MS Math GRADE: 6 - elmwoodparkschools.org · Instruction Middle School Grade 6 workbook ... • Go...

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

MS Math

GRADE: 6

Credits:

ABSTRACT Mathematics at the sixth grade level provides the opportunity for students to apply the rules, properties, and theorems of mathematics to real-world applications. Student knowledge of the number system extends to the use of positive exponents for representing very large numbers. Graphing includes coordinate points in all quadrants of the Cartesian plane. Students (a) apply geometric formulas and properties, (b) convert among operations, fractions, decimals, and percent, (c) examine probabilities of events, and (d) use iterative formulas. The algebraic techniques of solving equations and determining rules from collected or represented data assist students in the development of communicating and predicting trends and events.

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: (Title, Month(s), Number of Days)

Multiply and Divide Decimals 14 Days

Multiply and Divide Fractions 12 Days

Ratios and Rates

20 Days

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

The Number System 6.NS.2, 6.NS.3

Expressions and Equations 6.EE.1, 6.EE.2b

Technology 8.1, 8.2

21st Life & Careers 9.1, 9.2, 9.3, 9.4

The Number System 6.NS.1, 6.NS.4

Technology 8.1, 8.2

21st Life & Careers 9.1, 9.2, 9.3, 9.4

Ratios and Proportional Relationships 6.RP.1, 6.RP.2, 6.RP.3, 6.RP.3a,

6.RP.3d Technology

8.1, 8.2 21st Life & Careers

9.1, 9.2, 9.3, 9.4

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• Students will estimate the product and quotient of decimals and judge the reasonableness of the results.

• Students will estimate and find the product and quotient of decimals and whole numbers.

• Students will multiply and divide

• Students will estimate products of fractions using compatible numbers and rounding.

• Students will multiply fractions and whole numbers, fractions and fractions, and fractions and mixed numbers.

• Students will express ratios and rates in fraction form.

• Students will determine unit rates. • Students will use ratio tables to

represent and solve problems involving equivalent ratios.

• Student will use technology to





Ratios and Rates

20 Days

decimals by decimals. • Student will represent numbers

using exponents. • Students will multiply decimals

mentally by powers by ten. • Students will divide decimals

mentally by powers of ten. • Students will determine reasonable

answers to solve problems.

• Students will solve problems by drawing a diagram.

• Students will divide whole numbers by fractions, fractions by fractions, and fractions and mixed numbers.

compare output/input ratios for functions.

• Students will determine if two ratios are equivalent.

• Students will solve problems using ratios and rates.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• What kind of result do you expect when you multiply or divide a whole number by a decimal?

• How is multiplying a decimals by a decimal different than multiplying a decimal by a whole number? How is it smaller?

• How is dividing decimals similar to and different from dividing whole numbers?

• How is the placement of the decimal point determined when multiplying and dividing by powers of ten?

• What is the result when you multiply or divide a number by a fraction?

• How can rounding help you determine if the product of a whole numbers and a fraction is reasonable?

• How is multiplying two fractions similar to and different from adding two fractions? How is multiplying two fractions similar to and different from multiplying two whole numbers?

• How is dividing two fractions similar to and different from dividing two whole numbers?

• How are ratios, rate, and equivalent ratios used in the real world?

• How are fractions, ratios, and rates related?

• How are ratio tables like other tables? How are they different?

• Describe a real-world situation when it would be helpful to find an equivalent rate.





Ratios and Rates

20 Days

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc. PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Mathematical Practices 1. Make sense of problems and

persevere in solving them. 2. Reason abstractly and

quantitatively. 3. Construct viable arguments and

critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools

strategically. 6. Attend to precision. 7. Look for and make use of



quantitatively. 3. Construct viable arguments and

critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools




quantitatively. 3. Construct viable arguments

and critique the reasoning of others.

4. Model with mathematics. 5. Use appropriate tools

strategically. 6. Attend to precision.





Ratios and Rates

20 Days

structure. 8. Look for and express regularity

in repeated reasoning.

structure. 8. Look for and express regularity

in repeated reasoning.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Class discussions • Rubrics • Tests/Quizzes • Homework • Supplemental materials • Projects



RESOURCES:

• Graphic Organizers • Manipulatives • Leveled worksheets • iPads • Go Math Differentiated

Instruction Middle School Grade 6 workbook

• Go Math Assessment Resources Middle School Grade 6

• www.aaamath.com




• www.aaamath.com

• Graphic Organizers • Manipulatives • Leveled worksheets • iPads • Go Math Differentiated Instruction

Middle School Grade 6 workbook


• www.aaamath.com





Ratios and Rates

20 Days

• www.matheplayground.com • www.funbrain.com • IXL.com • My.hrw.com • Renaissance(hosted.363.renlearn.

com/15027) • NJASK preparation problems

• www.matheplayground.com • www.funbrain.com • IXL.com • My.hrw.com • Renaissance(hosted.363.renlearn.

com/15027) • NJASK preparation problems

• www.aaamath.com • www.matheplayground.com • www.funbrain.com • My.hrw.com • Renaissance(hosted.363.renlearn.c

om/15027) • IXL.com • NJASK preparation problems

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Warm-up activities • Exploratory activities • Class discussions • Student participation • Formative and/or summative

assessments • Projects





CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this

• Use graphic organizers for vocabulary development.

• Respond to open-ended responses, conclusions, and analysis of exploratory activities in writing.





• Utilize graphic organizers for





Ratios and Rates

20 Days

unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Utilize graphic organizers for comprehension.

• With exponents, discuss the distance from the sun to each planet.

Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and accommodations listed in the students’ LEP plan ● Use a translation dictionary or


• Explore the career of a pastry chef.

Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and accommodations listed in the students’ LEP plan ● Use a translation dictionary or software

comprehension. • Explore the career of a

cosmetics chemist. Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and accommodations listed in the students’ LEP plan ● Use a translation dictionary or software ● Provide text-to-speech for math problems





Ratios and Rates

20 Days

software ● Provide text-to-speech for math problems

*ELL Students- Instruction will be based on language proficiency.

At-Risk Students: ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ● Use online textbook for additional practice Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are

● Provide text-to-speech for math problems


At-Risk Students: ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ● Use online textbook for additional practice Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used).


At-Risk Students: ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ● Use online textbook for additional practice Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). ● Products should be modified (evaluations, audiences, real-world problems)





Ratios and Rates

20 Days

used). ● Products should be modified (evaluations, audiences, real-world problems) ● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.

● Products should be modified (evaluations, audiences, real-world problems) ● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.

● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.



Fractions, Decimals, and Percents 10 Days

Algebraic Expressions

20 Days

Equations

26 Days



Ratios and Proportional Relationships

6.RP.3c, 6.RP.3 Technology


9.1, 9.2, 9.3, 9.4

Expressions and Equations 6.EE.1, 6.EE.2a, 6.EE.2c, 6.EE.3

The Number System 6.NS.6

Technology 8.1, 8.2

21st Life & Careers 9.1, 9.2, 9.3, 9.4

Expressions and Equations 6.Ee.5, 6.EE.7, 6.EE.8, 6.EE.9

The Number System 6.NS.6, 6.NS.7, 6.NS.6

Expressions and Equations 6.EE.2b

Technology 8.1, 8.2

21st Life & Careers 9.1, 9.2, 9.3, 9.4


• Students will write decimals as fractions or mixed numbers in simplest form.

• Students will write fractions as decimals.

• Students will write percents as fractions.

• Students will write fractions as percents.

• Students will express percents as decimals and decimals as

• Students will find the value of expressions using the order of operations.

• Students will evaluate algebraic expressions.

• Students will write verbal phrases as simple algebraic expressions.

• Students will solve problems by acting them out.

• Students will explore the distributive property and other

• Students will solve equations by using mental math, and the guess, check, and revise strategy.

• Students will solve problems by working backward.

• Students will solve and write addition, subtractions, multiplication, and division equations.





20 Days

Equations

26 Days

percents. • Students will write percents

greater than 100% and percents less than 1% as fractions and as decimals, and vice versa.

• Students will compare and order fractions.

• Students compare and order fractions, decimals, and percents.

• Students will estimate the percent of a number.

• Students will find the percent of a number using fractions and decimals.

• Student will solve problems by solving a simpler problem.

mathematical properties.


• How can the relationship between fractions, decimals, and percents be used to solve mathematical and real-world problems?

• How are fractions and decimals similar? How are they different?

• How are percents related to fractions and decimals?

• Describe a real-world situation in which it is useful to compare

• What are mathematical expressions and how are they used to solve problems?

• Why is it important to have a set of rules, such as the order of operations, for simplifying or evaluating expressions?

• How do properties and number patterns assist in simplifying expressions?

• What do you need to know in order to write and solve algebraic equations?

• How is solving equations similar to simplifying expressions? How is it different?

• Why is it necessary to multiply or divide by the same number on both sides of the equal sign when solving a multiplication or division





20 Days

Equations

26 Days

fractions, decimals, and percents. • How can fraction equivalents be

helpful in estimating percents?

equation?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)























20 Days

Equations

26 Days

structure. 8. Look for and express

regularity in repeated reasoning.





OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)




RESOURCES:




• www.aaamath.com • www.matheplayground.com





• Graphic Organizers • Manipulatives • Leveled worksheets • iPads • Go Math Differentiated Instruction

Middle School Grade 6 workbook







20 Days

Equations

26 Days

• www.funbrain.com • IXL.com • My.hrw.com • Renaissance(hosted.363.renlearn.

com/15027) • www.aaamath.com • www.matheplayground.com • www.funbrain.com • NJASK preparation problems



• www.funbrain.com • IXL.com • My.hrw.com • Renaissance(hosted.363.renlearn.c

om/15027) • www.aaamath.com • www.matheplayground.com • www.funbrain.com • NJASK preparation problems










CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st


• Respond to open-ended




• Respond to open-ended responses,





20 Days

Equations

26 Days

century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

responses, conclusions, and analysis of exploratory activities in writing.


• Explore the career as a special effects animator.

Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and



• Explore the career as a water slide engineer.


conclusions, and analysis of exploratory activities in writing.


• Explore the career as a sound engineer.

Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and accommodations listed in the students’





20 Days

Equations

26 Days

accommodations listed in the students’ LEP plan ● Use a translation dictionary or software ● Provide text-to-speech for math problems


At-Risk Students: ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ● Use online textbook for additional practice Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday




LEP plan ● Use a translation dictionary or software ● Provide text-to-speech for math problems


At-Risk Students: ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ● Use online textbook for additional practice Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are





20 Days

Equations

26 Days

life situations in which whole number, decimal, and fraction operations are used). ● Products should be modified (evaluations, audiences, real-world problems) ● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.


used). ● Products should be modified (evaluations, audiences, real-world problems) ● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.

Numbers

26 Days

Perimeter, Area, and Volume

17 Days


Numbers

26 Days


17 Days



The Number System 6.NS.4, 6.NS.5, 6.NS.6, 6.NS.6c,

6.NS.7a, 6.NS.7b, 6.NS.7c Technology


9.1, 9.2, 9.3, 9.4

Geometry 6.G.1, 6.G.3, 6.NS.8

Technology 8.1, 8.2

21st Life & Careers 9.1, 9.2, 9.3, 9.4


• Students will use ordered pairs to graph relations.

• Students will complete function tables and find function rules.

• Students will extend and describe arithmetic sequences using algebraic expressions.

• Students will solve inequalities by using mental math and the guess, check, and revise strategy.

• Students will read and write integers and find the absolute value of an integer.

• Students will locate and graph ordered pairs on a coordinate

• Students will find the areas and missing dimensions of parallelograms and triangles.

• Students will find the areas of trapezoids.

• Students will estimate and find the circumference of circles.

• Students will find the area of circles.

• Students will find the perimeter of a composite figure.

• Students will find the areas of composite figures.

• Students will solve problems by making a model.


Numbers

26 Days


17 Days

plane. • Students will find the volume of rectangular prisms.

• Students will find the surface areas of rectangular prisms.


• How do we use functions, inequalities, and integers to describe situations and solve problems?

• How are function tables related to the coordinate plane?

• How is solving an inequality similar to solving an equation? How is it different?

• What is the significance of absolute value?

• Compare and contrast perimeter, area, and volume.

• How is the area of a triangle related to the area of a parallelogram?

• Describe the relationship between a circle’s radius, diameter, circumference, and area.

• How is finding the area of a composite figure similar to the problem-solving strategy of solving a simpler problem? Compare and contrast the volume and surface area of a rectangular prism.



observations, etc.]


Numbers

26 Days


17 Days

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

















OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their




Numbers

26 Days


17 Days

learning?) RESOURCES:




• www.aaamath.com • www.matheplayground.com • www.funbrain.com • IXL.com • My.hrw.com • Renaissance(hosted.363.renlearn.





• www.aaamath.com • www.matheplayground.com • www.funbrain.com • IXL.com • My.hrw.com • Renaissance(hosted.363.renlearn.





Numbers

26 Days


17 Days






CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)




• Explore the career as a meteorologist.

Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered




• Explore the career as a landscape architect.

Special Education: ● Modify/reduce assignments and tests ● Provide modifications and accommodations listed in the students’ IEP ● Open communication with parents/guardians ● Increase one-to-one time ● Tier groups along with tiered


Numbers

26 Days


17 Days

assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and accommodations listed in the students’ LEP plan ● Use a translation dictionary or software ● Provide text-to-speech for math problems


At-Risk Students: ● Increase one-to-one time ● Tier groups along with tiered assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ● Use online textbook for additional practice

assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding) ● Mix groups for peer tutoring ELL: ● Use Go Math Spanish Resources for assessments and assignments ● Provide modifications and accommodations listed in the students’ LEP plan ● Use a translation dictionary or software ● Provide text-to-speech for math problems.


At-Risk Students: ● Increase one-to-one time • Tier groups along with tiered

assignments (assignments provided by GO MATH that differ based on number and/or complexity of problems and degree of scaffolding)

● Mix groups for peer tutoring ● Use online textbook for additional practice


Numbers

26 Days


17 Days

Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). ● Products should be modified (evaluations, audiences, real-world problems) ● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.

Gifted Students ● Process should be modified: higher order thinking skills, open-ended thinking, discovery. ● Assignment and assessment contents should be modified (an example of an assignment would be students creating word problems that connect to everyday life situations in which whole number, decimal, and fraction operations are used). ● Products should be modified (evaluations, audiences, real-world problems) ● Learning environment should be modified: student-centered learning, independence, complexity, groups varied.


Volume and Surface Area

9 Days

Analyze Data and Graphs

15 Days




9 Days


15 Days



Geometry 6.G.2, 6.G.4 Technology


9.1, 9.2, 9.3, 9.4

Statistics and Probability 6.SP.4, 6.SP.5c, 6.SP.5

Technology 8.1, 8.2

21st Life & Careers 9.1, 9.2, 9.3, 9.4


• Students will find the volume of prisms.

• Students will find the volume of pyramids.

• Students will find the volume of cylinders and cones.

• Students will solve problems by drawing a diagram.

• Students will find the mean, median, mode, and range of a data set.

• Students will interpret the median, mode, and range of a set of data.

• Students make and interpret frequency tables and stem-and-leaf-plots.

• Students will collect, organize, analyze, and display data to solve problems with histograms, and use these data displays to show frequency distribution.

• Students will construct and




9 Days


15 Days

analyze circle graphs. • Students will select an

appropriate display for a set of data.

• Students will recognize when statistics and graphs are misleading.

• Students will use logical reasoning to solve a problem.


• Why is it important to know how to find the volume and surface area of three-dimensional figures?

• How is the volume of a triangular prism related to the volume of a rectangular prism?

• How is the volume of a cylinder related to the volume of a cone?

• Compare and contrast the surface area and volume of a cylinder.

• How can we use data to become more informed about the world around us?

• How are measures of central tendency helpful in describing a data set?

• How are tables helpful in solving problems?

• How can circle graphs be used to analyze data?

• How can misleading statistics affect actual data?






9 Days


15 Days

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)









9. Students will find the volume of prisms, pyramids, cylinders, and cones.









9. 10. Students will find and

interpret the mean, median, mode, and range.

11. Students will collect, organize, analyze, and display data in an




9 Days


15 Days

appropriate graph. 12. Students will construct and

analyze circle graphs. 13. Students will identify

misleading graphs. OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)



RESOURCES:












9 Days


15 Days












CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st








9 Days


15 Days

century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)



• Explore the career as an interior designer.




• Explore the career as a marine biologist.





9 Days


15 Days







MS Math GRADE: 6 - elmwoodparkschools.org · Instruction Middle School Grade 6 workbook ... • Go...

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Transcript of MS Math GRADE: 6 - elmwoodparkschools.org · Instruction Middle School Grade 6 workbook ... • Go...