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Grade__6_______ Math Pacing GuideInstructional Week ____1____Academic Vocabulary: variable, algebraic expression, properties, evaluate, substitution, input/output table, order of operations

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1 GLE 0606.3.3 Extend order of operations to include grouping symbols and exponents. 0606.3.3 Recognize the use of juxtaposition (such as 3x, ab) to stand for multiplication, and the convention in these cases of writing numbers before letters. SPI 0606.3.5 Translate between verbal expressions/sentences and algebraic expressions/equations. 0606.3.7 Move fluently between different representations (such as verbal, tabular, numerical, algebraic, and graphical) of equations and expressions. Day 2GLE 0606.3.3 Extend order of operations to include grouping symbols and exponents. 0606.3.5 Use the commutative, associative and distributive properties to show that two expressions are equivalent. 0606.3.8 Represent patterns using words, graphs, and simple symbolic notation. SPI 0606.1.4 Select the representation that models one of the arithmetic properties (commutative, associative, or distributive). SPI 0606.3.4 Rewrite expressions to represent quantities in different ways.

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Grade____6_____ Math Pacing GuideInstructional Week ___1_____Academic Vocabulary: , variable, algebraic expression, properties, evaluate, substitution, input/output table, order of operations

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 3GLE 0606.3.3 Extend order of operations to include grouping symbols and exponents. SPI 0606.3.2 Use order of operations and parentheses to simplify expressions and solve problems.

Day 4GLE 0606.3.2 Interpret and represent algebraic relationships with variables in expressions, simple equations and inequalities.

0606.1.4 Describe how changes in one quantity or variable result in changes in another.

0606.1.5 Illustrate properties of operations by showing that two expressions are equivalent in a given context (e.g., using an area model for distributive property, and grouping/set models for commutative and associative properties).

0606.3.5 Use the commutative, associative and distributive properties to show that two expressions are equivalent.

Day 5GLE 0606.3.4 Use expressions, equations and formulas to solve problems.GLE 0606.3.5 Use multiple representations including symbolic algebra to model and/or solve contextual problems that involve linear relationships.0606.1.11 Model algebraic expressions with manipulatives, technology, and pencil and paper.

SPI 0606.1.5 Model algebraic expressions using algebra tiles.

Day 3 Lesson 2-3, pg 36-39; pg TN 22Day 4 Lesson 2-4, pg 40 -41Day 5 Lesson 2-6, pg 46-47; Lesson TN 2, pg TN 6 – TN 7; pg TN 17, TN 20

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Grade_____6____ Math Pacing GuideInstructional Week ___2_____Academic Vocabulary: qualitative graph, trend, expression

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.3.5 Use multiple representations including symbolic algebra to model and/or solve contextual problems that involve linear relationships.

0606.3.8 Represent patterns using words, graphs, and simple symbolic notation.

SPI 0606.3.7 Use algebraic expressions and properties to analyze numeric and geometric patterns.

Day 2

GLE 0606.3.5 Use multiple representations including symbolic algebra to model and/or solve contextual problems that involve linear relationships.

0606.3.7 Move fluently between different representations (such as verbal, tabular, numerical, algebraic, and graphical) of equations and expressions.

0606.3.9 Write a contextual story modeled by a given graph.

SPI 0606.3.8 Select the qualitative graph that models a contextual situation (e.g., water filling then draining from a bathtub).

Day 1 Lesson 2-7, pg 48-49; pg TN 54Day 2 Lesson TN 13, pg TN 48 – TN 49, TN 61

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Grade____6_____ Math Pacing GuideInstructional Week ____2____Academic Vocabulary: qualitative graph, trend, expression

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 3GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.

0606.2.1 Efficiently compare and order fractions, decimals and percents; determine their approximate locations on a number line.

Day 4GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals. SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals.

Day 5GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.

SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals.

Day 3 Lesson 1-6, pg 22- 23Day 4 Lesson 3-2, pg 64 -65Day 5 Lesson 3-4, pg 70 - 73

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Grade____6_____ Math Pacing GuideInstructional Week ___3_____Academic Vocabulary: Repeating Decimal, Terminating Decimal, Improper fraction, composite, prime, simplify

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.

SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals.

Day 2

GLE 0606.3.3 Extend order of operations to include grouping symbols and exponents.

SPI 0606.3.2 Use order of operations and parentheses to simplify expressions and solve problems.

Day 1 Lesson 3-5, pg 74 -75; Lesson 3-6, pg 76 -77 Lesson 3-7, pg 78 -79; pg TN 21

Day 2 Lesson 3-8, pg 80 – 81

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Grade____6_____ Math Pacing GuideInstructional Week ___3_____Academic Vocabulary: Repeating Decimal, Terminating Decimal, Improper fraction, composite, prime, simplify

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 3GLE 0606.3.5 Use multiple representations including symbolic algebra to model and/or solve contextual problems that involve linear relationships.

SPI 0606.2.4 Solve multi-step arithmetic problems using fractions, mixed numbers, and decimals.

Day 4GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. 0606.2.4 Understand ratio as a fraction used to compare two quantities by division. 0606.2.8 Recognize that a terminating decimal equals a fraction with a denominator that is a power of ten.

SPI 0606.2.5 Transform numbers from one form to another (fractions, decimals, percents, and mixed numbers).

Day 5GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. 0606.2.9 Recognize that the decimal form of a rational number either terminates or repeats.


Day 3 Lesson 3 -10, pg 84 – 87, pg TN 26Day 4 Lesson 6 -1, pg 144 – 145; Lesson 6-2, pg 146 – 147Day 5 Lesson 6 – 3, pg 148 -149

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Grade_____6____ Math Pacing GuideInstructional Week ____4____Academic Vocabulary: terminating decimal, repeating decimal,

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. 0606.2.9 Recognize that the decimal form of a rational number either terminates or repeats. SPI 0606.2.5 Transform numbers from one form to another (fractions, decimals, percents, and mixed numbers).

Day 2GLE 0606.2.2 Solve multi-step mathematical, contextual and verbal problems using fractions, mixed numbers, and decimals. SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers.

Day 3GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals. 0606.2.2 Use area models to represent multiplication of fractions. SPI 0606.2.1 Solve problems involving the multiplication and division of fractions.

SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers.

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Grade____6_____ Math Pacing GuideInstructional Week ____4____Academic Vocabulary: terminating decimal, repeating decimal

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 4GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals. SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers.

Day 5 Assessment Day (At teacher discretion)

Day 4 Lesson 8 – 4, pg 192 – 193Day 5…BrainPOP Multiplying and Dividing FractionsBrainPOP Comparing PricesBrainPOP Independent and Dependent EventsBrainPOP Mixed NumbersBrainPOP Word Problems

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Grade____6_____ Math Pacing GuideInstructional Week ___5_____Academic Vocabulary: reciprocal, patterns

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.0606.2.3 Create and solve contextual problems that lead naturally to division of fractions.

SPI 0606.2.1 Solve problems involving the multiplication and division of fractions.

Day 2GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.0606.2.3 Create and solve contextual problems that lead naturally to division of fractions. SPI 0606.2.1 Solve problems involving the multiplication and division of fractions.

Day 3GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.


Day 1 Lesson 9 – 1, pg 202 -203 Lesson 9 – 2, pg 204 – 205Day 2 Lesson 9 – 3, pg 206 – 207Day 3 Lesson 9 – 5, pg 210 – 211

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Grade____6_____Math Pacing GuideInstructional Week ____5____Academic Vocabulary: reciprocal, patterns

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 4GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals.


Day 5GLE 0606.3.5 Use multiple representations including symbolic algebra to model and/or solve contextual problems that involve linear relationships.

SPI 0606.2.4 Solve multi-step arithmetic problems using fractions, mixed numbers, and decimals.

Day 4 Lesson 9 – 6, pg 212 – 213Day 5 Lesson 9 – 7, pg 214- 215

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Grade_____6____ Math Pacing GuideInstructional Week ___6_____Academic Vocabulary: integer, positive, negative, rational numbers, cartesian coordinate system

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.2.5 Develop meaning for integers; represent and compare quantities with integers.

0606.2.10 Explore contexts that can be described with negative numbers (such as money, elevation, and temperature).

SPI 0606.1.3 Use concrete, pictorial, and symbolic representation for integers.

SPI 0606.2.8 Locate integers on the number line.

Day 2

GLE 0606.2.5 Develop meaning for integers; represent and compare quantities with integers.

Day 1 Lesson 10 – 1, pg 222 - 223Lesson 10 – 2, pg 224 – 225; Pg TN 27Day 2 Lesson 10 – 3, pg 226 – 229Pg TN 28; pg TN 29

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Grade_____6____ Math Pacing GuideInstructional Week ____6____Academic Vocabulary: integer, positive, negative, rational numbers, cartesian coordinate system

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 3GLE 0606.3.6 Understand and use the Cartesian coordinate system.

0606.3.10 Understand that in an ordered pair (x, y), the x represents horizontal location and y represents vertical location.

0606.3.11 Identify the quadrant of the coordinate system in which a point lies.

SPI 0606.3.9 Graph ordered pairs of integers in all four quadrants of the Cartesian coordinate system.

Day 4GLE 0606.2.5 Develop meaning for integers; represent and compare quantities with integers.

0606.2.10 Explore contexts that can be described with negative numbers (such as money, elevation, and temperature).

Day 5Assessment Day (at teacher discretion)

Day 3 Lesson 10 – 9, pg 246 -249; pg TN 30

Day 4 Lesson 10 – 10, pg 250 – 253

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Grade____6_____ Math Pacing GuideInstructional Week ___7_____

Academic Vocab:Triangle Inequality Theorom, shapes/figures, equilateral, acute, right obtuse, parallelogram, rhombus, protractor, degree, interior/exterior angles, scalene, isosceles

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.4.1 Understand and use basic properties of triangles, quadrilaterals, and other polygons.

0606.4.4 Classify triangles by side lengths (scalene, isosceles, and equilateral) and angle measure (acute, right, obtuse, isosceles and equiangular). 0606.4.6 Use the properties of interior and exterior angles of polygons to solve problems.

SPI 0606.4.2 Find a missing angle measure in problems involving interior/exterior angles and/or their sums.

Day 1 Lesson 11 – 2, pg266 – 269Lesson TN 3, pg TN 8 – TN 9Lesson TN 4, pg TN 10 – TN 11Pg TN 31

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Grade___6______ Math Pacing GuideInstructional Week ____7____Academic Vocabulary: Triangle Inequality Theorom, shapes/figures, equilateral, acute, right obtuse, parallelogram, rhombus, protractor, degree, interior/exterior angles, scalene, isosceles

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 2GLE 0606.4.1 Understand and use basic properties of triangles, quadrilaterals, and other polygons. 0606.4.1 Investigate the sum of the angles in a triangle and a quadrilateral using various methods. 0606.4.3 Verify the basic properties of triangles and quadrilaterals using a protractor and ruler. 0606.4.4 Classify triangles by side lengths (scalene, isosceles, and equilateral) and angle measure (acute, right, obtuse, isosceles and equiangular). 0606.4.5 Model and use the Triangle Inequality Theorem. 0606.4.10 Describe the effect of a transformation on a 2-dimensional figure and the resulting symmetry. SPI 0606.4.1 Identify, define or describe geometric shapes given a visual representation or a written description of its properties.

Day 3GLE 0606.4.1 Understand and use basic properties of triangles, quadrilaterals, and other polygons. 0606.4.1 Investigate the sum of the angles in a triangle and a quadrilateral using various methods.0606.4.2 Relate the sum of the angles in a triangle to the sum of the angles in polygons. 0606.4.3 Verify the basic properties of triangles and quadrilaterals using a protractor and ruler.0606.1.10 Use various methods (such as dynamic geometry software) to explore properties of triangles and quadrilaterals. SPI 0606.4.1 Identify, define or describe geometric shapes given a visual representation or a written description of its properties.

Day 2 Lesson 11 – 4, pg 274 – 277Lesson TN 5, pg TN 12 – TN 13

Day 3 Lesson 11 – 5, pg 278 - 281

BrainPOP PolyhedronsBrainPOP CirclesBrainPOP PolygonsBrainPOP AnglesBrainPOP Volume of PrismsBrainPOP GeometryDEA ResourcesTwo-Dimensional Shapeshttp://www.mathsisfun.com/shape.htmlhttp://www.ngfl-cymru.org.uk/vtc/ngfl/ma...Introduction

Geometric TermsGeometry QuizAcute, Obtuse, and Right AnglesQuadrilaterals - PowerPointTriangles - PowerPointWho Am I - an interactive game with printable game pieces

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Grade__6_______ Math Pacing GuideInstructional Week ____7____Academic Vocabulary: Triangle Inequality Theorom, shapes/figures, equilateral, acute, right obtuse, parallelogram, rhombus, protractor, degree, interior/exterior angles, scalene, isosceles

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 4 GLE 0606.4.1 Understand and use basic properties of triangles, quadrilaterals, and other polygons. SPI 0606.4.1 Identify, define or describe geometric shapes given a visual representation or a written description of its properties.

Day 4 Lesson 11 – 6, pg 282 – 283Pg TN 33BrainPOP GeometryBrainPOP PolyhedronsBrainPOP CirclesBrainPOP PolygonsBrainPOP AnglesBrainPOP Volume of PrismsBrainPOP PolygonsBrainPOP Types of TrianglesBrainPOP Area of Polygons

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Grade____6_____ Math Pacing GuideInstructional Week __7______Academic Vocabulary: Triangle Inequality Theorom, shapes/figures, equilateral, acute, right obtuse, parallelogram, rhombus, protractor, degree, interior/exterior angles, scalene, isosceles

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

Day 5

GLE 0606.4.2 Use the concepts of translation, rotation, reflection, and symmetry to understand congruence in the plane.

0606.4.7 Work with transformations in a plane and explore their meanings through drawings and manipulatives.

0606.4.8 Understand scaling, dilation and their relation to similarity.

0606.4.9 Analyze the differences between congruence and similarity.

0606.4.10 Describe the effect of a transformation on a 2-dimensional figure and the resulting symmetry.

0606.1.10 Use various methods (such as dynamic geometry software) to explore properties of triangles and quadrilaterals.

Day 5 Lesson 11 -7

BrainPOP Transformation

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Grade_____6____ Math Pacing GuideInstructional Week __8______Academic Vocabulary: circumference, Pi, ration, rate, proportion, diameter, radius, formula

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.4.3 Develop and use formulas to determine the circumference and area of circles, and the area of trapezoids, and develop strategies to find the area of composite shapes. 0606.4.11 Relate the circumference of a circle with the perimeter of a polygonal figure. 0606.4.12 Derive the meaning of Pi using concrete models and/or appropriate technology.0606.4.13 Understand the relationships among the radius, diameter, circumference and area of a circle, and that the ratio of the circumference to the diameter is the same as the ratio of the area to the square of the radius, and that this ratio is called Pi. SPI 0606.4.4 Calculate with circumferences and areas of circles.

Day 2GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers.0606.2.1 Efficiently compare and order fractions, decimals and percents; determine their approximate locations on a number line.0606.2.4 Understand ratio as a fraction used to compare two quantities by division.0606.2.5 Recognize a:b, a/b, and “a to b” as notations for ratios.0606.2.7 Connect ratio and rate to multiplication and division. SPI 0606.2.6 Solve problems involving ratios, rates and percents.

Day 1 Lesson 17 – 4, pg 438 – 441Lesson TN 9, pg TN 40 – 41; pg TN 58

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Grade____6_____ Math Pacing GuideInstructional Week ___8_____Academic Vocabulary: circumference, Pi, ration, rate, proportion, diameter, radius, formula

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 3GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers.0606.2.7 Connect ratio and rate to multiplication and division. SPI 0606.2.6 Solve problems involving ratios, rates and percents.

GLE 0606.2.3 Understand and use ratios, rates and percents. SPI 0606.2.6 Solve problems involving ratios, rates and percents.

Day 3 Lesson 12 – 3, pg 306 – 307Lesson 13 -2, pg 324 – 325

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Grade___6______ Math Pacing GuideInstructional Week ____9____Academic Vocabulary: ratio, rate, proportions, equivalent, rate of change

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.2.3 Understand and use ratios, rates and percents.0606.2.1 Efficiently compare and order fractions, decimals and percents; determine their approximate locations on a number line.0606.2.7 Connect ratio and rate to multiplication and division.

SPI 0606.2.6 Solve problems involving ratios, rates and percents.

Day 2 GLE 0606.2.3 Understand and use ratios, rates and percents.0606.2.7 Connect ratio and rate to multiplication and division.


Day 1 Lesson 12 – 4, pg 308 – 309Day 2 Lesson 12 – 5, pg 310 - 313

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Grade____6_____ Math Pacing GuideInstructional Week _____9___Academic Vocabulary: ratio, rate, proportions, equivalent, rate of change

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 3GLE 0606.2.3 Understand and use ratios, rates and percents.


Day 4GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. 0606.2.6 Recognize common percentages as ratios based on fractions whose denominators are 2, 3, 4, 5, or 10. 0606.2.1 Efficiently compare and order fractions, decimals and percents; determine their approximate locations on a number line.


Day 3 Lesson 13 – 1, pg 322 – 323 Lesson 13 -3, pg 326 – 327Day 4 Lesson 14 – 1, pg 344 -347Lesson 14 -2, pg 348 – 349; pg TN 51

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Grade_____6____ Math Pacing GuideInstructional Week ____10____Academic Vocabulary: discount, interest, principal, tax, reasonableness



Day 2GLE 0606.2.3 Understand and use ratios, rates and percents.


Day 3GLE 0606.2.1 Understand and explain the procedures for multiplication and division of fractions, mixed numbers, and decimals. SPI 0606.1.2 Judge the reasonableness of the results of rational number estimates and/or computations.

Day 1 Lesson 14 – 5, pg 354 – 357Day 2 Lesson 14 – 6, pg 358 – 361; pg TN 52Day 3 Lesson 14 – 7, pg 362 – 363

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Grade____6_____ Math Pacing GuideInstructional Week ___10_____Academic Vocabulary: discount, interest, principal, tax, reasonableness



Day 5Assessment Day (at teacher discretion)

Day 4 Lesson 12 – 6, pg 314 – 315

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Grade____6_____ Math Pacing GuideInstructional Week ___11_____Academic Vocabulary: linear equation, T –table, inverse

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.3.1 Write and solve two-step equations and inequalities. 0606.3.4 Generate data and graph relationships concerning measurement of length, area, volume, weight, time, temperature, money, and information. SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 2GLE 0606.3.1 Write and solve two-step equations and inequalities. 0606.3.4 Generate data and graph relationships concerning measurement of length, area, volume, weight, time, temperature, money, and information. 0606.3.6 Use equations to describe simple relationships shown in a table or graph. 0606.3.8 Represent patterns using words, graphs, and simple symbolic notation. SPI 0606.3.7 Use algebraic expressions and properties to analyze numeric and geometric patterns.

Day 1 Lesson 15 – 1, pg 372 – 375; Lesson TN 7; Pg TN 36 – TN 37; pg TN 56

Day 2 Lesson 15 – 2, pg 376 - 377

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Grade_____6____ Math Pacing GuideInstructional Week ___11_____Academic Vocabulary: linear equation, T-table, inverse

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 3GLE 0606.3.1 Write and solve two-step equations and inequalities. 0606.3.4 Generate data and graph relationships concerning measurement of length, area, volume, weight, time, temperature, money, and information.0606.3.6 Use equations to describe simple relationships shown in a table or graph. 0606.1.4 Describe how changes in one quantity or variable result in changes in another. SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 4GLE 0606.3.1 Write and solve two-step equations and inequalities.0606.3.4 Generate data and graph relationships concerning measurement of length, area, volume, weight, time, temperature, money, and information.0606.1.4 Describe how changes in one quantity or variable result in changes in another. SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 5GLE 0606.3.1 Write and solve two-step equations and inequalities. SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 3 Lesson 15 – 3, pg 378 -379Day 4 Lesson 15 – 4, pg 380 – 381Day 5 Lesson 15 – 5, pg 382 - 385

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Grade_____6____ Math Pacing GuideInstructional Week ___12_____Academic Vocabulary: function, inequality, circle, radius, diameter, triangle, rectangle

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.3.1 Write and solve two-step equations and inequalities. SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 2GLE 0606.3.1 Write and solve two-step equations and inequalities. 0606.3.2 Write and solve one-step inequalities corresponding to given situations (non-negative numbers only). SPI 0606.3.1 Represent on a number line the solution of a linear inequality.

Day 3Assessment, Review, Reteach

Day 1 Lesson 15 – 6, pg 386 – 389Day 2 Lesson TN 8, pg TN 38 – TN 39; Pg TN 55

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Grade_____6____ Math Pacing GuideInstructional Week ____12____Academic Vocabulary: function, inequality, circle, radius, diameter, triangle, rectangle

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 4GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. 0606.4.14 Relate the area of a trapezoid to the area of a parallelogram.

0606.4.15 Find lengths given areas or volumes, and vice versa.

Day 5GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders.

SPI 0606.4.4 Calculate with circumferences and areas of circles.

Day 4 Lesson 17 – 2, pg 430 – 433Lesson 17 – 3, pg 434 – 437 Pg 438 Trapezoid

Day 5 Lesson 17 – 5, pg 442 – 443; pg TN 58

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Grade____6_____ Math Pacing GuideInstructional Week _____13___Academic Vocabulary: surface area, volume

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

DAY 2GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

Day 3GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

Day 1 Lesson 18 – 1, pg 454 – 457Day 2 Lesson 18 – 2, pg 458 – 461Day 3 Lesson 18 – 3, pg 462 - 463

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Grade____6_____ Math Pacing GuideInstructional Week ___14_____Academic Vocabulary: triangular prism, cylinder, surface area, pyramids, probability, theoretical, experimental probability, odds

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures.0606.4.15 Find lengths given areas or volumes, and vice versa. 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

Day 2GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

Day 3 Assess, Review, Reteach ,

Day 1 Lesson 18 – 4, pg 464 – 465; pg TN 59Day 2 Lesson TN 10, pg TN 42 – TN 43Day 3

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Grade_____6____ Math Pacing GuideInstructional Week ___14_____Academic Vocabulary: triangular prism, cylinder, surface area, pyramids, probability, theoretical, experimental probability, odds

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 4GLE 0606.5.1 Understand the meaning of probability and how it is expressed. 0606.5.1 Understand that the probability of an event is a number between zero and one that expresses the likelihood of its occurrence 0606.5.2 Identify the probability of an event as the ratio of the number of its actual occurrences to the total number of its possible occurrences. 0606.5.3 Express probabilities in different ways. 0606.5.4 Understand the difference between probability and odds. 0606.5.7 Apply procedures to calculate the probability of complimentary events. SPI 0606.5.1 Determine the theoretical probability of simple and compound events in familiar contexts.

Day 5GLE 0606.5.1 Understand the meaning of probability and how it is expressed. 0606.5.6 Estimate the probability of simple and compound events through experimentation or simulation. SPI 0606.5.1 Determine the theoretical probability of simple and compound events in familiar contexts.

Day 4 Lesson 20 – 3, pg 528 – 529; pg TN 64Day 5 Lesson 20 – 4, pg 530 – 533

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Grade____6_____ Math Pacing GuideInstructional Week ____15____Academic Vocabulary: independent and dependent events, simple / compound events

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.5.1 Understand the meaning of probability and how it is expressed.

0606.5.5 Analyze a situation that involves probability of an independent event.

Day 2Assess, Review, Reteach

Day 1, Lesson 20 – 5, pg 534 – 535Pg TN 65

Day 2 ??

BrainPOP Basic ProbabilityBrainPOP Compound EventsBrainPOP Independent and Dependent EventsBrainPOP Statistics




http://www.brainpop.com/math/probability/basicprobability/

Grade_____6____ Math Pacing GuideInstructional Week ____16____Academic Vocabulary: ratio, rate, percent, reasonableness, reciprocal

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.2.3 Understand and use ratios, rates and percents.0606.2.1 Efficiently compare and order fractions, decimals and percents; determine their approximate locations on a number line.


Day 2GLE 0606.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution.0606.1.2 Recognize when an estimate is more appropriate than an exact answer in a variety of problem situations. SPI 0606.1.2 Judge the reasonableness of the results of rational number estimates and/or computations.

*May add additional resources and activities such as centers, smartboard activities, Coach, etc.

Day 1 pg TN 52Day 2 pg TN 53BrainPOP Comparing Prices BrainPOP RatiosBrainPOP Percents BrainPOP Word ProblemsBrainPOP Interest BrainPOP ProportionsBrainPOP Mortgages BrainPOP Using a CalculatorBrainPOP Problem Solving Using TablesBrainPOP Distance, Rate, and TimeBrainPOP Similar Figures BrainPOP Compound EventsBrainPOP Graphing Linear Equations BrainPOP Game TheoryBrainPOP Estimating BrainPOP RoundingBrainPOP Rational and Irrational NumbersEstimation strategies: Check reasonablenessEstimation strategiesReasonable answer activityRatio and RatesPercent ProblemsRates, Ratios, and Percent Quia GameRatios and PercentsNumber Line activityEstimating with Rational Numbers (lesson plan)DEA ResourcesExample 3: Fractions, Decimals, and PercEstimation, Base Ten Blocks, Expanded No... http://www.quia.com/jg/65924.html xample 1: Mental Math and Estimation--C...







http://www.brainpop.com/math/numbersandoperations/rounding/








http://www.brainpop.com/math/dataanalysis/usingacalculator/








Grade____6_____ Math Pacing GuideInstructional Week ____16____Academic Vocabulary: ratio, rate, percent, reasonableness, reciprocal

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 3GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals.

Day 4GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. SPI 0606.2.1 Solve problems involving the multiplication and division of fractions.

Day 5GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers.


Day 3 pg TN 21Day 4 pg TN 24Day 5 pg TN 25 BrainPOP PercentsBrainPOP Converting Fractions to DecimalsBrainPOP DecimalsBrainPOP Mixed NumbersBrainPOP Standard and Scientific NotationBrainPOP Comparing PricesBrainPOP BudgetsBrainPOP Word ProblemsBrainPOP Multiplying and Dividing FractionsBrainPOP Independent and Dependent Events

DEA Resources Multiplication and Divisionhttp://www.321know.com/grade7.htm#topic5...Example 2: Subtracting Fractions with Di...Lesson 10: Dividing Fractionshttp://aaaknow.com/div66ox2.htmExample 3: Algebraic Representation--Gey.

Runaway Math Puzzles with FractionsMath GoodiesMath Goodies GameHomeschool worksheetsWoodlands GamesGamespbs kids gameDaily Dose of Math

















Grade_____6____ Math Pacing GuideInstructional Week ____17____Academic Vocabulary: integers, rational numbers, equivalent

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. SPI 0606.2.4 Solve multi-step arithmetic problems using fractions, mixed numbers, and decimals.

Day 2GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers.

SPI 0606.1.3 Use concrete, pictorial, and symbolic representation for integers.


Day 1 Lesson 8 -5, pg 194 – 195; pg TN 26Day 2 Pg TN 27

BrainPOP DecimalsBrainPOP Mixed NumbersBrainPOP Word ProblemsBrainPOP Comparing PricesBrainPOP Multiplying and Dividing FractionsBrainPOP Adding and Subtracting FractionsBrainPOP Rational and Irrational NumbersBrainPOP Converting Fractions to DecimalsBrainPOP PercentsBrainPOP Standard and Scientific NotationBrainPOP Adding and Subtracting IntegersBrainPOP Problem Solving Using TablesBrainPOP Graphing and Solving InequalitiesBrainPOP InequalitiesBrainPOP Word ProblemsBrainPOP Associative PropertyBrainPOP Absolute ValueBrainPOP Game TheoryDEA Resourceshttp://www.bbc.co.uk/skillswise/numbers/...http://www.bbc.co.uk/skillswise/numbers/...http://www.webmath.com/k8numlinecomp.htm...Integers

Integer Math Car Racing Integer Bars Mystery Picture with Integers

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Grade____6_____ Math Pacing GuideInstructional Week ___17_____Academic Vocabulary: integers, rational numbers, equivalent

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 3GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers.

SPI 0606.2.8 Locate integers on the number line.

Day 4GLE 0606.2.4 Understand and convert between fraction, decimal, and percent forms of rational numbers. SPI 0606.2.5 Transform numbers from one form to another (fractions, decimals, percents, and mixed numbers).

Day 5 *May add additional resources and activities such as centers, smartboard activities, Coach, etc.


Day 3 pg TN 28Day 4 pg 51Day 5 ??

BrainPOP PercentsBrainPOP Converting Fractions to DecimalsBrainPOP DecimalsBrainPOP Mixed NumbersBrainPOP Standard and Scientific NotationBrainPOP Absolute ValueBrainPOP Adding and Subtracting IntegersBrainPOP Adding and Subtracting FractionsBrainPOP Rational and Irrational NumbersDEA Resourceshttp://www.bbc.co.uk/skillswise/numbers/...http://www.bbc.co.uk/skillswise/numbers/...http://www.webmath.com/k8numlinecomp.htm...Role of IntegersHow Percent Relates to Fractions & Decim...http://www.aaaknow.com/g6-cmp-fra-dec.ht...http://www.aaaknow.com/g6-dec-order.htmhttp://www.aaamath.com/B/g6_52_x1.htmThe TestConverting Mixed Fractions to DecimalsConverting Fractions to Decimals WorksheetsMath is FunMath Goodies Math Goodies GameHomeschool worksheets Woodlands GamesGames pbs kids game Line Jumper






http://player.discoveryeducation.com/index.cfm?guidassetid=e2dcb058-17f3-41c9-a4c8-b08d1d2aacb8













Grade_____6____ Math Pacing GuideInstructional Week _____18___Academic Vocabulary: Review Academic Vocabulary


*May use for TCAP Review, Reteaching, Assessment, DEA Probes, Centers, SmartBoard, etc

Grade____6_____ Math Pacing GuideInstructional Week _____19___Academic Vocabulary: pyramids, prisms, cones, cylinder, graph (line, bar, double bar, etc)

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. 0606.4.17 Use manipulatives to discover the volume of a pyramid is one-third the volume of the related prism (the heights and base areas are equal).SPI 0606.4.6 Given the volume of a cone/pyramid, find the volume of the related cylinder/prism or vice versa.

Day 2GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. 0606.4.18 Use manipulatives to discover the volume of a cone is one-third the volume of the related cylinder (the heights and base areas are equal).SPI 0606.4.6 Given the volume of a cone/pyramid, find the volume of the related cylinder/prism or vice versa.

Day 3GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading. 0606.5.8 Connect data sets and their graphical representations (such as bar graphs, circle, graphs, and stem-and-leaf plots). 0606.3.4 Generate data and graph relationships concerning measurement of length, area, volume, weight, time, temperature, money, and information.

Day 4GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading. 0606.5.8 Connect data sets and their graphical representations (such as bar graphs, circle, graphs, and stem-and-leaf plots).

Day 1 Lesson TN 11, pg TN 44 – TN 45Day 2 Lesson TN 12, pg TN 46 –TN 47; pg TN 59Day 3 Lesson 19 – 1, pg 476 – 479Day 4 Lesson 19 – 2, pg 480 - 483

BrainPOP Volume of PrismsBrainPOP Volume of CylindersBrainPOP GeometryBrainPOP PolyhedronsDEA ResourcesExample 2: Volume -- Pools and Cans

Cones, cylinders, and spheres Volume labVolume Lab with quizzes

BrainPOP Statistics

Purple MathShodorWISC onlineMath playgroundBeacon LearningMainland School activity Shodor circle graph Kidzone create a graphMath playground 2


http://player.discoveryeducation.com/index.cfm?guidassetid=25578892-1f0f-4c86-beef-fc97cadaefe9





Grade____6_____ Math Pacing GuideInstructional Week ___20_____Academic Vocabulary: stem & leaf plot, misleading, sample, surveys, biased, random, measures of central tendency

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading.

SPI 0606.5.2 Identify features of graphs that may be misleading.

Day 2GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading.

SPI 0606.5.3 Determine whether or not a sample is biased.

Day 3GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading.

0606.5.8 Connect data sets and their graphical representations (such as bar graphs, circle, graphs, and stem-and-leaf plots).

Day 1 Lesson 19 – 3, pg 484 – 487; pg TN 62Day 2 Lesson 19 – 5, pg 490 – 493Day 3 Lesson 19 – 7, pg 498 - 499

BrainPOP Statistics

DEA ResourcesPreparing Tables, Graphs, and Plotshttp://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...http://www.northcanton.sparcc.org/~techn...Example 2: Frequency Distribution and Li...Example 3: Sampling Error--Tarantulashttp://www.eduplace.com/math/mathsteps/6...

Representation of Data Misleading graphsbitesizeDefinition of BiasGlencoeicoach go to the bottom of the pagePurple MathShodorWISC onlineMath playgroundBeacon LearningMainland School activity Shodor circle graph Kidzone create a graphMath playground 2

http://player.discoveryeducation.com/index.cfm?guidassetid=642c72f9-f0cc-491c-bc25-fcbb4c7f9fc9

http://www.eduplace.com/math/mathsteps/6/f/6.data.develop2.html

http://player.discoveryeducation.com/index.cfm?guidAssetId=97e47c67-95b8-4800-9234-8a9afb5a43c8&blnPopup=1&productCode=DEA

http://player.discoveryeducation.com/index.cfm?guidassetid=a85289cd-2baa-4dc6-851e-de80dbaffc99

http://www.northcanton.sparcc.org/~technology/excel/files/misleading_graphs.html



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Grade____6_____ Math Pacing GuideInstructional Week ___20_____Academic Vocabulary: stem & leaf plot, misleading, sample, surveys, biased, random, measures of central tendency

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 4GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading. 0606.5.11 Select the appropriate measure of center to describe a data set.


Day 5GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading. 0606.1.6 Model situations by devising and carrying out experiments and simulations. 0606.1.7 Formulate questions, design studies, and collect real world data. 0606.1.8 Determine an appropriate sample to test a hypothesis. 0606.5.9 Determine the sample space for a given situation. 0606.5.10 Distinguish between a random and nonrandom sample. 0606.5.12 Predict the characteristics of a population based on the analysis of sample data. SPI 0606.5.3 Determine whether or not a sample is biased.

Day 4 Lesson 19 – 8, pg 500 – 501 Lesson 19 – 10, pg 506 – 509Day 5 Lesson 19 – 9, pg 502 – 505; pg TN 63

BrainPOP Statistics

DEA ResourcesExample 3: Sampling Error--TarantulasExample 3: Sampling Error--Tarantulashttp://www.eduplace.com/math/mathsteps/6...Representation of Data

Definition of BiasGlencoeicoach go to the bottom of the pageTerms: sample space, permutations etc






Grade____6_____ Math Pacing GuideInstructional Week _____21___Academic Vocabulary: predictions, conjectures, data, statistics

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading.

SPI 0606.1.1 Make conjectures and predictions based on data.

Day 2GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading. 0606.1.7 Formulate questions, design studies, and collect real world data.

Day 3GLE 0606.3.4 Use expressions, equations and formulas to solve problems. 0606.1.4 Describe how changes in one quantity or variable result in changes in another.

Day 4 Assessment Day

Day 1 Lesson 5 – 7, pg 136 – 137; pg TN 23Day 2 Lesson 19 – 9, pg 502 – 505 (continued)Day 3 Lesson 19 – 11, pg 510 - 511

BrainPOP Statistics

DEA ResourcesWriting to Explainhttp://www.themathlab.com/geometry/mathc...Example 1: Counterexamples--Discovery of...

Create your own graph Reading Graphs

BrainPOP Equations with VariablesBrainPOP Word ProblemsBrainPOP PolynomialsBrainPOP Two-Step Equations





http://player.discoveryeducation.com/index.cfm?guidassetid=37939d13-c3b5-4a10-8c60-393fa2cd3c8c

http://www.themathlab.com/geometry/mathcourt/howtoplay.htm

http://home.nutshellmath.com/Info/ContentApplet.aspx?Pg=570&Prob=Writing%20to%20Explain&q=2&Solution=o8ZNThIMsY7i6zCg2P4jsA==&MID=UfuplNkw3Q2PyTslupgD1g==&cs=1&lc=N


Grade_____6____ Math Pacing GuideInstructional Week ___22_____Academic Vocabulary: linear equation, pyramid, circumference

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.3.4 Use expressions, equations and formulas to solve problems. 0606.3.1 Write and solve two-step linear equations corresponding to given situations (non-negative numbers only).

Day 2GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures. SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

Day 3 GLE 0606.3.3 Extend order of operations to include grouping symbols and exponents. SPI 0606.3.7 Use algebraic expressions and properties to analyze numeric and geometric patterns.

Day 4GLE 0606.3.4 Use expressions, equations and formulas to solve problems. SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 1 PG TN 36 – TN 37Day 2 PG TN 42 – TN 43Day 3 PG TN 54 or TN 14 – TN 15Day 4 PG TN 57BrainPOP Equations with VariablesBrainPOP Word ProblemsBrainPOP PolynomialsBrainPOP Two-Step EquationsBrainPOP Order of OperationsBrainPOP Associative PropertyBrainPOP Multiplying and Dividing ExponentsBrainPOP ExponentsBrainPOP Commutative PropertyBrainPOP Fibonacci SequenceDEA Resources Why Are Graphs Important?http://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...Fractals: Patterns in Which a Smaller Pa... Order of Operations PowerPointAAA mathCoolmathGlencoeBrainPOP Volume of PrismsBrainPOP Volume of CylindersBrainPOP GeometryBrainPOP PolyhedronsBrainPOP CirclesBrainPOP PiBrainPOP Area of Polygons























Grade_____6____ Math Pacing GuideInstructional Week _____22___Academic Vocabulary: linear equation, pyramid, circumference

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 5GLE 0606.4.3 Develop and use formulas to determine the circumference and area of circles, and the area of trapezoids, and develop strategies to find the area of composite shapes.GLE 0606.4.4 Develop and use formulas for surface area and volume of 3-dimensional figures.606.4.15 Find lengths given areas or volumes, and vice versa. 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. SPI 0606.4.4 Calculate with circumferences and areas of circles.

Day 5 PG TN 58

BrainPOP Area of PolygonsBrainPOP EstimatingBrainPOP CirclesBrainPOP PiBrainPOP Volume of CylindersBrainPOP Word ProblemsBrainPOP Volume of PrismsBrainPOP Volume of CylindersBrainPOP GeometryBrainPOP Polyhedrons

DEA ResourcesDefining Circumference, Radius and Diame...Area of a Rectanglehttp://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...http://www.aaaknow.com/g612_cx1.htmPerimeter and Area of Shapes

AAA mathCoolmathGlencoe

















Grade_____6____ Math Pacing GuideInstructional Week ___23_____Academic Vocabulary: rational numbers, reciprocal, properties (communitive, distributive, associative)

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1GLE 0606.3.4 Use expressions, equations and formulas to solve problems. SPI 0606.2.7 Locate positive rational numbers on the number line.

Day 2 Equations Review 0606.1.4 Describe how changes in one quantity or variable result in changes in another.

Day 3 Multiplying Fractions Review 0606.2.2 Use area models to represent multiplication of fractions.

Day 4 Division of Fractions Review 0606.2.3 Create and solve contextual problems that lead naturally to division of fractions.

Day 5 Expressions and Properties Review 0606.3.5 Use the commutative, associative and distributive properties to show that two expressions are equivalent.

*May use additional resources or activities such as DEA Probes, SmartBoard, centers, Coach, etc

Day 1 PG TN 29

BrainPOP Equations with VariablesBrainPOP Word ProblemsBrainPOP PolynomialsBrainPOP Two-Step EquationsBrainPOP Rational and Irrational NumbersBrainPOP Graphing and Solving InequalitiesBrainPOP Adding and Subtracting IntegersDEA Resourceshttp://www.studyzone.org/mtestprep/math8...Example 2: Negative Integers--Going Down

Graphing On Number Lines










Grade_____6____ Math Pacing GuideInstructional Week ___24_____Academic Vocabulary: reasonableness

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1 Represent Patterns Review 0606.3.8 Represent patterns using words, graphs, and simple symbolic notation.

Day 2 Reasonableness SPI 0606.1.2 Judge the reasonableness of the results of rational number estimates and/or computations.

Day 3 Multiplication and Division of Fractions SPI 0606.2.1 Solve problems involving the multiplication and division of fractions.

Day 4 Add/Subtract/Multiply & Divide Mixed Numbers SPI 0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers.

Day 5 Add/Subtract/Multiply/Divide Decimals SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals.


BrainPOP EstimatingBrainPOP Rational and Irrational NumbersBrainPOP Word ProblemsBrainPOP Multiplying and Dividing FractionsBrainPOP Independent and Dependent EventsBrainPOP Multiplying and Dividing FractionsBrainPOP Mixed NumbersBrainPOP Word ProblemsBrainPOP Comparing PricesBrainPOP DecimalsBrainPOP Budgets

DEA ResourcesEstimation, Base Ten Blocks, Expanded No...http://www.quia.com/jg/65924.htmlExample 1: Mental Math and Estimation--C...http://www.321know.com/grade7.htm#topic5...Example 2: Subtracting Fractions with Di...Lesson 10: Dividing Fractionshttp://aaaknow.com/div66ox2.htmExample 3: Algebraic Representation--Gey.Multiplication and Division

Estimating with Rational Numbers (lesson plan)Runaway Math Puzzles with FractionsDaily Dose of Math





















Grade_____6____ Math Pacing GuideInstructional Week __25______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1 Multi-step Problems SPI 0606.2.4 Solve multi-step arithmetic problems using fractions, mixed numbers, and decimals.

Day 2 Transform Percent, Decimals and Fractions SPI 0606.2.5 Transform numbers from one form to another (fractions, decimals, percents, and mixed numbers).

Day 3 Solve Problems with ratio, rates and percentsSPI 0606.2.6 Solve problems involving ratios, rates and percents.

Day 4Assessment, Reteach, Review

Day 5Assessment, Reteach, Review


BrainPOP DecimalsBrainPOP Mixed NumbersBrainPOP Word ProblemsBrainPOP Comparing PricesBrainPOP Multiplying and Dividing FractionsBrainPOP Adding and Subtracting FractionsBrainPOP Rational and Irrational NumbersBrainPOP Converting Fractions to DecimalsBrainPOP PercentsBrainPOP Standard and Scientific NotationBrainPOP ProportionsBrainPOP Comparing PricesBrainPOP RatiosBrainPOP MortgagesBrainPOP InterestBrainPOP Problem Solving Using TablesBrainPOP Distance, Rate, and TimeBrainPOP Similar FiguresBrainPOP Compound EventsBrainPOP Graphing Linear EquationsBrainPOP Game Theory

DEA ResourcesLesson 9: Solving Two-Step Equations and...How Percent Relates to Fractions & Decim...http://www.aaaknow.com/g6-cmp-fra-dec.ht...http://www.aaaknow.com/g6-dec-order.htmhttp://www.aaamath.com/B/g6_52_x1.htmThe TestExample 3: Fractions, Decimals, and PercConverting Mixed Fractions to DecimalsConverting Fractions to Decimals WorksheetsMath is FunMath Matching





























Grade_____6____ Math Pacing GuideInstructional Week ___26_____Academic Vocabulary: algebra tiles, positive, negative, qualitative graph

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1

SPI 0606.1.5 Model algebraic expressions using algebra tiles.

Day 2 SPI 0606.3.5 Translate between verbal expressions/sentences and algebraic expressions/equations.

Day 3 SPI 0606.3.7 Use algebraic expressions and properties to analyze numeric and geometric patterns.

Day 4 SPI 0606.3.8 Select the qualitative graph that models a contextual situation (e.g., water filling then draining from a bathtub).

Day 1 Lesson TN 2, pg TN 6 – TN 7Day 2 pg TN 18Day 3 Lesson 11 – 9, pg 290 – 291; pg TN 54Day 4pgG TN 48 – TN 49; pg TN 61

BrainPOP Equations with VariablesBrainPOP Word ProblemsBrainPOP Graphing and Solving InequalitiesBrainPOP InequalitiesBrainPOP Commutative PropertyBrainPOP Fibonacci SequenceBrainPOP PolynomialsBrainPOP Associative PropertyBrainPOP GraphsBrainPOP Problem Solving Using TablesBrainPOP Coordinate Plane

DEA ResourcesExample 1: Expressions and Equations--Lo...http://www.mathgoodies.com/lessons/vol7/...Applying Basic Questions to More Complic...Why Are Graphs Important?http://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...Fractals: Patterns in Which a Smaller Pa...GraphingExample 3: Graphing a Function--Swimming

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http://www.mathgoodies.com/lessons/vol7/equations.html

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Grade_____6____ Math Pacing GuideInstructional Week ____27____Academic Vocabulary: misleading, volume, circumference, surface area, reasonableness

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1 SPI 0606.1.2 Judge the reasonableness of the results of rational number estimates and/or computations.

Day 2 SPI 0606.4.4 Calculate with circumferences and areas of circles.

Day 3 SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

Day 4 SPI 0606.4.6 Given the volume of a cone/pyramid, find the volume of the related cylinder/prism or vice versa.

Day 5SPI 0606.5.2 Identify features of graphs that may be misleading.

Day 1 pg TN 53Day 2 pg TN 58Day 3 pg TN 59Day 4 pg TN 60Day 5 pg TN 62BrainPOP Estimating BrainPOP Rational and Irrational NumbersBrainPOP Word Problems BrainPOP CirclesBrainPOP Pi BrainPOP Volume of CylindersBrainPOP Volume of Prisms

DEA ResourcesEstimation, Base Ten Blocks, Expanded No...http://www.quia.com/jg/65924.htmlExample 1: Mental Math and Estimation--C...Defining Circumference, Radius and Diame...Area of a Rectanglehttp://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...http://www.aaaknow.com/g612_cx1.htmhttp://www.analyzemath.com/Geometry_calc...http://www.analyzemath.com/Geometry_calc...Example 3: Surface Area - Pyramid and Cy...Perimeter and Area of ShapesExample 2: Volume -- Pools and CansPreparing Tables, Graphs, and Plotshttp://illuminations.nctm.org/LessonDeta...http://illuminations.nctm.org/LessonDeta...http://www.northcanton.sparcc.org/~techn...Example 2: Frequency Distribution and Li...Coolmath GlencoeSurface Area of Prisms 3D GeometryMath .com AAA MathSurface of Cylinders Volume labCones, cylinders, and spheres Volume Lab with quizzes Misleading graphs bitesize

http://player.discoveryeducation.com/index.cfm?guidassetid=a85289cd-2baa-4dc6-851e-de80dbaffc99

http://www.northcanton.sparcc.org/~technology/excel/files/misleading_graphs.html



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Grade_____6____ Math Pacing GuideInstructional Week ____28____Academic Vocabulary: biased, sample, mental math, estimation, quotients, product

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1


Day 2 0606.1.5 Illustrate properties of operations by showing that two expressions are equivalent in a given context (e.g., using an area model for distributive property, and grouping/set models for commutative and associative properties).

Day 3GLE 0606.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. 0606.1.2 Recognize when an estimate is more appropriate than an exact answer in a variety of problem situations. 0606.1.3 Recognize errors generated by rounding. 0606.1.4 Describe how changes in one quantity or variable result in changes in another.

Day 1Day 2 Lesson 2 – 5, pg 42 – 45Day 3 Lesson 3 – 3, pg 66 - 69

DEA ResourcesExample 3: Sampling Error--TarantulasExample 3: Sampling Error--Tarantulashttp://www.eduplace.com/math/mathsteps/6...Representation of Data

Definition of BiasGlencoeicoach go to the bottom of the pageBrain PopPurple Math ExplanationsKuta worksheetAlgebra 1 onlineEstimation strategies: Check reasonablenessEstimation strategiesReasonable answer activityBrainPOP Word ProblemsBrainPOP EstimatingBrainPOP Problem Solving Using TablesBrainPOP RoundingBrainPOP Using a CalculatorBrainPOP Game Theory



http://www.brainpop.com/math/numbersandoperations/rounding/








Grade_____6____ Math Pacing GuideInstructional Week ____29____Academic Vocabulary: equality, table, equation

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1 Draw a Picture and Write an Equation SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 2 Draw a Picture and Write an Equation SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship.

Day 3 Problem Solving: Draw Picture and Make a TableGLE 0606.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies. 0606.1.6 Model situations by devising and carrying out experiments and simulations.

Day 4 Draw Picture GLE 0606.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies.


Day 5 Problem Solving: Writing To Explain 0606.4.8 Understand scaling, dilation and their relation to similarity.

Day 1 Lesson 4 – 1, pg 96 – 97 Lesson 4 – 3, pg 102 – 105Day 2 Lesson 4 – 5, pg 110 – 113Day 3 Lesson 6 – 5, pg 154 – 155 Lesson 7 – 7, pg 178 – 179Day 4 Lesson 12 – 6, pg 314 – 315Day 5 Lesson 13 – 4, pg 328 - 329

BrainPOP Game TheoryBrainPOP Word ProblemsBrainPOP Problem Solving Using TablesBrainPOP Adding and Subtracting FractionsBrainPOP Using a CalculatorBrainPOP PercentsBrainPOP ProportionsBrainPOP Comparing PricesBrainPOP RatiosBrainPOP MortgagesBrainPOP InterestBrainPOP Distance, Rate, and TimeBrainPOP Similar FiguresBrainPOP Compound EventsBrainPOP Graphing Linear EquationsBrainPOP Game TheoryDEA ResourcesExample 3: Fractions, Decimals, and Perc

Rates, Ratios, and Percent Quia GameRatios and Percents


















Grade_____6____ Math Pacing GuideInstructional Week ____30____Academic Vocabulary: scale drawing

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 10606.4.8 Understand scaling, dilation and their relation to similarity.

Day 2GLE 0606.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. 0606.1.11 Model algebraic expressions with manipulatives, technology, and pencil and paper. 0606.3.8 Represent patterns using words, graphs, and simple symbolic notation.

Day 3GLE 0606.4.3 Develop and use formulas to determine the circumference and area of circles, and the area of trapezoids, and develop strategies to find the area of composite shapes. 0606.4.11 Relate the circumference of a circle with the perimeter of a polygonal figure. 0606.4.12 Derive the meaning of Pi using concrete models and/or appropriate technology.

Day 1 Lesson 13 – 6, pg 334 – 337Day 2 Lesson 2 – 6, pg 46 – 47 Lesson 2 – 7, pg 48 – 49Day 3 pg TN 40 – 41

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Grade_____6____ Math Pacing GuideInstructional Week ____30____Academic Vocabulary: scale drawing

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 4GLE 0606.5.2 Interpret representations of data from surveys and polls, and describe sample bias and how data representations can be misleading.0606.5.8 Connect data sets and their graphical representations (such as bar graphs, circle, graphs, and stem-and-leaf plots).0606.5.9 Determine the sample space for a given situation. 0606.1.7 Formulate questions, design studies, and collect real world data.

Day 5 Envision: Math Across the USAGLE 0606.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.GLE 0606.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.

Day 4 Lesson 19 – 9, pg 502 -505Day 5 pg x, xi

Purple MathShodorWISC onlineMath playgroundBeacon LearningMainland School activity Shodor circle graph Kidzone create a graphMath playground 2 Terms: sample space, permutations etcBrainPOP Statistics

BrainPOP Game TheoryBrainPOP Using a CalculatorBrainPOP Problem Solving Using TablesBrainPOP Using a CalculatorBrainPOP Adding and Subtracting FractionsBrainPOP Word ProblemsBrainPOP Game Theory Manipulatives Virtual Manipulatives









Grade_____6____ Math Pacing GuideInstructional Week ____31____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1 Envision Math Across the USA

GLE 0606.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.GLE 0606.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.

Day 2

GLE 0606.3.5 Use multiple representations including symbolic algebra to model and/or solve contextual problems that involve linear relationships.GLE 0606.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.

Day 3 Use rest of days for make – up snow days, catch up, etc. At teacher discretion. Day 4….Day 5….

Day 1 pg xii, xiii, xiv, xv, xviDay 2 pg TN 57; TN 4 – TN 5; TN 20

BrainPOP Game TheoryBrainPOP Using a CalculatorBrainPOP Problem Solving Using TablesBrainPOP Using a CalculatorBrainPOP Adding and Subtracting FractionsBrainPOP Word ProblemsBrainPOP Game Theory

ManipulativesVirtual Manipulatives

BrainPOP InequalitiesBrainPOP Equations with VariablesBrainPOP Graphing and Solving Inequalities













*SNOW DAYS / MAKE-UP

*TCAP REVIEW

Grade_____6____ Math Pacing GuideInstructional Week ___33_____Academic Vocabulary:


TCAP REVIEW



TCAP REVIEW

Grade_____6____ Math Pacing GuideInstructional Week ___35_____Academic Vocabulary:


*TCAP WEEK(No Instruction or Educational Teaching)STATE MANDATED

Grade_____6____ Math Pacing GuideInstructional Week ___36_____Academic Vocabulary: scientific notation, rational

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1 SPI 706 .2 .14 Multiplying and Dividing by 10, 100, 1,000.

Day 2 SPI 706.2.14 Scientific Notation

Day 3 SPI 0606.2.7 Locate positive rational numbers on the number line. *This is Extends this Standard.

Day 4 SPI 706.2.6 Adding Integers

Day 5 SPI 706.2.6 Subtracting Integers

Day 1 Lesson 1 – 5, pg 18 – 21Day 2 Lesson 3 – 9, pg 82 – 83Day 3 Lesson 10 – 3, pg 228 - 229Day 4 Lesson 10 – 4, pg 230 – 233Day 5 Lesson 10 – 5, pg 234 – 237

BrainPOP Rational and Irrational NumbersBrainPOP Graphing and Solving InequalitiesBrainPOP Adding and Subtracting Integers

DEA Resourceshttp://www.studyzone.org/mtestprep/math8...Example 2: Negative Integers--Going Down

Graphing On Number Lines






Grade_____6____ Math Pacing GuideInstructional Week ____37____Academic Vocabulary: complimentary, supplementary

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Day 1 SPI 706.2.5 Multiplying Integers

Day 2 SPI 706.2.5 Dividing Integers

Day 3 SPI 706.2.5 Solving Equations with Integers

Day 4 SPI 806.1.6 Angle Pairs

Day 5 SPI 706.5.5 Frequency Tables and Histograms

Day 1 Lesson 10 – 6, pg 238 – 239Day 2 Lesson 10 – 7, pg 240 – 241Day 3 Lesson 10 – 8, pg 242 – 245Day 4 Lesson 11 – 3, pg 270 – 273Day 5 Lesson 19 – 6, pg 494 - 497

Grade_____6____ Math Pacing GuideInstructional Week _____38___Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators ResourcesDay 1 SPI 406.4.8 Converting Customary Measures

Day 2 SPI 406.4.8 Converting Metric Measures

Day 3 SPI 506.4.6 Units of Measure and Precision

Day 4 SPI 806.4.4 Relating Customary & Metric Measures

Day 5 SPI 306.1.2 Elapsed Time

Day 1 Lesson 16 – 1, pg 400 – 403Day 2 Lesson 16 – 2, pg 404 – 407Day 3 Lesson 16 – 3, pg 408 – 411Day 4 Lesson 16 – 4, pg 412 – 413Day 5 Lesson 16 – 5, pg 414 - 417

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