate problems? Chapter Standard Standard Description Content Lessons and Resources Chapter 5: (Nov. Jan.) 18 days Ratios and Rates 6.RP.1 6.RP.2 6.RP.3a 6.RP.3b Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. For ex., This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, use tables to compare ratios, and plot the pairs of values on the coordinate plane. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Understand ratio concepts Use ratios to describe the relationship between two quantities Use ratio tables to find equivalent ratios Understand rates and unit rates Write unit rates Compare ratios Compare unit rates Graph ordered pairs Write percents as fractions with denominators of 100 Write fractions as percents Find percents of numbers What You Learned Before, pg. 189 Activity 5.1 Ratios Lesson 5.1 Activity 5.2 Ratio Tables Lesson 5.2 Activity 5.3 Rates Lesson 5.3 Activity 5.4 Comparing and Graphing Ratios Lesson 5.4 Study Help/Quiz Activity 5.5 Percents Lesson 5.5 Activity 5.6 Solving Percent Problems Lesson 5.6 Activity 5.7 Converting Measures Lesson 5.7 Performance Task: Bag of Marbles [IMT] Chapter 5 Review Chapter 5 Quiz/Test Page 6 of 16 MCC@WCCUSD 08/16/17

7 Grade Level/Course Title: Grade 6 Trimester 2 Academic Year: How can students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers, and reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane? Unit (Time) Standard Standard Description Content Resources Chapter 5: (Nov. Jan.) 18 days Ratios and Rates 6.RP.3c 6.RP.3d Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Find the whole given the part and the percent Use rates to convert units of measurement Page 7 of 16 MCC@WCCUSD 08/16/17

8 Grade Level/Course Title: Grade 6 Trimester 2 Academic Year: How can students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers, and reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane? Chapter Standard Standard Description Content Lessons and Resources Chapter 6: Integers and the Coordinate Plane 15 days (January) 6.NS.5 6.NS.6a 6.NS.6b Understand that positive and negative numbers are used together to describe quantities 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 Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., ( 3) = 3, and that 0 is its own opposite Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Use integers to describe real-life situations Graph numbers and integers on the number line Use number lines to compare and order integers Use absolute value to compare integers Describe locations, plot points, and find distances between points on the coordinate plane Origin Quadrants Ordered pairs Explore reflections of points in the coordinate plane What you Learned Before, pg. 247 Activity 6.1 Integers Lesson 6.1 Activity 6.2 Comparing and Ordering Integers Lesson 6.2 Performance Task: Mile High [IMT] Activity 6.3 Fractions and Decimals on the Number Line Lesson 6.3 Performance Task: Fractions on the Number Line [IMT] Study Help/Quiz: Activity 6.4 Absolute Value Lesson 6.4 Activity 6.5 The Coordinate Plane Lesson 6.5 Extension: Reflecting Points in the Coordinate Plane Chapter 6 Review Chapter 6 Quiz/Test Page 8 of 16 MCC@WCCUSD 08/16/17

9 Grade Level/Course Title: Grade 6 Trimester 2 Academic Year: Grade Level Mathematics Focus: In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division, and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. 1. How can students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers, and reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane? Unit (Time) Standard Standard Description Content Resources Chapter 6: Integers and the Coordinate Plane 15 days (January) 6.NS.6c 6.NS.7a 6.NS.7b Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret 3 > 7 as a statement that 3 is located to the right of 7 on a number line oriented from left to right. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 3 C > 7 C to express the fact that 3 C is warmer than 7 C. 6.NS.7c 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. 6.NS.7d 6.NS.8 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. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Page 9 of 16 MCC@WCCUSD 08/16/17

10 Grade Level/Course Title: Grade 6 Trimester 2 Academic Year: How can students know that the solutions of an equation are the values of the variables that make the equation true? 2. How can students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations? Chapter Standard Standard Description Content Resources Chapter 7: (Jan.-.Feb) 18 days Equations and Inequalities 6.RP.3a 6.EE.5 6.EE.6 6.EE.7 Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, use tables to compare ratios, and plot the pairs of values on the coordinate plane. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Evaluating Expressions Writing Expressions Writing a Phrase as an Expression Analyze the difference between Expressions and Equations Rewriting a Word Problem Word Sentence to Equation Writing an Equation Use Addition and Subtraction to Solve Equations Use substitution to check answers Solving Equations using Multiplication and Division Using Equations to Model a Story Describe Variables Describing a Formula in Two Variables Identifying Solutions and Using an Equation in Two Variables Identify independent and dependent variables Writing and solving inequalities What You Learned Before, pg. 293 Activity 7.1 Writing Equations in One Variable Lesson 7.1 Activity 7.2 Solving Equations Using Addition or Subtraction Lesson 7.2 Activity 7.3 Solving Equations Using Multiplication or Division. Lesson 7.3 Activity 7.4 Writing Equations in Two Variables Lesson 7.4 Performance Task: Fruit Salad [IMT] Study Help/Quiz: Activity 7.5 Writing and Graphing Inequalities Lesson 7.5 Activity 7.6 Solving Inequalities Using Addition or Subtraction Lesson 7.6 (Continued below) Page 10 of 16 MCC@WCCUSD 08/16/17

11 Grade Level/Course Title: Grade 6 Trimester 3 Academic Year: Essential Question for this Chapter: 3. How can students abstractly and quantitatively reason that the solutions of an inequality are all the values of the variables that make the inequality true, and test different values to check their work? 4. How can students model real-world situations by using variables to write equations and solve problems? Unit (Time) Standard Standard Description Content Resources Chapter 7: (Jan.-.Feb) 18 days Equations and Inequalities 6.EE.8 6.EE.9 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of 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. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance. Activity 7.7 Solving Inequalities Using Multiplication or Division Lesson 7.7 Chapter 7 Review Chapter 7 Quiz/Test District Assessment: SBAC Math Interim Assessment 2/14/18 3/1/18 Page 11 of 16 MCC@WCCUSD 08/16/17

12 Grade Level/Course Title: Grade 6 Trimester 3 Academic Year: How can students extend their understanding of area to derive formulas and apply them to solve for the surface area and volume of pyramids and rectangular prisms? Unit (Time) Standard Standard Description Content Resources Chapter 8: 12 days (Feb. March) Surface Area and Volume 6.G.2 6.G.4 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply 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. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Draw 3-D figures Faces, edges, and vertices Polyhedrons Use nets to find the surface area of prisms and pyramids Find the volume of prisms with fractional edge lengths Find the volume of prisms by using formulas What You Learned Before, pg. 353 Activity 8.1 Three-Dimensional Figures Lesson 8.1 Activity 8.2 Surface Areas of Prisms Lesson 8.2 Study Help/Quiz: Activity 8.3 Surface Areas of Pyramids Lesson 8.3 Activity 8.4 Volumes of Rectangular Prisms Lesson 8.4 Chapter 8 Review Chapter 8 Quiz/Test Page 12 of 16 MCC@WCCUSD 08/16/17

13 Grade Level/Course Title: Grade 6 Trimester 3 Academic Year: How can students build on and reinforce their understanding of number, to begin to develop their ability to think statistically? 2. How can students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values, including that the median measures center in the sense that it is roughly the middle value, and the mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point? Chapter Standard Standard Description Content Resources Chapter 9: 14 days (March April) Statistical Measures 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5a Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, How old am I? is not a statistical question, but How old are the students in my school? is a statistical question because one anticipates variability in students ages. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Summarize numerical data sets in relation to their context, such as: Reporting the number of observations. Recognize statistical questions Use dot plots to display numerical data Find, compare and interpret the mean Understand measures of center and measures of variability Find the median, mode, and range Find the interquartile range Outliers Find the mean absolute deviation What You Learned Before, pg. 389 Activity 9.1 Introduction to Statistics Lesson 9.1 Activity 9.2 Mean Lesson 9.2 Activity 9.3 Measures of Center Lesson 9.3 Study Help/Quiz: Activity 9.4 Measures of Variation Lesson 9.4 Performance Task: Is It Center or Variability? [IMT] Activity 9.5 Mean Absolute Deviation Lesson 9.5 Chapter 9 Review Chapter 9 Quiz/Test Page 13 of 16 MCC@WCCUSD 08/16/17

14 Grade Level/Course Title: Grade 6 Trimester 3 Academic Year: How can students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability? 2. How can students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected? Unit (Time) Standard Standard Description Content Resources Chapter 9: 14 days (March - April) Statistical Measures 6.SP.5b 6.SP.5c Summarize numerical data sets in relation to their context, such as describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Giving quantitative measures of center (median and/or mean) and variability (Interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations. Page 14 of 16 MCC@WCCUSD 08/16/17

15 Grade Level/Course Title: Grade 6 Trimester 3 Academic Year: How can students build on and reinforce their understanding of number, to begin to develop their ability to think statistically? 2. How can students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values, including that the median measures center in the sense that it is roughly the middle value, and the mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point? 3. How can students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability? 4. How can students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected? Chapter Standard Standard Description Content Resources Chapter 10: 13 days (April - May) Data Displays 6.SP.2 6.SP.4 6.SP.5c 6.SP.5d Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Giving quantitative measures of center (median and/or mean) and variability (Interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations. Summarize numerical data sets in relation to their context, such as relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered Make and interpret stemand-leaf plots Interquartile range Dot plots Box plots Histograms Box and Whiskers Outliers Distribution What You Learned Before, pg. 433 Activity 10.1 Stem-and-Leaf Plots Lesson 10.1 Activity 10.2 Histograms Lesson 10.2 Study Help/Quiz: Activity 10.3 Shapes of Distributions Lesson 10.3 Extension: Choosing Appropriate Measures Activity 10.4 Box-and-Whisker Plots Lesson 10.4 Chapter 10 Review Chapter 10 Quiz/Test Page 15 of 16 MCC@WCCUSD 08/16/17

16 Grade Level/Course Title: Grade 6 Trimester 3 Academic Year: Essential Questions for this Unit: How can 6 th grade teachers ensure that students are prepared to be successful in the 7 th grade math classroom? Chapter Standard Standard Description Content Resources Getting Ready for 7 th Grade Math: 10 days (May - June) District Assessment: SBAC Math Interim Assessment 5/21/18 6/1/18 Notes on Total Number of Days: This curriculum guide covers lessons and activities for 167 days. This gives teachers 13 days throughout the year to use as needed to enhance the math curriculum with other resources. The 167 days includes 10 days to prepare for 7 th grade math. The curriculum for these 10 days has not yet been established. The Big Ideas curriculum covers 85% of the standards in the first 100 days. Page 16 of 16 MCC@WCCUSD 08/16/17