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DMPS 6th Grade Math

Curriculum
http://secondarymath.dmschools.org
http://grading.dmschools.org

Course Numbers
MTH601/ 602 (and MTH601IB/602IB)

MTH6010/6020 (and
MTH6010IB/6020IB)

Proficiency
Scale
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Course Description
This course focuses on solving ratio and rate problems, understanding division of fractions by fractions, using
positive and negative numbers, solving problems involving surface area and volume, and writing equations to solve
problems.

Read the full language of the Core Standards here.

Standards-Referenced Grading Basics
The teacher designs instructional activities and assessments that grow and measure a students skills in the
elements identified on our topic scales. Each scale features many such skills and Evidence shows the Topic
knowledges, also called learning targets. These are noted on the scale below student can... Score
with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, Demonstrate all learning targets 4.0
a specific learning activity could be marked as being 3A, meaning that the task from Level 2, Level 3, and Level
measured the A item at Level 3. 4
Demonstrate all learning targets 3.5
from Level 2 and Level 3 with
partial success at Level 4
Demonstrate all learning targets 3.0
The Learningfrom
GoalLevel
is 2 and Level 3
the complete Demonstrate
Level 3 of all Level 2 learning 2.5
the scale. targets and some of the Level 3
learning targets
Each lettered bullet
Demonstrate all learning targets
point represents one
2.0
from Level 2 but none of the
Learning Target.
learning targets from Level 3
Demonstrate some of the Level 2 1.5
learning targets and none of the
Level 3 learning targets
Scale Level Symbols Demonstrate none of the 1.0
When identifying a Topic Score, the
The targets on this level can be learning targets from Level 2 or
changed teacher looks at all evidence for the topic. Level 3
Targets on this level can not be The table to the right shows which Topic Produce no evidence appropriate 0
changed to the learning targets at any
More targets can be added to this level
level
*Students who demonstrate success at
No targets are written at this level
Level 3 learning targets but not Level 2
learning targets are the students for
whom additional investigation and
multiple opportunities are most vital.
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Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be
entered in as Topic Scores.

Multiple Opportunities
Its not about going back to do a retake, or back to redo something; its about going forward, continually scaffolding
student learning through multiple opportunities, and noting that improved learning. Our curriculum builds on itself.
Multiple opportunities are about taking an assessment and connecting it to past topics. Its about allowing
students to demonstrate their learning multiple times in units subsequent to their current unit, or when learning is
scaffolded into future units.

Multiple Opportunities will be noted in the guide under the scales. Here you will see initial thinking of connections to
other topics. This is also a place where teachers can add connections through their PLCs.

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.

Marzanos Taxonomy
Retrieval Analysis Knowledge
(lowest) Utilization
(highest)
Comprehension
Out-of-the-head thinking In-the-head thinking
Matching
Decision Making
Recognizing (lowest) Classifying
Integrating Problem Solving
Recalling Analyzing Errors
Symbolizing Experimenting
Executing (highest) Generalizing
Investigating
Specifying
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Iowa Common Core Math Standards

Des Moines Public Schools has adopted the Iowa Common Core State Standards which is a shift in mathematical
teaching. There is more of a focus of concepts in each grade level allowing in-depth learning of those mathematical
concepts. There is more coherence both across grade levels and across mathematical concepts in the grade level.
Lastly, there is an increase in rigor as supported by a balance of conceptual understanding, procedural skills, and
fluency and application.
Conceptual
Understanding

Rich Mathematical Tasks

As stated in Common Core Mathematics, Mathematical
understanding and procedural skill are equally important,
Rigor and both are assessable using mathematical tasks of
sufficient richness. By teaching through rich mathematical
tasks, students develop deep conceptual understanding and
Procedural Skills
Application skill proficiency. Rich mathematical tasks involve both:
and Fluency
Problem-Based Instructional Tasks:
Help students develop a deep understanding of
important mathematics
Emphasize connections, across mathematical content
areas, to other disciplines, and especially to the real
world
Are accessible yet challenging to all
Can be solved in several ways
Encourage student engagement and communication
Encourage the use of connected multiple
representations
Encourage appropriate use of intellectual, physical,
and technological tools
Distributed Practice that is Meaningful and
Purposeful:
Meaningful: Builds on and extends understanding
Purposeful: Links to curriculum goals and targets an
identified need based on multiple data sources
Distributed: Consists of short periods of systematic
practice distributed over a long period of time
*Iowa Common Core Mathematics
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Course Map
Semester Estimated
Unit Grading Topics
Duration
Addition and Subtraction of Decimals
Unit One: Multiplication and Division of Decimals
8 Weeks
The Number System Fractions, Decimals, and Percents

1 Unit Two:
Ratios and Proportional 6 Weeks

Multiplying and Dividing Fractions
Ratios and Rates
Relationships Solving Percents
Unit Three:
3 Weeks
Integers
Integers Integers on the Coordinate Plane

Unit Four: Expressions

Expressions and 7 Weeks Equations
Equations
Functions and Inequalities

2 Unit Five:
Geometry
6 Weeks


Area
Surface Area and Volume
Unit Six: Statistical Measures
Statistics and 5 Weeks
Probability Statistical Displays

Grade Fall SMI Winter SMI Spring SMI

6 September 16, 2016 January 13, 2017 May 19, 2017

Course Texts
6th Grade Math uses a mathematics textbook that is aligned with 7 th Grade Math and
8th Grade Math.

connectED
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UNIT 1: The Number System 8

weeks
Organizing Principles:

Unit 1 Topic Scales

Addition and Subtraction of Decimals
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
beyond the learning goal.
3
Learni Students demonstrate they have developed the ability to:
A Solve real-world and mathematical problems involving adding and subtracting multi-digit
ng decimals.
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: decimal
2
B Add multi-digit decimals using the standard algorithm (6.NS.3)
C Subtract multi-digit decimals using the standard algorithm (6.NS.3)
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Multiplication and Division of Decimals

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
beyond the learning goal.
3
Learni Students demonstrate they have developed the ability to:
A Solve real-world and mathematical problems involving multiplying and dividing multi-digit
ng numbers.
Goal
2 Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Place value, numerical expression, per

B Multiply multi-digit decimals using the standard algorithm (6.NS.3)

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C Divide multi-digit decimals using the standard algorithm (6.NS.3)

D Divide multi-digit numbers using the standard algorithm (6.NS.2)

Students performance reflects insufficient progress towards foundational skills and knowledge.
1

Fractions, Decimals, and Percents

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3 Students demonstrate they have developed the ability to:
Learnin A Order positive fractions, decimals, and percents
B Find a percent of a quantity as a rate per 100 (6.RP.3) (Include percents over 100%)
g Goal
Students demonstrate they have developed the ability to:
2 A Recognize or recall specific vocabulary such as: Percent, Equivalent, Simplest Form
B Convert between fractions, decimals, and percents
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Multiplying and Dividing Fractions

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
beyond the learning goal.
3 Students demonstrate they have developed the ability to:
A Solve word problems involving multiplication and division of fractions (6.NS.1)
Learni
ng
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Model, quotient, product, diagram
2 B Compute products and quotients of fractions by using the algorithm (6.NS.1)

C Interpret products and quotients of fractions and visual fraction models to represent the problem (6.NS.1)
1 Students performance reflects insufficient progress towards foundational skills and knowledge.
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Suggested Instructional Resources

Prerequisite Skills/ Topic PBIT PBT Web Resources Glencoe Textbook
Daily Math Review (Problem (Problem websites or resources Unit 2: The Number
Based Based on System
Instructiona Tasks) http://secondarymath.d
l Tasks) mschools.org
Guidelines for Daily Addition Adding Decimals Chapter 3 Compute with Multi-
Review: and Quantile Resource Digit Numbers
Routine (daily) Lesson 3 Lesson 1 Add and Subtract
Subtracti Subtracting Decimals Decimals
3-5 problems (see
below for skills to on of Quantile Resource
include) Decimals Lesson 2
10-12 minute max Adding-Subtracting
(solve and check) Decimals Quantile
Data Driven by Resource Lesson 3
needs of students Adding-Subtracting
Feedback given to Decimals Quantile
students on the Resource Lesson 4
process as well as Subtracting Decimals
the answer Quantile Resource
Not a time to Application Problems
reteach Subtracting Decimals
Quantile Resource
Provide ongoing practice Review Game
within a context and Adding and Subtracting
with bare problems for Decimals Using Menus
previously learned NLVM Decimal Activity:
computation skills. http://nlvm.usu.edu/en/nav/f
rames_asid_187_g_3_t_1.ht
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2-digit by 1-digit ml?

division (with and open=instructions&from=s
without remainder) earch.html
Operations with
fractions
Add, subtract,
multiply, and divide
whole numbers

Multiplying Museum Multiplying Decimals Chapter 3 compute with Multi-

Decimals : Trip With Grids Digit Numbers
Shopping at the Decimal Activities Lesson 2 Estimate Products
Grocery Store Dividing Decimals With Lesson 3 Multiply Decimals by
Multiplying Grids Whole Numbers
Multiplic Decimals: Dividing Decimals With Lesson 4 Multiply decimals by
ation and Missing Factors Grids 2 Decimals
Dividing Estimation Problems Inquiry Lab Multiply by Powers
Division Decimals: of 10
of Using What We Lesson 5 Divide Multi-Digit
Decimals Already Know Numbers
to Divide Lesson 6 Estimate Quotients
Decimals Lesson 7 Divide Decimals by
Whole Numbers
Lesson 8 Divide Decimals by
Decimals
Fractions Lesson: Connecting Chapter 2 Fractions,
, Fractions, Decimals, and Decimals, and Percents
Percents and Student Sheet
Decimals, Lesson: Writing Fractions Lesson 1 Decimals and
and as Percents and Decimals Fractions
Percents and Student Sheet Inquiry Lab Model
Lesson: Percent Grids and Percents
Student Sheet
Lesson: More Fraction
Lesson 2 Percents and
and Percent Grids Fractions
Deriving Percents and Lesson 3 Percents and
Student Sheet Decimals
Lesson: Percent Equivalent Lesson 4 Percents Greater
 12 | P a g e

Strips and Student Sheet than 100% and Percents

Less than 1%
Lesson 5 compare and
Order Fractions, Decimals,
and Percents
Dividing a Fraction Mini-Lesson Chapter 4 Multiply and Divide
Whole Operations Reciprocals (preparing for Fractions
Number by a division of fractions PBITs) Lesson 1 Estimate Products of
Fraction: http://makingsenseonline.or Fractions
Making Pizzas g Number & Operations, Lesson 2 Multiply Fractions and
Dividing a Fractions/Decimals/Perc Whole Numbers
Fraction by a ents, Gr 6-8, Dividing Lesson 3 Multiply Fractions
Whole Fractions Lesson 4 Multiply Mixed
Number: At Fraction word problems Numbers
the Ballgame (select +, -, x, Lesson 5 Convert Measurement
Multiplyi With Peanuts problems from this bank Units
and Sunflower regularly; emphasis on Inquiry Lab Divide Whole
ng and Seeds Numbers by Fractions
determining the
Dividing Dividing a operation and describing Lesson 6 Divide Whole Numbers
Fractions Fraction by a a reasonable estimate by Fractions
Fraction: Assessing Inquiry Lab Divide Fractions
Bracelets and Reasonableness Guide Lesson 7 Divide Fractions
Necklaces Lesson 8 Divide Mixed Numbers
Dividing a
Fraction by a
Fraction:
Bracelets and
Necklaces
Again

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.
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UNIT TWO: Ratios and Proportional Relationships 6

weeks
Organizing Principles:
Unit 2 Topic Scales
Ratios and Rates
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3 Students demonstrate they have developed the ability to:
A Solve real-world and mathematical problems using ratios and unit rates (6.RP.3) (units per
Learni 1)
ng B Solve real-world and mathematical problems using greatest common factor and least
common multiple
Goal C Create equivalent fraction representations of ratios
Students demonstrate they have developed the ability to:
C Recognize or recall specific vocabulary such as: rate, ratio, unit rate, LCM, GCF

D Find greatest common factor < 100 for two whole numbers (6.NS.4)
2 E Find the least common multiple > 12 for two whole numbers (6.NS.4)
F Use ratio language to describe a ratio relationship between two quantities (6.RP.1)
G Use rate language in the context of a ratio relationship (6.RP.2)

1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Solving Percents
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3
Learni Students demonstrate they have developed the ability to:
A Solve word problems and mathematical problems involving percents (6.RP.3)
ng
Goal
Students demonstrate they have developed the ability to:
2 A Recognize or recall specific vocabulary such as: Percent, sale price, original price
B Solve percent problems
1 Students performance reflects insufficient progress towards foundational skills and knowledge.
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Suggested Instructional Resources

Prerequisite Skills/ Topic PBIT (Problem PBT Web Resources websites Glencoe Textbook
Daily Math Review Based (Problem or resources on Unit 1: Ratios and
Instructional Based http://secondarymath.dmscho Proportional
Tasks) Tasks) ols.org Relationships
Guidelines for Daily Ratios Using a Ratio as Proportion http://makingsenseonline.org Chapter 1 Ratios and
Review: and a Comparison: al Number & Operations, Rates
Routine (daily) What is a Ratio? Reasoning Proportional Reasoning,
Rates Equivalent Proportion Gr 6-8, Equal Ratios Lesson 1 Factors and
Ratios al Number & Operations, Multiples
3-5 problems
Equivalent Reasoning Proportional Reasoning, Inquiry Lab Ratios
(see below for Ratios: with Rates: Gr 6-8, Comparing Ratios Lesson 2 Ratios
skills to include) Monkeying Purr and
Around with Woof Kennel
Inquiry Lab Unit
10-12 minute Ratios Rates
max (solve and Multiplicative Lesson 3 Rates
check) Reasoning with Lesson 4 Ratio Tables
Ratio Tables: Lesson 5 Graph Ratio
Data Driven by Using Ratio
Tables Tables
needs of Lesson 6 Equivalent
Comparing
students Ratios with Ratios
Multiplicative Inquiry Lab Ratio and
Feedback given Reasoning:
to students on
Rate Problems
Lemonade Mix
the process as Comparing Lesson 7 Ratio and
well as the Rates: Running, Rate Problems
answer Chickens,
Strawberries and
Phones
Not a time to
Rates and Unit
reteach Rates: Ratio,
Rates, and Unit
Provide ongoing Rates Oh My!
practice within a Unit Rates:
context and with bare Which Unit Rate
problems for Should I Use?
previously learned Unit Rates:
What is Fuel
computation skills. Economy?
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Adding fractions Percent Lesson: Using a Linear Model to Chapter 2 Fractions,

Subtracting Solve 25% Benchmark Problems Decimals, and
fractions and Student Sheet
Lesson: Using a Table Model Percents
Multiplying
with 25% Benchmarks and Lesson 6 Estimate
fractions
Simplifying
Student Sheet with Percents
Lesson: Using a Linear or Table Inquiry Lab Percent
fractions Model to Solve 10% Benchmark
Convert mixed Solvin Problems and Student Sheet
of a Number
and improper g Lesson: Estimation With 10% Lesson 7 Percent of a
fractions Perce and 25% Benchmarks Number
Multiply two- nts Percent Strips Lesson 8 Solve
digit by one-digit Percent Activities Percent Problems
and two-digit by
two-digit
Dividing two-
digit by one-digit
and three-digit
by one-digit

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.
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UNIT THREE: Integers 3 weeks

Organizing Principles:

Unit 3 Topic Scales

Integers
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
beyond the learning goal.
3 Students demonstrate they have developed the ability to:
A Write, interpret, and explain statements of order for rational numbers in real-world contexts
Learni (for example, writing -3C > -7C to express the fact that -3C is warmer than -7C)
(6.NS.7)
ng B Interpret absolute value as a magnitude for a positive or negative quantity in a real-world
Goal situation (6.NS.7)
C Distinguish comparisons of absolute value from statements about order (6.NS.7)
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Students demonstrate they have developed the ability to:

A Recognize or recall specific vocabulary such as: Integer, negative, withdrawal, bonus, fine, absolute
value, distance, opposite

B Use positive and negative numbers to represent quantities in real-world context explaining the meaning
2 of zero in each situation (6.NS.5)
C Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line
(6.NS.6)
D Find and position rational numbers, including integers, on a number line (6.NS.6)
E Interpret statements of inequality as statements about the relative position of two numbers on a number
line diagram (6.NS.7)
Students performance reflects insufficient progress towards foundational skills and knowledge.
1
Integers on the Coordinate Plane
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
Students demonstrate they have developed the ability to:
3 A Solve real-world and mathematical problems by graphing points in all four quadrants of the
Learni coordinate plane (6.NS.8, 6.G.3)
B Use coordinates and absolute value to find distances between points with the same first
ng coordinate or the same second coordinate (6.NS.8)
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Ordered pair, quadrant, location, coordinate plane, x-
axis, y-axis
2
B Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane
(6.NS.6)
C Find and position pairs of integers and other rational numbers on a coordinate plane (6.NS.6)
Students performance reflects insufficient progress towards foundational skills and knowledge.
1

Suggested Instructional Resources

Prerequisite Skills/ Topic PBIT PBT Web Resources Glencoe Textbook
Daily Math Review (Problem (Problem websites or resources Unit 2: The Number
Based Based on System
Instructiona Tasks) http://secondarymath.d
l Tasks) mschools.org
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Guidelines for Daily Integers: Lesson - Integers and Chapter 5 Integers and the
Review: Mathamania Their Opposites Coordinate Plane
Routine (daily) Integer Lesson - Comparing Inquiry Lab Integers
3-5 problems (see Opposites: Integers on a Number Lesson 1 Integers and Graphing
below for skills to Inquiry Lab Absolute Value
More Line
include) Lesson 2 Absolute Value
Mathamania Lesson - Represent Lesson 3 Compare and Order
10-12 minute max
(solve and check)
Integers: Integers with a Chip Integers
Data Driven by Integers Temperature Model Inquiry Lab Number Lines
needs of students s Lesson - Absolute Value Lesson 4 Terminating and
Feedback given to Lesson - Integers and Repeating Decimals
students on the Rational Numbers Lesson 5 Compare and Order
process as well as Rational Numbers
the answer
Not a time to
reteach

Provide ongoing practice Congruent Coordinat Lesson - Graphing on Chapter 5 Integers and the
within a context and Shapes on e Plane the Coordinate Grid Coordinate Plane
with bare problems for the Coordinate Grid Lesson 6 The Coordinate Plane
previously learned Activity Lesson 7 Graph on the
Coordinate
computation skills. Coordinate Plane
Integers Grid Inquiry Lab Find Distance on
2-digit by 1-digit Polygons
division (with and on the the Coordinate Plane
and the
without remainder) Coordina
Operations with Coordinate
te Plane Plane:
fractions
Add, subtract, Plotting
multiply, and divide Polygons
whole numbers

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.
19 | P a g e

UNIT FOUR: Expressions and Equations 7

weeks
Organizing Principles:

Unit 4 Topic Scales

Expressions
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3 Students demonstrate they have developed the ability to:
Learni A Evaluate expressions with specific values of their variables including whole-number exponents
(6.EE.1; 6.EE.2)
ng B Create equivalent expressions using the properties of operations (6.EE.3)
C Use distributive property within expressions (including variables)
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Expression, factor, scenario, distributive property,
equivalent, algebraic
B Write and evaluate numerical expressions involving whole number exponents (6.EE.1)
2 C Write algebraic expressions involving exponents, numbers, and variables (6.EE.2)
D Identify parts of an expression using mathematical terms (6.EE.2)
E Identify when two expressions are equivalent (6.EE.4)
F Use distributive property to solve. Example: 4 x 38 = (4 x 30) + (4 x 8)
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Equations
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
Students demonstrate they have developed the ability to:
3 A Write and solve real-world and mathematical equations of the form x + p = q and px = q when
Learni all variables are nonnegative, rational numbers (6.EE.7)
ng
 20 | P a g e

Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Equation

2 B Use variables to represent numbers within equations (6.EE.6)

C Solve one-step equations (6.EE.7)

1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Functions and Inequalities

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3 Students demonstrate they have developed the ability to:
A Write an inequality of the form x > c or x < c to represent a real-world or mathematical
Learni problem (6.EE.8)
B Evaluate expressions at specific values of their variables. Include expressions that
ng arise from formulas used in real-world problems. Perform arithmetic operations using
Goal order of operations.
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Inequality, function, table, number line, input, output,
2 sequence, term
B Use substitution to determine whether a given number makes an equation or inequality true (6.EE.5)
C Represent solutions of inequalities on number line diagrams (6.EE.8)
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Suggested Instructional Resources

Prerequisite Skills/ Topic PBIT PBT Web Resources websites Glencoe Textbook
Daily Math Review (Problem (Problem or resources on Unit 3 Expressions and
Based Based http://secondarymath.dmscho Equations
Instructional Tasks) ols.org
Tasks)
Guidelines for Daily Expressi Order of Expressions Powers of Numbers Chapter 6 Expressions
Review: ons Operations Order It Up! Inquiry Lab Structure of
Routine (daily) Order of Operations Bingo Expressions
Laws of Arithmetic Lesson 1 Powers and
Number Challenge 1 Exponents
3-5 problems
Number Challenge 2 Lesson 2 Numerical
(see below for Real-life Expressions #1, 2, & Expressions
skills to include) 3 Lesson 3 Algebra: Variables
 21 | P a g e

10-12 minute Distributive Property with and Expressions

max (solve and Area Inquiry Lab Write Expressions
check) Expressions Practice Lesson 4 Algebra: Write
Expressions Stations Expressions
Lesson 5 Algebra: Properties
Data Driven by
Inquiry Lab The Distributive
needs of Property
students Lesson 6 The Distributive
Property
Feedback given Inquiry Lab Equivalent
to students on Expressions
the process as Lesson 7 Equivalent
well as the Expressions
Writing Ticket Sales Backtracking Notes Chapter 7 Equations
answer
Equations: Bar Model with Equations Lesson 1 Equations
Why Do We Matching Words and Inquiry Lab Solve and Write
Not a time to Need Equations Activity Addition Equations
reteach Equations? Writing Equations Bank Lesson 2 Solve and Write
Addition Equations
Provide ongoing Inquiry Lab Solve and Write
practice within a Subtraction Equations
context and with bare Equation Lesson 3 Solve and Write
problems for s Subtraction Equations
Inquiry Lab Solve and Write
previously learned
Multiplication Equations
computation skills. Lesson 4 Solve and Write
Add and Multiplication Equations
subtract Inquiry Lab Solve and Write
fractions Division Equations
Simplify Lesson 5 Solve and Write
fractions Division Equations
Convert mixed Function Inequalities Mini-Lesson Chapter 8 Functions and
s and A Royal Proclamation Inequalities
and improper
Lesson 1 Function Tables
fractions Inequalit Lesson 2 Function Rules
Add and ies Lesson 3 Functions and
subtract Equations
decimals Lesson 4 Multiple
Multiply Representations of Functions
fractions Inquiry Lab Inequalities
Divide fractions Lesson 5 Inequalities
Exponents Lesson 6 Write and Graph
Order of Inequalities
Inquiry Lab Solve One-Step
operations
Inequalities
Area and
Lesson 7 Solve One-Step
perimeter of Inequalities
22 | P a g e

rectangles

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.

UNIT FIVE: Geometry 6 weeks

Organizing Principles:

Unit 5 Topic Scales

Area
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
Students demonstrate they have developed the ability to:
3 A Solve real world and mathematical problems involving the area of triangles,
Learni B Solve real- world problems involving quadrilaterals (including rectangles, parallelograms, and
trapezoids),
 23 | P a g e

ng C Solve real-world problems involving polygons composed of triangles and quadrilaterals.

Goal (6.G.1)
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Area, polygon, quadrilateral, triangle, base, height,
square units

B Calculate the area of triangles (6.G.1)

2 C Calculate the area of quadrilaterals (6.G.1)
D Calculate the area of polygons composed of triangles and quadrilaterals (6.G.1)

E Calculate the perimeter of any polygon

1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Surface Area and Volume

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3
Students demonstrate they have developed the ability to:
Learni A Solve real-world and mathematical problems involving surface area of right prisms (6.G.4)
B Solve real-world and mathematical problems involving the volume of right rectangular prisms
ng with fractional edge lengths applying the formulas V=l*w*h and V=B*h. (6.G.2)
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Area, net, right prism, surface area, three dimensional,
square units, length, unit cube, volume, base, width, height, cubic
2 B Represent three-dimensional figures using nets made up of rectangles and triangles (6.G.4)

C Find the surface area of rectangular prisms using nets (6.G.4)

D Calculate the volume of a right rectangular prism with fractional edge lengths
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Suggested Instructional Resources

Prerequisite Skills/ Topic PBIT (Problem PBT Web Resources websites Glencoe Textbook
Daily Math Review Based (Problem or resources on Unit 4 Geometry
 24 | P a g e
Guidelines for Daily
Review:
Routine (daily)
3-5 problems (see
below for skills to
include)
10-12 minute max
(solve and check) Area
Data Driven by needs
of students
Feedback given to
students on the
process as well as
the answer
Not a time to Surfa
reteach ce
Area
Provide ongoing practice
and
within a context and with
Volum
bare problems for
previously learned
e
computation skills.
Order of operations
operations with
fractions (4th - 6th
grade)
operations with
decimals (4th - 6th
grade)
word problems
(rational numbers)
where students
determine whether
to add, subtract,
multiply, or divide
Instructional Based http://secondarymath.dmscho
Tasks) Tasks) ols.org
Area of a Parallelograms Chapter 9 Area
Rectangle: What http://makingsenseonline.org Inquiry Lab Area of
is Area? (measurement area area of Parallelograms
Area of a parallelogram) Lesson 1 Area of
Parallelogram: Triangles Parallelograms
More Area http://makingsenseonline.org Inquiry Lab Area of
Relationship (measurement area area of Triangles
Between triangle) Lesson 2 Area of
Parallelograms Triangles
and Triangles: Inquiry Lab Area of
Area of Triangles Trapezoids
Area of Triangles Lesson 3 Area of
Trapezoids
Lesson 4 Changes in
Dimensions
Lesson 5 Polygons on the
Coordinate Plane
Inquiry Lab Area of
Irregular Figures
Lesson 6 Area of
Composite Figures
Nets and Surface Painting Rectangular Prisms and Chapter 10 Volume and
Area of Cubes: Surface Triangular Prisms Surface Area
Making Cube Area http://makingsenseonline.org Inquiry Lab Surface Area
Boxes Volume of (geometry - geometric nets) of Rectangular Prisms
Surface Area of Boxes Additional Net Practice Lesson 3 Surface Area of
Rectangular Additional Surface Area Rectangular Prisms
Prisms: Practice Inquiry Lab Nets of
Rectangular Boxes Acme Box Factory Triangular Prisms
Calculating Designing Candy Cartons Lesson 4 Surface Area of
Surface Area of Fruit Boxes Triangular Prisms
Rectangular Smoothie Boxes Inquiry Lab Nets of
Prisms: How Pyramids
Much Cardboard? Lesson 5 Surface Area of
Pyramids
Chapter 10 Volume and
Surface Area
Inquiry Lab Volume of
Rectangular Prisms
Lesson 1 Volume of
Rectangular Prisms
Lesson 2 Volume of
Triangular Prisms
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(focus determining
operation and a
reasonable estimate)
(6th grade)
ratio problems
including unit rate
(6th grade)

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.
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UNIT SIX: Statistics and Probability 5

weeks
Organizing Principles:

Unit 6 Topic Scales

Statistical Measures
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3 Students demonstrate they have developed the ability to:
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Learni A Relate choice of measures of center and variability to the shape of the data distribution and
ng the context in which the data were gathered (6.SP.5)
B Calculate interquartile range and mean absolute deviation (6.SP.5)
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: calculate, center, data, data set, distribution,
interquartile range, mean, mean absolute deviation, measure, measure of center, measure of variability,
2 measurement, median, shape, outlier
B Describe surface features of numerical data sets (for example, number of observations, how the attribute
was measured, units of measurement) (6.SP.5)
C Calculate quantitative measures of center median, mean, mode, range
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Statistical Displays
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
4 beyond the learning goal.
3
Learni Students demonstrate they have developed the ability to:
A Display numerical data on a histogram, line plot, stem and leaf plot, and box and whisker plots.
ng (6.SP.4)
Goal
Students demonstrate they have developed the ability to:
A Recognize or recall specific vocabulary such as: Attribute, box and whisker plot, calculate, construct,
2 center, context, data, data set, distribution, histogram, mean, measure, measure of center, measure of
variability, measurement, median, shape, spread, outlier
B Describe the distribution of a set of data by center, spread, outlier, and overall shape (6.SP.2)
1 Students performance reflects insufficient progress towards foundational skills and knowledge.

Suggested Instructional Resources

Prerequisite Skills/ Topic PBIT (Problem Based PBT Web Resources Glencoe
Daily Math Review Instructional Tasks) (Proble websites or Textbook
m resources on Unit 5 Statistics
Based http://secondarymat and Probability
Tasks) h.dmschools.org
Guidelines for Daily Statistic Line Plots, Bar Graphs, Measure Data Sets Activities Chapter 11
Review: al Range, and Mode: How Long is s of Describing Data Statistical Measure
Your Last Name? Center Activities Inquiry Lab
Measure Median: Finding the Median Mini-Lesson on Mean Statistical
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Routine (daily) Median: Changing the Median Absolute Deviation Questions

Conceptual Development of Lesson 1 Mean
3-5 problems (see the Mean: Finding the Mean Lesson 2 Median
below for skills to Conceptual Development of and Mode
the Mean: Balancing to Find the Lesson 3 Measures
include)
Mean of Variation
s Effects on the Mean, Median, Lesson 4 Mean
10-12 minute max and Mode When a Data Set is Absolute Deviation
(solve and check) Changed: Toying with the Lesson 5
Measures of Center Appropriate
Data Driven by Effect of Outliers: Time on the Measures
needs of students Bus
Stem-and-Leaf Plot: Lets Chapter 12
Feedback given to Make a Stem-and-Leaf Plot Statistical Displays
students on the Shape of Distributions: Lesson 1 Line Plots
Interpreting Histograms Lesson 2
process as well as
Shapes of Distributions: Histograms
the answer Interpreting Histograms 2 Lesson 3 Box Plots
Use Student Data to Build Box Lesson 4 Shape of
Not a time to and Whisker Plots: How Tall Data Distributions
reteach Are You? Inquiry Lab
Comparing Box Plots: Making Collect Data
Provide ongoing practice More Decisions with Data Lesson 5 Interpret
Statistic Use Data Representations to Line Graphs
within a context and with
al Collect, Analyze, and Infer: A Lesson 6 Select an
bare problems for
previously learned
Displays Handful of Popcorn Appropriate Display
Inquiry Lab Use
computation skills. Appropriate Units
Fraction operations and Tools
Dividing two-digit by
one-digit and three
digit by one-digit
Decimal operations
Percent
Ratio problems
Mode, median, mean

Topic Guidance
Questions for Students Advice for Teachers.. Multiple Opportunities.
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