Grade 6 Math Unit #6 Plan: Covering and Surrounding + CCAI 4 & 3

Click here to return to Pacing Guide STAGE 1 - Desired Results Colorado Prepared Graduates: Make claims about relationships among numbers, shapes, symbols, and data and defend those claims by relying on the properties that are the structure of mathematics Understand the structure and properties of our numbers system. At their most basic level numbers are abstract symbols that represent real-world quantities. Make claims about relationships among numbers, shapes, symbols, and data and defend those claims by relying on the properties that are the structure of mathematics Colorado Grade Level Expectation(s): 4.1 Objects in space and their parts and attributes can be measured and analyzed 1.3 In the real number system, rational numbers have a unique location on the number line and in space 2.2 Variables are used to represent unknown quantities within equations and inequalities Big Ideas: structure Enduring Understanding(s): Essential Questions: Students will understand that What is area and how do we apply it to the real world? Two/Three-dimensional figures and their parts/attributes can be measured and What is volume and how do we apply it to the real world? analyzed. Students will know Area of a parallelogram: A = bh Area of a triangle: A = bh2 or A = Circumference of circle = d Volume of a rectangular prism: V=lwh Surface Area: sum of the area of the faces Graphing points in a coordinate plane Vocabulary: v 2.0 Grade 6 Unit 6 Students will be able to Standard 4.1 a. Develop and apply formulas and procedures for area of plane figures i. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes. (CCSS:6.G.1) ii. Apply these techniques in the context of solving real-world and mathematical problems. (CCSS:6.G.1) b. Develop and apply formulas and procedures for volume of regular prisms. i. Find the volume of a right rectangular prism with fractional edge lengths by BTK Curriculum Team Page 1 of 7 2011 Mesa County Valley School District 51

base height linear dimensions perpendicular lines center radius diameter pi circumference radius square surface area volume face net coordinate plane origin x-axis y-axis quadrants coordinates /ordered pairs inequalities absolute value

packing it with unit cubes of the appropriate unit fraction edge lengths. (CCSS:6.G.2) ii. Show that volume is the same a multiplying the edge lengths of a rectangular prism. (CCSS:6.G.2) iii. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. (CCSS:6.G.2) c. Draw polygons in the coordinate plane to solve real-world and mathematical problems. (CCSS:6.G.3) i. Draw polygons in the coordinate plane given coordinates for the vertices. ii. Use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. (CCSS:6.G.3) d. Develop and apply formulas and procedures for the surface area. i. Represent three-dimensional figures using nets made up of rectangles and triangles. (CCSS: 6.G.4) ii. Use nets to find the surface area of figures. (CCSS: 6.G.4) iii. Apply techniques for finding surface area in the context of solving real-world and mathematical problems. (CCSS: 6.G.4) Standard 1.3 a. Explain why positive and negative numbers are used together to describe quantities having opposite directions or values.i (CCSS: 6.NS.5) i. Use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (CCSS: 6.NS.5) b. Use number line diagrams and coordinate axes to represent points on the line and in the plane with negative number coordinates.ii (CCSS: 6.NS.6) i. Describe a rational number as a point on the number line. (CCSS: 6.NS.6) ii. Use opposite signs of numbers to indicate locations on opposite sides of 0 on the number line. (CCSS: 6.NS.6a) iii. Identify that the opposite of the opposite of a number is the number itself.iii (CCSS: 6.NS.6a) iv. Explain when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. (CCSS: 6.NS.6b) v. Find and position integers and other rational numbers on a horizontal or vertical number line diagram. (CCSS: 6.NS.6c) vi. Find and position pairs of integers and other rational numbers on a coordinate plane. (CCSS: 6.NS.6c) BTK Curriculum Team Page 2 of 7 2011 Mesa County Valley School District 51

v 2.0 Grade 6 Unit 6

c. Order and find absolute value of rational numbers. (CCSS: 6.NS.7) i. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.iv (CCSS: 6.NS.7a) ii. Write, interpret, and explain statements of order for rational numbers in realworld contexts.v (CCSS: 6.NS.7b) iii. Define the absolute value of a rational number as its distance from 0 on the number line and interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.vi (CCSS: 6.NS.7c) iv. Distinguish comparisons of absolute value from statements about order.vii (CCSS: 6.NS.7d) d. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane including the use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. (CCSS: 6.NS.8) Standard 2.2 a. Describe solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? (CCSS: 6.EE.5) e. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. (CCSS: 6.EE.8) f. Show that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. (CCSS: 6.EE.8)
e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge). (CCSS: 6.NS.5) ii Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane. (CCSS: 6.NS.6) iii e.g., (3) = 3, and that 0 is its own opposite. (CCSS: 6.NS.6a) iv For example, interpret 3 > 7 as a statement that 3 is located to the right of 7 on a number line oriented from left to right. (CCSS: 6.NS.7a) v For example, write 3 oC > 7 oC to express the fact that 3 oC is warmer than 7 oC. (CCSS: 6.NS.7b) vi For example, for an account balance of 30 dollars, write |30| = 30 to describe the size of the debt in dollars. (CCSS: 6.NS.7c) vii For example, recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars. (CCSS: 6.NS.7d)
i

v 2.0 Grade 6 Unit 6

BTK Curriculum Team Page 3 of 7 2011 Mesa County Valley School District 51

Planning Considerations Prerequisite Knowledge: area and perimeter of rectangles length width acute, right, obtuse, and straight angles angle, vertex acute, obtuse, and right triangles scalene, isosceles, and equilateral triangles congruent and similar figures polygon, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, dodecagon point, line, line segment, ray parallel and perpendicular lines trapezoid, rectangle, rhombus, square transformations, reflection, symmetry, line of symmetry STAGE 2 - Assessment Evidence Additional Practice and Skills Workbook Pages 59-75 Exemplars: Lake Erie Student Self-Assessment and Reflection: Covering and Surrounding Self-Assessment Reflection Questions Inv. 3 Describe an efficient strategy for finding the area of a triangle. Be sure to mention the measurements you would need to have and how you would use them to find the area.

Benchmark Assessment Click here for assessment

Formative Tools: Inv. 3.1 How do you find the area of a triangle? Inv. 3.3 & 3.4 Inv. 4 If several triangles have the same base and height, what is true about the area of How is the area of a parallelogram related to the each? What is true about the perimeter? area of a triangle? Support your answer.

v 2.0 Grade 6 Unit 6

BTK Curriculum Team Page 4 of 7 2011 Mesa County Valley School District 51

Inv. 4.1 What measurements do you need to find the perimeter of a parallelogram? What measurements do you need to find the area? How are they different? Inv. 4.3 How many parallelograms can be formed that have a base of 24 and a height of 10. Draw a picture to support your answer. Inv. 5.1 Compare and contrast finding the area of polygons with finding the area of figures that have curved lines. Inv. 5.2 If the circumference of a circle is 100 inches, what is an estimate for its diameter? Explain how you determined your answer. Inv. 5.3 Describe a strategy for finding a reasonable estimate for the area of a circle. Inv. 5.4 If I know the diameter of a circle, how can I find the area? If I know the area of a circle, how can I find the radius? CCAI 4.1 How do you find the surface area of a prism? CCAI 4.2 How do you find the volume of a prism? CCAI 3.1 Draw a number line from -5 to 5 CCAI 3.2 What is the meaning of absolute value and provide an example CCAI 3.3 Explain what signs (positive or negative) an ordered pair will have in each quadrant of the coordinate plane. CCAI 3.4 How can you find the distance between two points on a horizontal line if you are given their coordinates?

Inv. 5 What does it mean to find the area of a shape? What kinds of units are appropriate for measuring area? Why? CCAI 4 How is finding the volume of prisms with fractional edge lengths like finding the volume of a prism with whole number side lengths? CCAI 3 By looking at a two ordered pairs, how can you tell if they will form a horizontal line, vertical line, or neither? Explain and give examples of all three scenarios. WAC Info/Explanatory Rubric

v 2.0 Grade 6 Unit 6

BTK Curriculum Team Page 5 of 7 2011 Mesa County Valley School District 51

CCAI 3.5 How can you find the distance between two points on a vertical line if you are given their coordinates? CCAI 3.6 Graph the inequality p > 8 on a number line. How many solutions are there to the inequality? STAGE 3 - Learning Plan 5th grade covers area and perimeter of rectangles. Do only the problems that are listed. Should take approximately 24 days Investigation Supplemental Material Notes Irregular Figures lesson 3.1 (Area and Perimeter of Triangles): Take 2 days for this problem. Do perimeter (A) on first day and area (B/C) on second day. Inv. 3.1 Active Math Online Use the Getting Ready for Problem 3.2 to show the three different ways height can be found for triangles. 3.3 (Triangle Families) Use to launch 3.4 3.4 (Designing Triangles Under Constraints) 4.1 (Perimeter and Area of Parallelograms) Could break apart in the same way as trianglesdo perimeter one day and area the next. 4.3 (Finding Parallelograms Under Constraints) Use the supplement to work with irregular figures that involve more than just rectangles, including combinations of rectangles and triangles; introduce trapezoids. 4.4 (Application of Area and Perimeter) Irregular Figures lesson 5.1 Finding area of irregular figures (with curves). 5.2 Discovering and using the formula for finding the circumference of a circle. 5.3 Investigating strategies for finding the area of a circle. 5.4 Discovering and using the formula for finding the area of a circle. BTK Curriculum Team Page 6 of 7 2011 Mesa County Valley School District 51 Essential Problems

Scaffolding/Extensions Irregular Figures Lesson Plan

Scaffolding/Extensions Irregular Figures Lesson Plan

Scaffolding/Extensions

v 2.0 Grade 6 Unit 6

CCIA #4

4. 1 Nets and Prisms: begin with a demonstration of a net of a right rectangular prism by cutting up a box. 4.2 Finding volume with fractional side-lengths 3.1 Integers and their opposites on the number line 3.2 Ordering rational numbers 3.3 Plotting points on the coordinate plane 3.4 Reasoning with the coordinate plane 3.5 Polygons on the coordinate plane 3.6 Graphing inequalities on a number line

CCIA #3

Investigation 3 Irregular Figures 3.1 Lesson Plan 3.3 Lesson Plan 3.4 Lesson Plan

Investigation 4 4.1 Lesson Plan 4.3 Lesson Plan 4.4 Lesson Plan Irregular Figures2

Investigation 5 5.1 Lesson Plan 5.2 Lesson Plan 5.3 Lesson Plan 5.4 Lesson Plan

CCAI Inv. 4 4.1-4.2 Lesson Plan

CCAI Inv. 3 3.1-3.6 Lesson Plan

v 2.0 Grade 6 Unit 6

BTK Curriculum Team Page 7 of 7 2011 Mesa County Valley School District 51