Greene County Public Schools

6thGrade Math Curriculum &Pacing Guide 2016-17 Quarter 1

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level

VerticalAlignment

Vocabulary Cross-curricular Connections

≈ 8/21 – 9/3

(≈ 10 days)

Math 6.7

**need to review rounding and place value from elementary school**

**spend more time with calculator**

The student will solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of decimals

Is your answer a reasonable answer?

● Solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with decimals expressed to thousandths with no more than two operations.

Bloom’s Levels:Apply

5.5 a and ba) Find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths.b) Create and solve single-step and multistep practical problems involving decimals.

Sum ofDifference twiceProduct doubleQuotient tripleincreased remainsdecreasedhow much/manyhow much/many moreleftsplitfewer than leftmore than separatecut off

USII.6 website: prices during the Great Depression

USII.6 website: stock market game

Life Applications:Menus, grocery store circulars, pay checks, Brainpop: Decimals

≈ 9/4 – 9/11(≈ 5 days)

Math 6.1

**focus on simplifying and divisibility rules/100 charts**

The student will describe and compare data, using ratios, and will use appropriate notations, such as , a to b, and a:b.

What is a ratio?

● Represent arelationship in wordsthat makes

a comparison by using the notations , a:b, and a to b.

● Describe a relationship within a set by comparingpart of the set to the entire set.

● Describe a relationship between two sets by comparing part of one set to a corresponding part of the other set.

● Describe a relationship between two sets

7.4Single and multistep practical problems with proportional reasoning.

RatioNumeratorDenominatorsimplify

Life Applications:Sports stats, scale and proportion involving food ie.(drink mix to water) Brainpop: Ratios, Reducing Fractions

by comparing all of one set to all of the other set.

● Describe a relationship within a set by comparing one part of the set to another part of the same set.

● Create a relationship in words for a given ratio expressed symbolically.

Bloom’s Levels:RememberUnderstand

AnalyzeCreate

≈ 9/14 – 9/29

(≈ 12 days)

Math 6.2 The student willa) investigate and describe fractions,decimals and percents as ratios;b) identify a given fraction, decimal orpercent from a representation;c) demonstrate equivalent relationshipsamong fractions, decimals, and percents;d) compare and order fractions, decimals,and percents.

What is the relationship among fractions,decimals and percents?

● Compare two decimals through thousandths using manipulatives, pictorial representations, number lines, and symbols

(<, >, =).

● Compare two fractions with denominators of 12 or less using manipulatives, pictorial representations, number lines, and symbols

(<, >, =).

● Compare two percents using pictorial

5.2 a and ba) Recognize/name fractions in their equivalent decimal form and vice versa.b) Compare/order fractions and decimals

7.1b,c, and eb) Determine scientific notation for numbers greater than zero.c) Compare and order fractions, decimals, percents, and scientific notation.e) Identify and describe absolute value for rational numbers.

PercentNumeratorDenominatorEquivalentTerminating decimalRepeating decimalascendingdescending

English 6.5One Riddle, One Answer by: Lauren Thompson

English 6.6If You Hopped Like a Frog by: David Schwartz

English 6.6Math Chef by: Joan D’Amico

Life Applications:Brainpop: Coverting Fractions to Decimals, Percents

representations and symbols (<, >, =).

● Represent in fraction, decimal, and percent form a given shaded region of a grid.

● Represent, by shading a grid, a fraction, decimal, and percent.

● Identify the decimal and percent equivalents for numbers written in fraction form including repeating decimals.

● Describe orally and in writing the equivalent relationships among decimals, percents, and fractions that have denominators that are factors of 100.

● Represent fractions, decimals, and percents on a number line.

● Order no more than 3 fractions, decimals, and percents (decimals through thousandths, fractions with denominators of 12 or less), in ascending or descending order.

Bloom’s Levels:RememberUnderstand

Analyze≈ 9/30 – 10/6

(≈ 5 days)

Math 6.14 The student, give a problem situation, willa) construct circle graphs;b) draw conclusions and make predictions,using circle graphs; andc) compare and contrast graphs thatpresent information from the same data set

What types of data are best presented in acircle graph?

● Review creating and analyzing bar graphs.

● Collect, organize and display data in circle

5.15Collect/organize/interpret data, using stem-and-leaf plots/line graphs.

7.11 a and ba) Construct/analyze histogramsb) Compare/contrast histograms

Circle graphPercentNumeratorDenominator

USII.4b Website: Circle Graphs: Graphing statistics.

Science: Graphing data

Life Applications: Brainpop: Graphs

graphs by depicting information as fractional.

● Draw conclusions and make predictions about data presented in a circle graph.

● Compare and contrast data presented in a circle graph with the same data represented in other graphical forms.

Bloom’s Levels:RememberUnderstand

Apply≈ 10/7 –

10/9(≈ 3 days)

Math 6.4 The student will demonstrate multiplerepresentations of multiplication ofFractions.

When multiplying fractions, what is the meaning of the operation?

● Demonstrate multiplication of fractions using multiple representations.

● Model algorithms for multiplying with fractions using appropriate representations.

Bloom’s Levels:Apply

Analyze

None NumeratorDenominatorRowsColumnsProduct

Life Applications: cooking, cutting brownies or cake.

≈ 10/12 – 10/16(≈ 5 days)

Math 6.6a The student will multiply fractions andmixed numbers.

How is the multiplication of fractionsand whole numbers alike?

Is your answer reasonable?

● Multiply with fractions and mixed numbers.● Answers are expressed in simplest form.

NumeratorDenominator

Improper fractionMixed number

ProductSimplify

English 6.5One Riddle, One Answer by: Lauren Thompson

Life Applications: cooking, cutting brownies or cake, Brainpop: Mixed Numbers

Bloom’s Levels: Understand Apply

RESOURCES:

SOL 6.7 Portaportal – Decimal Operations, IXL, Matching – decimal to word form, Brainpop: Decimals, powerpoint multiplying decimals, Vocabulary Sort

SOL 6.1 Portaportal – Ratios; IXL; *Create ratio cards with recipes to extend and simplify; Brainpop: Ratios, Reducing Fractions; Ratio and Proportion Powerpoint

SOL 6.2 Portaportal – Fractions, Decimals, Percents, IXL, Matching Cards, Brainpop: Coverting Fractions to Decimals; Percents, Fractions, Decimals, Percents Powerpoint, Bingo, Racko, Picture Cards, 4 Representations for Comparing Fractions(Poster), I Have…Who Has…?

SOL 6.14 Sample VDOE question (circle to bar graph), Brainpop: Graphs, Powerpoint on Types of Graphs, foldable

SOL 6.4 http://www.learner.org/courses/learningmath/number/session9/part_a/try.html Task cards, Matching, Transparency overlay

SOL 6.6a Portaportal – Fraction multiplication and division, IXL (include SOL 6.2c improper and mixed conversions), Task Cards; Brainpop – Mixed Numbers

Common Assessments: Quizzes, Tests, Benchmarks

**lots of task/matching/sorting cards**

Websites1. US History USII.6 d – Great Depression Math 6.7 – Multiplication of decimals/word problemsCalculating prices during the Great Depression and now using computation with decimalshttp://www.nps.gov/museum/tmc/PRWI/GreatDepressionMath.pdf___________________________________________________________________________________2. US History USII.6 d – Stock Market GameMath – discussion on debt? Calculating the value of stocks? Computation with money?http://www.brighthubeducation.com/history-lessons-grades-9-12/127904-the-great-depression-causes-crash-fallout/_____________________________________________________________________________________3.US History USII.4 b – growth of cities and immigrationMath 6.14 b, c – circle graphsComparing circle graphs of population changes with discussion questionshttp://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/6-8/InfoRepGraph-AS-HistoryofPopulations.pdf

Greene County Public Schools6th Grade Math Curriculum & Pacing Guide 2015-2016 Quarter 2

Time/Dates

SOL/Strand

Objective/Content/Essential Questions/Cognitive Level

VerticalAlignment

Vocabulary Cross-curricular Connections

10/19 – 10/27

(7 days)

Math 6.16 The students will:a) compare and contrast dependent and independent events; andb) Determine probabilities for dependent and independent events.

How can you determine if a situation involves dependent or independent events?Determine the probability of two independent events.Determine the probability of two dependent events.Determine whether two events are dependent or independent.Compare and contrast dependent and independent events.

Bloom’s Levels:UnderstandApplyAnalyzeEvaluate

SOL. 5.14Make predictions and determine probability by constructing a sample space

SOL. 7.9Investigate/describe the difference between the experimental and theoretical probability.

DependentIndependentProbability

Life Applications: lottery, games, Brainpop: Independent/Dependent Events, Basic Probability

10/28 – 10/30

(3 days)

Math 6.4 The student will demonstrate multiplerepresentations of division ofFractions.

What does it mean to divide with fractions?

● Demonstrate division of fractionsusing multiple

None NumeratorDenominatorRowsColumnsQuotientshading ÷ grouping

representations.

● Model algorithms for dividing with fractions using appropriate representations.

Bloom’s Levels:ApplyAnalyze

11/4 – 11/10(5 days)

Math 6.6a The student will divide fractions and mixedNumbers.

How is the Division of fractionsAnd whole numbers alike?

Is your answer a reasonable answer?

● Division with fractions and mixed numbers.

● Answers are expressed in simplest form.

Bloom’s Levels: Understand Apply

None NumeratorDenominatorImproper fractionMixed numberQuotientSimplify

Life Applications: Brainpop: Multiplyingand Dividing Fractions

11/11 – 11/24(10 days)

Math 6.6b The student will estimate solutions and solveSingle-step and multistep practical problemsInvolving addition, subtraction,Multiplication, and division of fractions.

Is your answer reasonable?

● Solve single-step and multistep practical problems

5.5 a and ba) Find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths.b) Create and solve single-step and multistep

NumeratorDenominatorImproper fractionMixed numberQuotientSimplifyProductDifferenceSum

that involve addition, subtraction, multiplication, and division with fractions and mixed number, with and without regrouping, that include like and unlike denominators of 12 or less. Answers are expressed in simplest form.

Bloom’s Levels: Understand Apply

practical problems involving decimals.

SOL.5.6The student will solve single step and multi-step practical problems involvingaddition and subtraction with fractions and mixed numbers and express answers in simplest form.

11/30 – 12/3(4 days)

Math 6.5 The student will investigate and describe concepts of positive exponents and perfect squares.

What is the relationship between perfectsquares and a geometric square?What does exponential form represent?

Recognize and describe patterns with exponents that are natural numbers, by using a calculator.Recognize powers of ten by examining patterns in a place value chart: 104 = 10,000, 103 = 1000, 102 = 100, 101 = 10, 10 =1.Recognize and describe patterns of perfect squaresnot to exceed 20 , by using grid paper, square tiles, tables, and calculators.

SOL. 7.1a, da) Investigate and describe negative exponents.b) Determine square roots.

ExponentSquaresBaseSquare rootPowersPerfect squareRepeated multiplication

Language Arts: One Grain of RiceBy Demi

Life Applications: population growth, area, volume, Brainpop: Exponents, Square Roots

Bloom’s Levels:RememberUnderstand

12/4 – 12/15

(8 days)

Math 6.8 The student will evaluate whole number numerical expressions, using the order of operations.

What is the significance of the order of operations?Simplify expressions by using the order of operations in a demonstrated step-by-step approach. The expressions should be limited to positive values and not include braces { } or absolute value | |.

Bloom’s Levels:RememberUnderstandAnalyze

SOL. 5.7Evaluate whole number numerical expressions using order of operations.

SOL. 7.13a/ba) write verbal expressions as algebraic expressions and sentences as equations and vice versab) Evaluate algebraic expressions.

Parenthesis (grouping symbol)Division barExponentBasepower

Life Applications: Brainpop – Order of Operations

12/16 – 12/22 (5 Days)

Benchmark Assessments/unit testsMap AssessmentsRemediation/Enrichment

RESOURCES: SOL 6.16 Powerpoint on Independent/Dependent Probability, Brainpop, IXL, Task/Sorting/Matching Cards, Stations, March Madness Bulletin Bd.

SOL 6.4 Task Cards

SOL 6.6a Lesson Video – www.brainingcamp.com/content/dividing-fractions/lesson.php , Task cards, Brainpop: Multiplying and Dividing Fractions, portaportal – fraction multiplication and division, IXL

SOL 6.6b IXL

SOL 6.5 Brainpop – Exponents and Square Roots, IXL SOL 6.8 Brainpop – Order of Operations, IXL, powerpoints (Algebra binder), portaportal – order of operations, Regents website www.regentsprep.org/regents/math/algebra/aop2/orderPrac.htm , order of operations rap (Mr. Que), cube, WAR cards COMMON ASSESSMENTS: Quizzes, Tests, Benchmarks

Greene County Public Schools

6thGrade Math Curriculum &Pacing Guide 2015-2016 Quarter 3

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level

VerticalAlignment

Vocabulary Cross-curricular Connections

1/5 – 1/13(7 days)

Math 6.17 The student will identify and extend geometric and arithmetic sequences.

What is the difference between an arithmetic and a geometric sequence?

Investigate and apply strategies to recognize and describe the change between terms in arithmetic patterns.

Identify the common difference for a given arithmetic sequence.

Investigate and apply strategies to recognize and describe geometric patterns.

Identify the common ratio for a given geometric sequence.

Extend and apply arithmetic and geometric sequences to similar situations.

Extend arithmetic and geometric sequences in a table by using a given rule or mathematical relationship.

Compare and contrast arithmetic and geometric sequences.

Describe verbally and in writing the relationships between consecutive terms in an arithmetic or geometric sequence.

Bloom’s Levels:RememberUnderstand

Apply

SOL. 5.17Describe and express the relationship in a number pattern

SOL. 7.2Describe and represent arithmetic/geometric sequences using variable expressions.

GeometricArithmeticSequenceCommon ratioCommon differenceConsecutive

1/14 – 1/27(10 days)

Math 6.18The student will solve one-step linear equations in one variable involving whole number coefficients and positive rational solutions.

When solving an equation, why is it necessary to perform the same operation on both sides of an equal sign?

Identify and use the following algebraic terms appropriately: equation, variable, expression, term, and coefficient.

Represent and solve a one-step equation, using a variety of concrete materials such as colored chips, algebra tiles, or weights on a balance scale.

Solve a one-step equation by demonstrating the steps algebraically.

Bloom’s Levels:Remember

Apply

SOL. 5.18 a,b,c,da) Investigate and describe concept of variable.b) Write open sentence using variable.c) Model one-step linear equations using addition/subtraction.d) Create problems based on open sentences.

SOL. 7.14 aa) Solve one- and two step linear equations.

EquationVariableExpressionTermCoefficientInverse operationsOne-step equationEquality

Life Applications:Modeling real life scenarios in equation form, Brainpop – Equations with Variables

1/28 – 2/3(5 days)

Math 6.3 The students will:a) identify and represent integersb) order and compare integers; andc) identify and describe absolute value of integers.

What role do negative integers play in practical situations?

How does the absolute value of an integer compare to the absolute value of its opposite?

SOL. 5.18cc) Model one-step linear equations using addition and subtraction

SOL. 7.3aa) Model operations (addition, subtraction, multiplication, and division) with

IntegerAbsolute valueOppositesPositiveNegativeDepositwithdrawCreditLossGainDebtDebit

USII.6 Website: stock market game

Life Applications: Brainpop – Absolute Value, Powerpoint – Integers in the Real World

Integer # line guessing game

Identify integers that represent real-life situations.

Identify an integer represented by a point on a number line.

Represent integers on a number line.

Order and compareintegers using a number line.

Compare integers, using mathematical symbols (<, >, =).

Identify and describe the absolute value of an integer.

Bloom’s Levels:RememberUnderstand

Analyze

integers.

2/4 – 2/11(5 days)

Math 6.20 The student will graph inequalities on a number line.

In an inequality, does the order of the elements matter?Identify real-life applications and write them as inequalities.

Given a simple inequality with integers, graph the relationship on a number line; inequalities will also be expressed in reverse order.

Given the graph of a simple inequality with integers, represent the inequality two different ways using symbols (<, >,<, >).

Bloom’s Levels:Apply

SOL. 7.15a,ba) Solve one-step inequalities.b) Graph solutions on a number line.

InequalityLess than or equal toGreater than or equal toInteger

Life Applications: signs in the real

world, Brainpop - Inequalities

2/12 – 2/18(5 days)

Math 6.11 The student will:a) identify the coordinates of a point in a coordinate plane; andb) Graph ordered pairs in a coordinate plane.

Can any given point be represented by more than one ordered pair?

In naming a point in the plane, does the order of the two coordinates matter?Identify and label the axes of a coordinate plane.

Identify and label the quadrants of a coordinate plane.

Identify the quadrant or the axis on which a point is positioned by examining the coordinates (ordered pair) of the point.

Graph ordered pairs in the four quadrants and on the axes of a coordinate plane.

Identify ordered pairs represented by points in the four quadrants and on the axes of the coordinate plane.

Relate the coordinate of a point to the distance from each axis and relate the coordinates of a singlepoint to another point on the same horizontal or vertical line.†

Bloom’s Levels:Remember

applyAnalyzeEvaluate

SOL. 7.8Represent transformations of polygons in the coordinate plane by graphing.

Coordinate planeOrdered pairCoordinateQuadrantOriginIntersectingCounter clockwisex-axisy-axishorizontalvertical

USII:Overlaying the coordinate plane of the U.S. – graphing statistics.

English 6.6 Go Figure: A Totally Cool Book About Numbers by: Johnny Ball – magic squares

Science 6.1

English 6.7 and 6.8 Website:Looking for the Top Quark

Life Applications:Maps, Brainpop – coordinate plane

2/24 – 2/26(3 days)

Math 6.12 The student will determine congruence ofSegments, angles, and polygons.

Given two congruent polygons, what

SOL. 5.12The students will classify angles as: right, acute, obtuse,

CongruentNon-congruent

Life Applications: manufacturing

Inferences can be drawn about how thePolygons are related?

Given two congruent figures, what inferencescan be drawn about how the figures arerelated?

Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving practical and mathematical problems.†

Determine the congruence of segments, angles, and polygons given their attributes.

Characterize polygons as congruent and non-congruent according to the measures of their sides and angles.

Bloom’s Levels:RememberUnderstand

ApplyAnalyzeEvaluate

or straight and triangles as: right, acute, obtuse, equilateral, scalene, or isosceles.

SOL. 5.13a,ba) using plane figures will develop definitions of plan figuresb) investigate/describe results of combining and subdividing plane figures.

SOL. 7.6Determine similarity of plan figures and write proportions to express relationships between similar quads and triangles.

2/29 – 3/4(7 days)

Math 6.13 The student will describe and identify properties of quadrilaterals.

Can a figure belong to more than one subset of quadrilaterals?

Sort and classify polygons as quadrilaterals, parallelograms, rectangles, trapezoids, kites, rhombi, and squares based on their properties. Properties include number of parallel sides, angle measures and number of congruent sides.

Identify the sum of the measures of the angles of a

SOL. 5.13 a and ba) Develop definitions of these plan figuresb) Investigate and describe the results of combining and subdividing plane figures.

SOL. 7.7Compare and

QuadrilateralSquareRectangleRhombusParallelogramTrapezoidKiteParallelCongruentRight anglePolygonOpposite

English 6.5Warlord’s Puzzle by: Virginia Walton Pilegard

quadrilateral as 360°.

Bloom’s Levels:Remember

Analyze

contrast quadrilaterals based on properties.

3/7 – 3/11(5 days)

Benchmark AssessmentsMap AssessmentsRemediation/Enrichment

RESOURCES: SOL 6.17 Powerpoint on Sequences, Sorting Cards, IXL

SOL 6.18 Powerpoints: 1)Identifying Parts of an Equation, 2)Equation Models, 3)Solving Equations, Equation Vocabulary Sort, IXL, Brainpop – Equations with Variables, Portaportal – Equations and Expressions

SOL 6.3 Powerpoint - http://www.slideshare.net/bigpassy/integers-in-the-real-world, Portaportal – Integers and Absolute Value, Integer Sort, IXL, Brainpop- Absolute Value, Desktop NumberlinesSOL 6.20 Brainpop – Inequalities, IXL (look at different grade levels), powerpoint, Matching, Desktop Numberlines

SOL 6.11 Brainpop – Coordinate Plane, IXL, Portaportal, I Have…Who Has…, powerpoint, foldable, picture graphing

SOL 6.12 IXL

SOL 6.13 Powerpoint – Quadrilaterals, IXL(find missing angles), Brainpop – polygons, parallel and perpendicular, exploragons,

Quad Sort, Portaportal – Quadrilaterals, Youtube video on quads (song)COMMON ASSESSMENTS: Quizzes, Tests, Benchmarks

Websites: 1.Math 6.11 – Properties and Relationships – Graphing Coordinate PointsScience 6.1 – Scientific Investigation – Data through graphical representationEnglish 6.7-6.8 – Writing – Narrative Looking for the Top Quark. Graphing is an important tool used by scientists to interpret data. Students can practice their graphing skills while playing this game. A writing activity will follow. Connects math, science, and language arts.http://education.jlab.org/beamsactivity/6thgrade/topquark/index.html2.US History USII.6 d – Stock Market GameMath – discussion on debt? Calculating the value of stocks? Computation with money?http://www.brighthubeducation.com/history-lessons-grades-9-12/127904-the-great-depression-causes-crash-fallout/

Greene County Public Schools

6th Grade Math Curriculum & Pacing Guide 2015-16 Quarter 4

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level

VerticalAlignment

Vocabulary Cross-curricular Connections

3/14 – 4/15

(20 days)

Math 6.10 The students will:a) define pi as the ratio of the circumference of a circle to its diameter;b) solve practical problems involving circumference and area of a circle, given the diameter;c) solve practical problems involving area and perimeter; andd) describe and determine the volume and surface area of a rectangle prism.

What is the relationship between thecircumference and diameter of a circle?

What is the difference between area and perimeter?

What is the relationship between area and surface area?

Apply formulas to solve practical problems involving area and perimeter of triangles and rectangles.

Solve problems that require finding the surface area of a rectangular prism, given a diagram of the prism with the necessary dimensions labeled.

Solve problems that require finding the volume of a rectangular prism given a diagram of the prism with the necessary dimensions labeled.

Derive an approximation for pi (3.14 or ) by gathering data and comparing the circumference to

5.9Identify/describe diameter/radius/chord/circumference of a circle.

7.5a,b, and ca) Describe volume and surface area of cylinders.b) Solve practical problems involving the volume and surface area of rectangular prisms and cylinders.c) Describe how changing one measured attribute of a rectangular prism affects its volume and surface area.

DiameterCircumferenceRadiusVolumeSurface areaPerimeterPiAreaRectangular prismBorderCoverFillEdgeWrapFrameFence

English 6.4 and 6.5: Sir Cumference and the Great Knight of Angleland by: Cindy Neuschwander

English 6.5Spaghetti and Meatballs for All by: Marilyn Burns – area & perimeter

English 6.6Librarian who Measured the Earth by: Kathryn Lasky – circumference

English 6.6Math Chef by: Joan D’Amico

Science 6.4 website: A Different Way of Measuring.

the diameter of various circles, using concrete materials or computer models.

Find the circumference of a circle by substituting a value for the diameter or the radius into the formula C = d or C = 2r.

Find the area of a circle by using the formula A = r2.

Create and solve problems that involve finding the circumference and area of a circle when given the diameter or radius.

Bloom’s Levels:Remember

applyAnalyze

Life Applications: area of a room for carpet or area of a wall for paint, crown molding is perimeter, etc., Brainpop – Area of Polygons, circles, pi.

4/18 – 4/22

(5 days)

Math 6.15 The students will:a) describe mean as a balance point; andb) Decide which measure of center is appropriate for a given purpose.

What does the phrase “measure of center” mean?

What is meant by mean as balance point?

Identify and draw a number line that demonstrates the concept of mean as balance point for a set of data.

Find the mean for a set of data.

Review median, mode, and range

Describe the three measures of center and a situation in which each would best represent a set of data.

5.16 a,b,c, and da) describe mean/median/modeb) describe mean as a fair sharec) find the mean/median/more/ranged) describe range as measure of variation

Balance pointMeanMedianModeRangeVariationFair shareAverage

Life Applications:Mean for quizzes, tests, Brainpop – Mean, Median, Mode, Range

Bloom’s Levels:Rememberunderstand

Analyze

4/25 – 4/29

(5 days)

Math 6.19 The student will investigate and recognize:a) the identity properties for addition and multiplicationb) the multiplicative property of zero; andc) the inverse property for multiplication

How are the identity properties for multiplication and addition the same? Different?

What is the result of multiplying any realnumber by zero?

Do all real numbers have a multiplicative inverse?

Review commutative and associative properties.

Identify a real number equation that represents each property of operations with real numbers, when given several real number equations.

Test the validity of properties by using examples of the properties of operations on real numbers.

Identify the property of operations with real numbers that is illustrated by a real number equation.

Bloom’s Levels:Remember

SOL. 5.19Distributive property of multiplication over addition.

SOL. 7.16a,b,c,d, and ea) Apply properties with real numbers: commutative and associative properties of addition/subtraction.b) Distributive propertyc) Additive/multiplicative identity propertiesd) Additive/Multiplicativeinverse properties.e) Multiplicative property of zero.

PropertiesInverseIdentityMultiplicative property of zero

Life Applications: Brainpop – Associative,

Commutative, Distributive

5/2 – 5/6

(5 days)

Math 6.9 The student will make ballpark comparisons between measurements in the US customary system of measurement and measurements in the metric system.

How do you determine which units to use at different times?

Estimate the conversion of units of length, weight/mass, volume, and temperature between the U.S. Customary system and the metric system by using ballpark comparisons.Ex: 1 L 1qt. Ex: 4L 4 qts.Estimate measurements by comparing the object to be measure against a benchmark.

Bloom’s Levels:Evaluate

SOL. 5.8c,d, and ec) ID equivalent measurements within metric systemd) estimate/measure US customary/metrice) choose appropriate unit of measure with US customary and metric units of measure.

Inch, Foot, Yard, MileKilo, Centi, MilliGramMeter LiterMassMatterWeightBoiling pointFreezing pointFahrenheitCelsius

Science: metric vs. customary system

English 6.6Math Chef by: Joan D’Amico

Life Applications:Brainpop – Metric, Customary, Metric vs. Customary

5/9 – 5/27Review/EnrichmentSOL Testing

RESOURCES: SOL 6.10 Brainpop – Area of Polygons, Pi, Circles, Powerpoint – Surface Area of Rectangular Prism & Formulas, IXL(look at other grades), Stations, Portaportal

SOL 6.15 Brainpop – Mean, Median, Mode, Range, Two Color Counters for balance point, IXL

SOL 6.19 Brainpop – Associative, Commutative, Distributive; IXL; Powerpoint – Properties; Matching (Two different sets), Portaportal

SOL 6.9

Brainpop – Customary, Metric, Metric vs. Customary; IXL; Gallon Man; Metric Ladder; King Henry Does Usually Drink Chocolate Milk; Portaportal – measurement

COMMON ASSESSMENTS: Quizzes, Tests, Benchmarks

Websites: Math 6.10 – Problem solving with area Science 6.4 – Matter/AtomsA Different Way of Measuring. In this experiment, students measure the area of a dime using methods similar to those used by scientists to measure the size of atoms.http://education.jlab.org/beamsactivity/6thgrade/differentwayofmeasuring/index.html