M/J Mathematics 1 # 1205010 2012 – 2013 Revised: … Mathematics 1 # 1205010 2012 – 2013...

M/J Mathematics 1 # 1205010 2012 – 2013

Revised: July, 2012 Teachers: For the most recent revision, please check the interactive guide that has been posted within Secondary Math’s NEW website

Curriculum Guide Aligned to benchmarks

as indicated in the course

description below

Course#: 1205010 - M/J Mathematics 1

Main Textbook Resource

Florida Math Connects Course 1, Glencoe 2011

Additional instructional supplements are indicated as needed

https://team.collierschools.com/sites/curriculum/Math/secondarymath/default.aspx

http://www.cpalms.org/Courses/PublicPreviewCourse25.aspx

http://www.cpalms.org/Courses/PublicPreviewCourse25.aspx

M/J Mathematics 1 # 1205010 Curriculum Guide

This guide was created to help direct your instructional focus during the school year. This guide is a STANDARDS based, NOT textbook based document. As such, there will be times that alternative resources may have to be utilized in order to properly cover the learning goals and associated benchmarks. The timing of this guide was set up to provide ample time and opportunity to utilize pedagogically sound practices while covering the state test content thoroughly by the end of the third quarter (March 28th). Please stay as close as possible to the pacing that this guide presents. In order to accomplish this, the following four pedagogical techniques must be effectively utilized over the course of the school year.

Pedagogical Technique

Example

Fair game policy – Content taught previously is expected to be retained. However, in order to aid student retention, review and/or incorporation of previously learned content may need to be infused within instruction (“just in time” review). *

Once students have been instructed on how to simplify rational expressions, then rational expressions should be included in the assigned scenarios and assessments for the remainder of the year.

Content Clumping – Where possible, instruct students several related concepts at once. This technique allows the students to make connections and utilize skill sets across various concepts at once, strengthening their conceptual understanding of mathematics

Although there are various aspects to proportional relationships, the methodology of solving proportional scenarios is effectively the same. Thus, students could be taught how to distinguish situations that are proportional or are not proportional, solve proportion situations such as percent problems, similar figure problems, and measurement problems at relatively the same time.

Teach for understanding – not for content coverage. This can be accomplished by assigning fewer tasks, but requiring a deeper understanding to be demonstrated by the student(These tasks can be on content that has been clumped)

Instead of drilling students and assigning 35 homework problems solving systems of linear equations, assign 4 scenarios in which students demonstrate their understanding of the solution of the system by solving using a table, graph, analytically, and then having them create a word problem for the given system.

Standards for Mathematical Practice(MP) – Demonstrate during instruction and instruct students how to utilize the eight standards of mathematical practice

In NO order of importance: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

*Note: Level 1 and 2 students can receive these reviews during their Intensive Math class. The core content and Intensive Math teacher should be the same person or should communicate often about common students and their content deficiencies.

M/J Mathematics 1 # 1205010

Finally, the curriculum guide that follows is meant to be used as its name implies, it is just a “GUIDE”. The guide delineates the MINIMUM amount of material that MUST be presented to the students according to state law and according to course descriptions that have been approved by the state board of education. The guide in NO WAY dictates the exact teaching strategy or supportive content that may be needed to be presented to the students in accordance to Differentiated Instruction (DI) or Response To Intervention (RTI) methodologies. Due to various extenuating circumstances, there is a possibility that a class may not be able to fully keep up with the pacing of the guide. However, for assessed courses, it is a district expectation that students have been exposed to the content of the course as dictated in the guides prior to the administration of the interim assessments. If this is not possible, please inform your administration.

Interactive Curriculum Guide Printable Documents This guide is available online through our districts SharePoint website. It will be kept as up to date as possible as new information and resources are added. For the best experience PLEASE CHOOSE this guide. Link to Secondary Mathematics Curriculum Site

This guide is part of a subset of printable documents that have been posted online for the end user to print. A majority of these documents have not been uniformly formatted nor are they in a necessarily user-friendly format. Also, essential questions and resources have not been inserted into the guide and are thus separate documents. Please try to save paper and use the interactive guide whenever possible.

https://team.collierschools.com/sites/curriculum/Math/secondarymath/default.aspx


Grade 6 benchmarks to be incorporated throughout the curriculum

Mathematics Benchmark Description MA.6.A.3.3 Work backward with two step function rules.

Language Arts Benchmark Description

LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a

specific scientific or technical context relevant to grades 6–8 texts and topics.

LACC.68.RST.3.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed

visually (e.g., in a flowchart, diagram, model, graph, or table).


Grade 6 Formative Baseline Test

Duration: 90 minutes

August 20th – August 31st Cannot use as a grade. Use results to inform instruction.

Ben

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MA.6.A.3.1 MA.6.A.3.3 MA.6.A.1.1 MA.6.A.1.2 MA.6.A.1.3 MA.6.A.5.1 MA.6.A.5.2 MA.6.A.5.3

Quarter 2 MA.6.A.2.1 MA.6.A.2.2 MA.6.A.3.5 MA.6.A.3.6 MA.6.A.3.2

Quarter 3 MA.6.A.3.4 MA.6.G.4.1 MA.6.G.4.2 MA.6.G.4.3 MA.6.S.6.1 MA.6.S.6.2


QUARTER 1 Weeks 1-3

Textbook sections: 6.1B – 6.1D ; Supplemental Material for learning how to work backwards on a problem

August 20th - September 7th; September 3rd No School-Labor Day Learning Goal 1: Students will be able to write, interpret, and use mathematical expressions set in a real world context.

This goal includes students being able to write, evaluate, work backward with, and interpret the application of mathematical expressions.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to work with mathematical expressions.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for working with mathematical expressions.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved in working with mathematical expressions.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes involved in working with mathematical expressions.

Score 0.0: Even with help, no understanding or skill in working with mathematical expressions is demonstrated.

Suggested Essential Questions NGSSS Resources Vocabulary DW Test item # MA.6.A.3.1

MA.6.A.3.3

Loose Common Core Correlation Florida Standards( National Standards)

MACC.6.EE.1.1(CCSM.6.EE.1) MACC.6.EE.1.2(CCSM.6.EE.2)

Culminating Question Teacher Reflection Date Completed


QUARTER 1 Weeks 4-9

Textbook sections: 1.1 - 2.3, 5.1-5.4 September 10th - October 18th ; September 17th Early Dismissal, September 19th End of Interim, September 26th Early Dismissal, October

18th Early release and End of 1st Quarter Learning Goal 2: Students will be able to effectively use fractions, decimals, and percent’s to solve scenarios set in a real world context.

This goal includes students being able to determine the correct visual representation of multiplication or division problems involving fractions/mixed numbers and decimals, convert between the different forms (fraction, decimal, and percent’s), understand their place value, estimate computations, and efficiently perform multiplication and division of fractions and

decimals.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve scenarios involving rational numbers.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving scenarios involving rational numbers.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving scenarios involving rational numbers. .

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving scenarios involving rational numbers.

Score 0.0: Even with help, no understanding or skill with solving scenarios involving rational numbers is demonstrated.


MA.6.A.1.2 MA.6.A.1.3 MA.6.A.5.1 MA.6.A.5.2 MA.6.A.5.3


MACC.6.NS.1.1(CCSM.6.NS.1) MACC.6.NS.2.2(CCSM.6.NS.2) MACC.6.NS.2.3(CCSM.6.NS.3) MACC.6.NS.2.4(CCSM.6.NS.4)



Grade 6 Quarter 1 Benchmark Test


October 17th - 24th This test is both summative and formative. As a summative assessment, it will count as 5% of 2nd quarter’s grade. However, as

a formative assessment, results should be used to inform instruction moving forward. This assessment matches the design of the FCAT 2.0 in terms of the complexity and responses for the assessed

benchmarks. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. Compare scores from baseline test to this test to determine student needs.

Benchmarks assessed

Quarter 1 MA.6.A.3.1 MA.6.A.3.3 MA.6.A.1.1 MA.6.A.1.2 MA.6.A.1.3 MA.6.A.5.1 MA.6.A.5.2 MA.6.A.5.3


QUARTER 2 Week 10 & 11

Textbook sections: 4.1 - 4.3

October 22nd –November 2nd Learning Goal 3: Students will be able to interpret and compare ratios and rates to solve problems set in a real world context.

This goal includes students being able to translate situations involving ratio and rates from real world contexts to mathematical equations or expressions and then being able to find solutions to ratio and/or rate problems.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to work with ratios and rates.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for working with ratios and rates.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved in working with ratios and rates.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes of working with ratios and rates.

Score 0.0: Even with help, no understanding or skill in working with ratios and rates is demonstrated.


MA.6.A.2.2


MACC.6.RP.1.1(CCSM.6.RP.1) MACC.6.RP.1.2(CCSM.6.RP.2) MACC.6.RP.1.3(CCSM.6.RP.3)




Textbook Sections: 6.2 and supplemental material for the inverse property

November 5th – November 13th ; November 6th Early release Learning Goal 4: Students will be able to apply the properties of equality to show that two mathematical expressions are equivalent.

This goal includes students being able to identify and recognize the applications of the commutative, associative, identity, inverse, and distributive properties.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to apply the properties of equality.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for applying the properties of equality.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with applying the properties of equality.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with applying the properties of equality.

Score 0.0: Even with help, no understanding or skill with applying the properties of equality is demonstrated.

Suggested Essential Questions NGSSS Resources Vocabulary DW Test item # MA.6.A.3.5 Loose Common Core Correlation Florida Standards( National Standards)

MACC.6.EE.1.3(CCSM.6.EE.3) MACC.6.EE.1.4(CCSM.6.EE.4)



QUARTER 2 Weeks 13 - 15

Textbook sections: 8.1

November 14th –November 27th; November 21 – 23 Fall Break Learning Goal 5: Students will be able to describe linear functions and other simple relations using algebraic notation and common

language. This goal includes students being able to describe the rate of change of a graph or table and being able to identify different representations of the same relationship (e.g. graphs,

equations, tables, and words)

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to describe relationships between two sets.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for proficiently describing relationships between two sets.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with proficiently describing relationships between two sets.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes involved with describing relationships between two sets.

Score 0.0: Even with help, no understanding or skill of describing relationships between two sets is demonstrated.


MACC.6.EE.3.9(CCSM.6.EE.9)




Textbook sections: 7.1 - 7.3, 8.2

November 28th – December 21st ; Dec. 19-21 Early release, December 21st End of 2nd Quarter Learning Goal 6: Students will be able to solve one and two step equations linear equations and inequalities (with integral coefficients) set in

a real world context. This goal includes students being be able to solve integral one- or two-step linear equations & inequalities, write an equation or inequality that models a real world situation, and

choosing the representative graph for a given equation or inequality.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve equations and inequalities.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving equations and inequalities.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving equations and inequalities.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving equations and inequalities.

Score 0.0: Even with help, no understanding or skill with solving equations and inequalities is demonstrated.


MACC.6.EE.2.5(CCSM.6.EE.5) MACC.6.EE.2.6 (CCSM.6.EE.6) MACC.6.EE.2.7(CCSM.6.EE.7) MACC.6.EE.2.8(CCSM.6.EE.8)



Grade 6 Quarter 2 Benchmark Test/ Midterm Exam


December 19th - 21st This test is both summative and formative. As a summative assessment, it will count as midterm exam grade or 5% of 1st

semester’s grade. However, as a formative assessment, results should be used to inform instruction moving forward. This assessment matches the design of the FCAT 2.0 in terms of the complexity and responses for the assessed

benchmarks. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. Compare scores from baseline test to this test and from the quarter 1 test to this test to

help determine student needs.

This test will contain items that will address the different aspects of the benchmarks taught in quarter 2 while only revisiting certain aspects of benchmarks taught in quarter 1.

Benchmarks assessed by quarter





Textbook sections: 9.1 and supplemental material for solving problems when given a formula to evaluate

January 7th –January 18th Learning Goal 7: Students will be able to solve problems when given a formula to evaluate.

This goal includes students being able to solve scenarios that contain formulas that are up to three variables. These formulas can be from the FCAT reference sheet, commonly used mathematical formulas, or other formulas that are suitable for the students.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve problems with a formula.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving problems with a formula.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving problems with a formula.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving problems with a formula.

Score 0.0: Even with help, no understanding or skill in solving problems with a formula is demonstrated.


N/A



QUARTER 3 Week 21

Textbook Sections: 9.2

January 22nd –January 25th ; January 21st No School Learning Goal 8: Students will understand the concept of Pi, its irrationality, and its common applications.

This goal includes students being able to use 227

or 3.14 as approximations for Pi in order to help determine the approximate circumference and area of a circle. Stress should be

placed on the fact that 227

or 3.14 are approximations for Pi, NOT its actual value.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to understand the concept of Pi.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for understanding the concept of Pi.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with understanding the concept of Pi.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with understanding the concept of Pi.

Score 0.0: Even with help, no understanding or skill with understanding the concept of Pi is demonstrated.

Suggested Essential Questions NGSSS Resources Vocabulary DW Test item # MA.6.G.4.1 Loose Common Core Correlation Florida Standards( National Standards)

MACC.7.G.2.4(CCSM.7.G.4)




Textbook sections: 9.3

January 28th – February 8th ; February 13th End of Interim Learning Goal 9: Students will be able to determine the area and perimeter of composite two dimensional figures.

This goal includes students being able to find the perimeter and area of figures that are composed of polygons (both concave and convex), circles, and semicircles. These figures may also have triangles, quadrilaterals, circles, and semicircles within a larger composite figure.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to determine the area and perimeter of two dimensional figures.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for determining the area and perimeter of two dimensional figures.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with determining the area and perimeter of two dimensional figures.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with determining the area and perimeter of two dimensional figures.

Score 0.0: Even with help, no understanding or skill with determining the area and perimeter of two dimensional figures is demonstrated.


MACC.6.G.1.1(CCSM.6.G.1.1)




Textbook Sections: 9.4

February 14th – February 22nd March 18th ; February 15th Early release, February 18th No School Learning Goal 10: Students will be able to determine the missing dimension of a plane figure or prism given some of its dimensions. This goal includes students being able to use given formulas to determine the missing dimension, area, or volume of a non-composite two-dimensional figure or right prism

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to determine the missing dimension of figures.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for determining the missing dimension of figures.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with determining the missing dimension of figures.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with determining the missing dimension of figures.

Score 0.0: Even with help, no understanding or skill with determining the missing dimension of figures is demonstrated.


MACC.6.G.1.2(CCSM.6.G.2) MACC.6.G.1.4(CCSM.6.G.4)




Textbook Sections: 3.1, 3.2

February 25th – March 28th ; Mar. 26th Early Release, Mar. 28th End of 3rd Quarter Learning Goal 11: Students will be able to determine, select, and analyze the measures of central tendency and/ or variability that are

appropriate for a given scenario that is set in a real world context. This goal includes students being able to find the mean, median, mode, and range of a data set displayed as a table, line plot, bar graph, double bar graph, or line graph. Also, students will be able to find the missing data value if given the mean, median, mode, and range and the remainder of the data set. Finally, students will be able to select the appropriate measure

of central tendency or variability that will best describe a set of data.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to appropriately use measures of central tendency and variability.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for appropriately using measures of central tendency and variability.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with appropriately using measures of central tendency and variability.

Score 1.0:

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with appropriately using measures of central tendency and variability.

Score 0.0: Even with help, no understanding or skill with appropriately using measures of central tendency and variability is demonstrated.

Suggested Essential Questions NGSSS Resources Vocabulary DW Test item # MA.6.S.6.1

MA.6.S.6.2


MACC.6.SP.1.1(CCSM.6.SP.1) MACC.6.SP.1.2(CCSM.6.SP.2) MACC.6.SP.1.3(CCSM.6.SP.3)



Grade 6 Quarter 3 Benchmark Test


April 2nd – April 5th This test is both summative and formative. As a summative assessment, it will count as 5% of the 4th quarter’s grade. However,

as a formative assessment, results should be used to inform instruction moving forward. This assessment matches the design of the FCAT 2.0 in terms of the complexity and responses for the assessed

benchmarks. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. Compare scores from baseline test to this test, from the quarter 1 test to this test, and

from the quarter 2 test to this test to help determine student needs.

This test will contain items that will address the different aspects of the benchmarks taught in quarter 3 while only revisiting certain aspects of benchmarks taught in quarter 1 and 2,

Benchmarks assessed by quarter






Chapter 2

April 2nd –April 19th Benchmark Review



Textbook Sections: Supplemental material to support the content April 22nd – May 7th ; Apr. 29th & Apr.30th No School

Learning Goal 12: Students will be able to display numerical data sets on a number line. This goal includes students being able to display data using dot plots, histograms, and box plots.

Scal

e

Score 4.0: In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to display data sets.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for displaying data sets.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with displaying data sets.

Score 1.0: With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with displaying data sets.

Score 0.0: Even with help, no understanding or skill with displaying data sets is demonstrated.

Suggested Essential Questions CCSM Resources Vocabulary DW Test item # MACC.6.SP.2.4

(CCSM.6.SP.4)




Textbook Sections: Supplemental material to support the content May 8th - June 4th ; May 27th No School, May 31st, June 3rd, & June 4th Early Release, June 4th Student Last Day

Learning Goal 13: Students will be able to summarize numerical data sets in relation to their context. This goal includes students being able to report the number of observations, describe the nature of the attribute under investigation, giving quantitative measures of

center(mean/median) & variability(interquartile range/ mean absolute deviation), and relating the choice of measures of center and variability with the shape of the data distribution & the context in which the data was gathered.

Scal

e

Score 4.0:

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to summarize data sets.

Score 3.0:

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for summarizing data sets.

Score 2.0: No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with summarizing data sets.

Score 1.0: With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with summarizing data sets.

Score 0.0: Even with help, no understanding or skill with summarizing data sets is demonstrated.

Suggested Essential Questions CCSM Resources Vocabulary DW Test item # MACC.6.SP.2.5

(CCSM.6.SP.5)



Grade 6 Final Exam


May 31st , June 3rd, and June 4th This test is summative. As a summative assessment, it will count as the final exam grade or 5% of 2nd semester’s grade. This assessment will assess all of the Next Generation Sunshine State Standards and Common Core Standards for

Mathematics (CCSM) that are assigned to this course, regardless of content coverage in the textbook resource. Benchmarks assessed by quarter




Quarter 4 MACC.6.SP.2.4 (CCSM.6.SP.4) MACC.6.SP.2.5 (CCSM.6.SP.5)

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