# DPS Unit Map Grade 6 and 6

th
Plus– Math Unit 1: Number System Fluency 17 Days
Dawn Perks ▪ Curriculum, Instruction and Assessment Page 1 of 3
Stage 1: Examine and Unpack Standards
UNIT FOCUS STANDARDS
6.NS.1
Interpret and compute
quotients of fractions, and
solve word problems involving
division of fractions by
fractions, e.g., by using visual
fraction models and equations
to represent the problem.

6.NS.2
Fluently divide multi-digit
numbers using the standard
algorithm.

6.NS.3
and divide multi-digit decimals
using the standard algorithm
for each operation.

6.NS.4
Find the greatest common
factor of two whole numbers
less than or equal to 100 and
the least common multiple of
two whole numbers less than
or equal to 12. Use the
distributive property to express
a sum of two whole numbers
1–100 with a common factor as
a multiple
Transfer Goal
Students will be able to independently use their learning to…
 solve problems consisting of numbers and their parts.
 adapting their reasoning using repeated number patterns and common relationships between numbers to solve problems.
Making Meaning
UNDERSTANDINGS
Students will understand that…
 there is a relationship between the division of fractions and
whole numbers.
 multiplication and division have inverse relationships.
 factors and multiples can be used efficiently to solve
problems.
 numbers can be represented in many ways that all have the
same value.
 estimation is means for predicting & assessing the
reasonableness of a solution.
ESSENTIAL QUESTIONS
 Why do we need fractions to solve problems in the
real world?
 How can we represent the relationship between parts
and wholes?
 How can using multiples and factors help us solve
problems?
Acquisition
KNOWLEDGE
Students will know…
 when and how to use fractions when solving problems.
 how to divide with fractions as an extension of previously
learned operations with whole numbers.
 the standard algorithm for dividing multi-digit numbers.
 the standard algorithm for performing calculations with
decimals.
 estimation strategies to assess reasonableness of
calculations.
 how to apply the relationship between multiplication and
division to solve problems.
 when and how to use the multiples to solve problems.
 when and how to use factors to solve problems.

SKILLS
Students will be able to…
• Compute quotients of fractions divided by fractions.
(6.NS.1)
• Explain the meaning of a quotient determined by
division of fractions, using visual fraction models,
equations, real-life situations, and language. (6.NS.1)
• Divide multi-digit numbers fluently using the standard
algorithm. (6.NS.2)
• Fluently add, subtract, multiply and divide decimals to
solve problems. (6.NS.3)
 Identify the factors of any whole number less than or
equal to 100. (6.NS.4)
• Determine the greatest common factor of two or more
whole numbers less than or equal to 100. (6.NS.4)
• Identify the multiples of two whole numbers less than
or equal to 12 and determine the least common
multiple. (6.NS.4)

DPS Unit Map Grade 6 and 6
th
Plus– Math Unit 1: Number System Fluency 17 Days
Dawn Perks ▪ Curriculum, Instruction and Assessment Page 2 of 3
Stage 3: Plan and Deliver Instruction
This instructional pacing and sequencing represents one best practice option.
Professional Resources Instructional Resources
Learn Zillion- http://learnzillion.com/courses/44?collection_id=617#collection_617

Teachers to Watch-
Division of fractions-
http://commoncore.americaachieves.org/landing#module/31?&_suid=140130108309309252646597235639
(Note: you need to sign up for this website in order to view this video)
Decimal Operations:
Connected Math Project Resource:

6.NS.1-2- CMP2-Bits and Pieces II-Inv. 4-1, 4-2, 4-3, 4-4
CMP1- Bits and Pieces II- Inv. 7-1, 7-2, and 7-3
6.NS.3- CMP2-Bits and Pieces I-Inv. 3-1,3-2, and 3-4
CMP1- Bits and Pieces I-Inv. 4-1, 4-2, and 4-4
CMP2 –Bits and Pieces III-Inv. 1-3, 2-1, 2-3, 3-1, 3.3
6.NS.4- CMP2 -Prime Time-Inv. 3-1, 3-2, and 3-3
CMP1- Prime Time-Inv. 4-1, 4-2, and 4-3

Georgia:
https://www.georgiastandards.org/Common-

Howard:

reciprocal, multiplicative inverses, visual fraction model, greatest common factor, least common multiple, prime numbers, composite numbers, relatively prime,
factors, multiples, distributive property, prime factorization
Stage 2: Calibrate Rigor and Design Assessment
Evaluative Criteria for Assessment District Provided Assessment Tasks
Objective Multiple Choice Common District Assessments (administered at the end of this unit)

2003%20Rabbit%20Costumes.pdf
(This task can be administered any time after this unit up to the end of quarter 1)

Other Evidence – Embedded Stage 3 Learning Events
Teacher designed
PLC designed
Minute by Minute Assessments
Concept Specific Common Formative Assessments
http://mathgoodies4u.wikispaces.com/6+The+Number+System

DPS Unit Map Grade 6 and 6
th
Plus– Math Unit 1: Number System Fluency 17 Days
Dawn Perks ▪ Curriculum, Instruction and Assessment Page 3 of 3

Summary of Key Learning Events, Opportunities, and Instruction
# of
Days
Lesson Focus / Student Learning Target(s)

Standard Support
1
6 Division of fractions 6.NS.1 Lesson Plan for Day 1
Lesson Plan for Day 2
Lesson Plan for Day 3
Lesson Plans for Days 4 and 5
Lesson Plan for Day 6
2
3 Long division 6.NS.2 Lesson Plan for Day 1 and 2
Lesson Plan for Day 3- resource for day 3
3
3 Decimals- add, subtract, multiply, and divide 6.NS.3 Lesson Plan for Day 1- resource 1a resource 1b
Lesson Plan for Day 2
Lesson Plan for Day 3
4
3 Greatest common factor and least common multiple 6.NS.4 Lesson Plan for Day 1
Lesson Plan for Day 2
Lesson Plan for Day 3
6 1
Common District Assessment (CDA)