Course: 6 th grade Bundle 1: Rational Numbers 15 days Math and the Coordinate Plane Numerical data in the form of rational numbers can be graphed on a number line and/or on a coordinate plane. Part-whole relationships can be expressed in equivalent fraction, and decimal forms. Number sense can be developed by being able to recognize equivalent values in different forms. Relationships between quantities can be expressed many ways The value of a fraction or decimal is dependent upon the size of the whole. Benchmark fractions/decimals provide opportunities to estimate size, determine value, and compare and order. How can equivalent forms of a fractional value be generated? How do you decide which form of a rational number is best to use in a situation? How is graphing an ordered pair of rational numbers similar or different than graphing an ordered pair of whole numbers? How does the size of the unit on the scale of a graph help to determine placement of data points? Describe the ways in which you can express values greater than 1 whole. How does decimal place value (tenths, hundredths, etc ) connect to equivalent fractions? What is the relationship between fractions, and decimals? How can you choose an appropriate method to make comparisons? How can benchmarks be used to compare values of given fractions? Vocabulary: integer, ordered pair, origin, x-axis, x-coordinate, y-axis, y-coordinate, positive number, negative number, equivalent, mixed number, improper faction, unit fraction, percent, decimal, Venn diagram, rational number, non-negative, integer, opposite, absolute value, coordinate plane, ascending, descending, repeating decimal, terminating decimal, nonterminating decimal
6.2A classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers 6.2B identify a number, its opposite, and its absolute value 6.2C locate, compare, and order integers and rational numbers using a number line 6.2D order a set of rational numbers arising from mathematical and realworld contexts 6.4F represent benchmark fractions and percent s such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers 6.4G generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money 6.5C use equivalent fractions, decimals, and percent s to show equal parts of the same whole 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas ELPS: 2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions ELPS: 5B write using newly acquired basic vocabulary and content-based grade-level vocabulary TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Focus: 2C, 2D Including but not limited to: positive and negative of 1. whole numbers, 2. fractions (like & unlike denominators-unit fraction, proper fraction, improper fraction, & mixed number), 3. decimals Arrange numbers from least to greatest and greatest to least Practice arranging and locating on a number line Use a variety of forms in real world applications Compare numbers using symbols such as <, >, etc. Focus: 4F, 4G, 5C (NOT percents, see Bundle 5) Convert between equivalent forms of: fractions, and decimals Including but not limited to: positive and negative of 1. fractions (mixed numbers, proper and improper fractions), 2. decimals (repeating, terminating, nonterminating Use a variety of forms in real world applications including money Show equal parts of a whole with equivalent fractions and decimals
6.11A graph points in all four quadrants using ordered pairs of rational numbers Focus: 11A Use all four quadrants Use a variety of grids using different incremental units Use a ordered pairs with: positive and negative whole numbers, decimals, and fractions Create and label interval scale on axis
Course: 6 th grade Math Bundle 2: Multiply & Divide Rational Numbers 10 days Multiplication does not always make a larger quantity. Division does not always make a smaller quantity. What role does renaming fractions play in multiplying and dividing? Justify these changes. Does multiplication always result in a product larger than either factor? Explain Does division always result in a quotient smaller than the dividend and divisor? Explain Do fractional pieces have to be the same size to multiply and divide fractions like when you add and subtract fractions? Why or why not? Vocabulary: reciprocal, divisor, dividend, quotient, product, factor 6.2E extend representations for division to include fraction notation such as a / b represents the same number as a b where b 0 6.3A recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values 6.3B determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one 6.3E multiply and divide positive rational numbers fluently 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems Dana Center Clarifying Activities Focus: 2E Write division problems with multiple representations: a/b, a b Focus: 3A, 3B, 3E Discuss whether a quantity is increasing or decreasing after being multiplied by a fraction Multiply and divide positive fractions using: 1. Using like and unlike denominators 2. Using mixed numbers, proper, and improper Discuss relationship between dividing and multiplying by the reciprocal Multiply and divide positive decimals: 1. With 2 digit divisors and 3 digit dividends 2. With 2 digits times 3 digits Relate to real-world applications
Course: 6 th grade Math Bundle 3: Integer Operations 9 days Represent integer operations with concrete models. Connect integer operations to algorithms. How can you decide if the sum of two numbers is positive, negative or zero without actually calculating the sum or difference? How would you decide whether the product of three numbers is positive or negative? How would you determine the formula from which a given sequence of numbers is built? Vocabulary: operation, sum, difference, product, quotient, equivalent, rational numbers, integer, positive, negative, opposites, models, zero pair 6.3C represent integer operations with concrete models and connect the actions with the models to standardized algorithms 6.3D add, subtract, multiply, and divide integers fluently 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems TEKSing Toward STAAR Dana Center Clarifying Activities Model with counters Model with number lines Focus: 3C Model with concrete models such as color tiles, to color tiles, pictures, number lines (vertical & horizontal), and thermometers Use a variety of real life applications: altitude, temperature, profits/loss, deposits/withdraws
Course: 6 th grade Math Bundle 4: Ratios, Rates, and Proportions 11 days Various forms of ratios can describe part to part and part to whole relationships. Differentiate between ratios that compare like units and those that compare unlike units. Understanding that ratios are multiplicative comparisons and rates compare by division. In an algebraic relationship one quantity changes in relation to another and can be described using words, symbols, numbers, and tables. Describe a situation in which ratios describe quantities with the same attributes. Describe a situation in which rates describe quantities with different attributes. Describe how ratios can be used to make predictions. Given any metric or customary unit conversion, generate a table of values. Vocabulary: proportion, ratio, predict, prediction, constant, rate, unit, unit rate, scale factor, customary units, metric units 6.4C give examples of ratios as multiplicative comparisons of two quantities describing the same attribute 6.4D give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients 6.4E represent ratios and percents with concrete models, fractions, and decimals 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas 6.1F analyze mathematical relationships to connect and communicate mathematical ideas TEKSing Towards STAAR Closing the Distance Do NOT teach the butterfly method Focus: 4C Use ratios as multiplicative comparisons describing the same units. Use ratios that may or may not be in lowest terms. Express ratios as part to part and part to whole Represent ratios in a table, equation, or verbal description Focus: 4D Use rates as division comparisons of two different units. Focus: 4E Model ratios with concrete models, fractions, and decimals Use models of length and handson measurements to express ratios using metric and customary
units. Use pictures and models to express ratios Represent ratios as proper or improper fractions, decimals, and percents. 6.4B apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates 6.5A represent mathematical and realworld problems involving ratios and rates using scale factors, tables, graphs, and proportions Focus: 4B Qualitative reasoning is Which is better? Quantitative reasoning is Which is more/less? Use ratios and rates to compare and predict which is better or which is more/less. Use data in a table or make a table with given data Focus: 5A Use a variety of real-world applications including scale factors, tables, graphs, and proportions 6.4H convert units within a measurement system, including the use of proportions and unit rates Focus: 4H Apply the understanding of proportions and unit rates to measurement conversions
Course: 6 th grade Math Bundle 5: Percent & Proportion 15 days Part-whole relationships can be expressed in equivalent fraction, decimal, proportion and percent forms. Percents are used in the real-world to describe part of a whole. How can fractional benchmarks be used to determine the approximate value of a percent? What is the relationship between percents, fractions, and decimals? How can you choose an appropriate method to make comparisons among quantities using ratios, percents, fractions, rates or decimals? Why are percents used in store sales rather than fractions or decimals? What methods can you use to estimate a 20% tip using mental math? Vocabulary: percent, percent symbol (%), proportion, benchmark, sales tax, commission, simple interest, discount 6.4E represent ratios and percents with concrete models, fractions, and decimals 6.4F represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers 6.4G generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money 6.5C use equivalent fractions, decimals, and percents to show equal parts of the same whole 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Manipulatives to model Focus: 4E, 4F, 4G, 5C Model percents with concrete models, fractions, and decimals using 10 by 10 grids, number lines, and strip diagrams Represent percents as proper or improper fractions, and decimals Convert between equivalent forms of: percents, fractions, and decimals Use a variety of forms in real world applications including money Show equal parts of a whole with equivalent percents
6.5B solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, to find the percent given the part and the whole, including the use of concrete and pictorial models Focus: 5B Find the part given the whole and percent Solve for percent of change Find the whole given the part and percent Find the percent given the part and whole Solve real-world problems such as sales tax, commission, interest Use concrete or pictorial models to solve problems
Course: 6 th grade Math Bundle 6: Multiple Representations 10 days Describe the difference between independent and dependent quantities from tables and graphs. In an algebraic relationship one quantity changes in relation to another and can be described using words, symbols, numbers, tables, and graphs. Given a rule, generate a table for five corresponding input and output values, and vice versa. Describe the difference between independent and dependent quantities. Vocabulary: independent, dependent, tables, graphs, equation, variable 6.6A identify independent and dependent quantities from tables and graphs 6.6B write an equation that represents the relationship between independent and dependent quantities from a table 6.6C represent a given situation using verbal descriptions, tables, graphs, and equations in the form y=kx or y=x+b 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas 6.1F analyze mathematical relationships to connect and communicate mathematical ideas TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Focus: 6A, 6B, 6C Discuss the relationship between independent and dependent quantities from tables and graphs Write an equation with independent and dependent quantities Represent a situation in different forms: words, tables, graphs, and equations Specific types of equations: y = kx and y = x + b 6.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Course: 6 th grade Math Bundle 7: Algebraic Expressions 18 days The result of a series of operations is impacted by the order in which the operations are performed. There is a conventional order of operations that produces a standard outcome for a given expression. Number sense can be strengthened through the study of mathematical properties. How is a n different from a n? What is an example of an expression where the use of parentheses changes the result of a computation? Why do we need a conventional order of operations? Vocabulary: inverse property, identity property, commutative property, associative property, distributive property, expression, equation, order of operations, exponents, prime factorization, factor, prime 6.7A generate equivalent expressions using the order of operations, including whole number exponents, and prime factorization 6.7D generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate ELPS: 3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Manipulatives to model Focus: 7A, 7D Use multiple symbols for all operations Use multiple symbols for grouping symbols Use whole numbers, fractions, and decimals Use order operations including exponents to generate equivalent expressions Apply the following properties to generate equivalent expressions: o Inverse o Identity o Commutative o Associative o Distributive
Course: 6 th grade Math Bundle 8: Equations & Inequalities 12 days Solving an equation or inequality means finding the value(s) of the variable that makes the number sentence mathematically true. The difference between equations and inequality number sentences. What is a process you could use to determine the value of the variable in the model of an equation? Is the process used to determine the value of a variable different for an inequality versus and equation? Given a solution, how can the solution be proven to true for a given equation? Vocabulary: one-variable equation, one-step equation, equation, inequality, greater than (>), less than (<), equal to 6.9A write one-variable, one-step equations and inequalities to represent constraints or conditions within problems 6.9B represent solutions for one-variable, one-step equations and inequalities on number lines 6.9C write corresponding real-world problems given one-variable, one-step equations or inequalities 6.10A model and solve one-variable, one-step equations and inequalities that represent problems including geometric concepts 6.10B determine if the given value(s) make(s) one-variable, one-step equations or inequalities true 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Manipulatives to model Focus: 9A, 9C Translate sentences to equations or inequalities Write a real-world situation given an equation or inequality Choose correct equation or inequality for a problem situation Focus: 9B, 10A, 10B Model and solve equations with one-variable Model and solve inequalities with one-variable Prove a given value is true for an equation or inequality Use number lines to represent solutions 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas 6.1F analyze mathematical relationships to connect and communicate mathematical ideas ELPS: 2C
Course: 6 th grade Math Bundle 9: Geometry with Algebra Connections 17 days Geometry figures are classified by their attributes. Area formulas can be proven by manipulating the parts of a shape. The different representations of area and volume formulas (model, words, and symbols) In what ways can a triangle be classified based on the combination of the sides and angles? How can the area formulas for a parallelogram and trapezoid different? Why? Describe the process needed to solve the volume of a cereal box. Vocabulary: angles, triangle, quadrilaterals, trapezoids, parallelograms, area, rectangle, square, decomposing, side, length, volume, rectangular prism 6.8A extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle 6.8B model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes 6.8C write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers 6.8D determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles 6.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 6.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Manipulatives to model Focus: 8A Discuss relationship between sides and angles in different triangles Focus: 8B. 8C, 8D Manipulate shapes to model area formulas including: o Parallelograms o Trapezoids o Triangles Write equations that represent the area of: o Rectangles o Parallelograms o Trapezoids o Triangles Write equations that represent the volume of right rectangular prisms Solve area problems involving: o Rectangles o Parallelograms o Trapezoids o Triangles
and volume of right rectangular prisms where dimensions are positive rational numbers 6.10A model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts 6.1E create and use representations to organize, record, and communicate mathematical ideas 6.1F analyze mathematical relationships to connect and communicate mathematical ideas ELPS: 4F Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language Solve volume problems involving right rectangular prisms Focus: 10A (emphasizes on geometric concepts) Model and solve equations with one-variable using area of: o Rectangles o Parallelograms o Trapezoids o Triangles Model and solve equations with one-variable using volume involving right rectangular prisms
Course: 6 th Bundle 10: Statistical Measures & Graphical grade math 12 days Representation Central tendencies are different ways of expressing the middle of a data set. Measures of central tendency provide useful information about a given set of data. Looking at multiple representations of a data set can make it easier to recognize relationships and patterns in the data, and allows us to interpret, analyze, and make decisions based on the data. Data can be represented in many forms. Some data can be misleading. Consumers must critically view the graph or chart in order to evaluate its validity. How is it possible for two sets of data to consist of different numbers but have the same mean, the same mode, and the same median? What is the effect of an outlier on a measure of central tendency? How does displaying data in tables or graphs help you identify patterns or properties of a distribution? What factors help to determine which measure of central tendency is the better representation for a given situation? Which type of graph is best used to represent a set of data? Vocabulary: dot plots, stem-and-leaf plots, histograms, box plots, data, distribution, mean, median, mode, range, interquartile range, central tendency, spread, relative frequency table, categorical data 6.12A represent numeric data graphically, including dot plots, stemand-leaf plots, histograms, and box plots 6.12B use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution 6.12C summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution 6.12D summarize categorical data with 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas 6.1F analyze mathematical relationships to connect and communicate mathematical ideas 6.1G display, explain, and justify TEKsing Towards STAAR Closing the Distance Dana Center Clarifying Activities Focus: 12A, 12B Transfer data from a table to the appropriate graph and vice-versa Use various representations of the same data Create, interpret, and analyze the following graphs: o Dot plots o Stem-and-leaf plots o Histograms o Box plots Analyze how adding a piece of data will change each measure Focus: 12C, 12D, 13A Find the mean, median, mode,
numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution 6.13A interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots mathematical ideas and arguments using precise mathematical language in written or oral communication range, and interquartile range of a set of data Discuss the effects of changing data on mean, median, mode, range, and interquartile range Use mean, median, mode, range, and interquartile range to describe the center, spread, and shape of a set of data Interpret the accuracy of statements related to the displayed data Which statement is/is not supported by the graph?
Course: 6 th grade Math Bundle 11: Personal Financial Literacy 7 days Develop an understanding of how checking accounts, debit cards, and credit cards affect credit history and credit reports. Why would someone use a credit card instead of a debit card to make a purchase? Why is it important to understand my credit history? Vocabulary: checking account, debit card, financial institutions, credit cards, check register, deposits, withdrawals, credit history, credit report, borrowers, lenders, post-secondary education, vocational training, salary, income, loans, savings 6.14A compare the features and costs of a checking account and a debit card offered by different local financial institutions 6.14B distinguish between debit cards and credit cards 6.14C balance a check register that includes deposits, withdrawals, and transfers 6.14D explain why it is important to establish a positive credit history 6.14E describe the information in a credit report and how long it is retained 6.14F describe the value of credit reports to borrowers and to lenders 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1F analyze mathematical relationships to connect and communicate mathematical ideas 6.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication s Focus: Balance a check register including deposits, withdrawals, and transfers Compare checking accounts and debit cards Compare debit cards and credit cards Develop an understanding of a credit history Develop an understanding of a credit report and the value of a credit report Explore various methods to pay for college, including: o Savings o Grants o Scholarships o Student loans o Work-study 6.14G explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study
6.14H compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income
Course: 6 th grade Math Bundle 1: Rational Numbers and the Coordinate Plane 15 days Numerical data in the form of rational numbers can be graphed on a number line and/or on a coordinate plane. Part-whole relationships can be expressed in equivalent fraction, and decimal forms. Number sense can be developed by being able to recognize equivalent values in different forms. Relationships between quantities can be expressed many ways The value of a fraction or decimal is dependent upon the size of the whole. Benchmark fractions/decimals provide opportunities to estimate size, determine value, and compare and order. How can equivalent forms of a fractional value be generated? How do you decide which form of a rational number is best to use in a situation? How is graphing an ordered pair of rational numbers similar or different than graphing an ordered pair of whole numbers? How does the size of the unit on the scale of a graph help to determine placement of data points? Describe the ways in which you can express values greater than 1 whole. How does decimal place value (tenths, hundredths, etc ) connect to equivalent fractions? What is the relationship between fractions, and decimals? How can you choose an appropriate method to make comparisons? How can benchmarks be used to compare values of given fractions? Vocabulary: integer, ordered pair, origin, x-axis, x-coordinate, y-axis, y-coordinate, positive number, negative number, equivalent, mixed number, improper faction, unit fraction, percent, decimal, Venn diagram, rational number, non-negative, integer, opposite, absolute value, coordinate plane, ascending, descending, repeating decimal, terminating decimal, nonterminating decimal 6.2A classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers 6.2B identify a number, its opposite, and its absolute value 6.2C locate, compare, and order integers and rational numbers using a number line 6.2D order a set of rational numbers arising from mathematical and real-world contexts 6.4F represent benchmark fractions and percent s such as 1%, 10%, 25%, 33 1/3%, and 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas ELPS: 2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions ELPS: 5B write using newly TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Focus: 2C, 2D Including but not limited to: positive and negative of 1. whole numbers, 2. fractions (like & unlike denominators-unit fraction, proper fraction, improper fraction, & mixed number), 3. decimals Arrange numbers from least to greatest and greatest to least Practice arranging and locating on a number line Use a variety of forms in real world applications Compare numbers using symbols such as <, >, etc. Focus: 4F, 4G, 5C
faction, unit fraction, percent, decimal, Venn diagram, rational number, non-negative, integer, opposite, absolute value, coordinate plane, ascending, descending, repeating decimal, terminating decimal, nonterminating decimal 6.2A classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers 6.2B identify a number, its opposite, and its absolute value 6.2C locate, compare, and order integers and rational numbers using a number line 6.2D order a set of rational numbers arising from mathematical and real-world contexts 6.4F represent benchmark fractions and percent s such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers 6.4G generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money 6.5C use equivalent fractions, decimals, and percent s to show equal parts of the same whole 6.11A graph points in all four quadrants using ordered pairs of rational numbers 6.1A apply mathematics to problems arising in everyday life, society, and the workplace 6.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.1E create and use representations to organize, record, and communicate mathematical ideas ELPS: 2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions ELPS: 5B write using newly acquired basic vocabulary and content-based grade-level vocabulary TEKSing Towards STAAR Closing the Distance Dana Center Clarifying Activities Focus: 2C, 2D Including but not limited to: positive and negative of 1. whole numbers, 2. fractions (like & unlike denominators-unit fraction, proper fraction, improper fraction, & mixed number), 3. decimals Arrange numbers from least to greatest and greatest to least Practice arranging and locating on a number line Use a variety of forms in real world applications Compare numbers using symbols such as <, >, etc. Focus: 4F, 4G, 5C (NOT percents, see Bundle 5) Convert between equivalent forms of: fractions, and decimals Including but not limited to: positive and negative of 1. fractions (mixed numbers, proper and improper fractions), 2. decimals (repeating, terminating, nonterminating Use a variety of forms in real world applications including money Show equal parts of a whole with equivalent fractions and decimals Focus: 11A Use all four quadrants Use a variety of grids using different incremental units Use a ordered pairs with: positive and negative whole numbers, decimals, and fractions Create and label interval scale on axis
6.5C use equivalent fractions, decimals, and percent s to show equal parts of the same whole 6.11A graph points in all four quadrants using ordered pairs of rational numbers 2. decimals (repeating, terminating, nonterminating Use a variety of forms in real world applications including money Show equal parts of a whole with equivalent fractions and decimals Focus: 11A Use all four quadrants Use a variety of grids using different incremental units Use a ordered pairs with: positive and negative whole numbers, decimals, and fractions Create and label interval scale on axis