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2015 - 2016

Course: Math

Grade: 6th Grade Honors

Standards for Mathematical Practice

Online Resources

mathematics educators at all levels should seek to develop in their students.

These practices rest on important processes and proficiencies with

longstanding importance in mathematics education. The first of these are the

NCTM process standards of problem solving, reasoning and proof,

communication, representation, and connections. The second are the strands

of mathematical proficiency specified in the National Research Councils

report Adding It Up: adaptive reasoning, strategic competence, conceptual

understanding (comprehension of mathematical concepts, operations and

relations), procedural fluency (skill in carrying out procedures flexibly,

accurately, efficiently and appropriately), and productive disposition (habitual

inclination to see mathematics as sensible, useful, and worthwhile, coupled

with a belief in diligence and ones own efficacy).

https://youtu.be/qocAoN4jNwc

1.

2.

3.

4.

5.

6.

7.

8.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning

https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYdEhtR

3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0

Granite City Math Vocabulary:

http://www.graniteschools.org/mathvocabulary/

For more:

www.corestandards.org/Math/Practice/

the web, sorted by standard.

Kid-friendly language:

www.buncombe.k12.nc.us/Page/37507

assessments and group activities, also searchable by standard.

1

2015 - 2016

Course: Math

Grade: 6th Grade Honors

1st Nine Weeks

Number Systems Unit (Fractions and Decimals)

Vocabulary for Unit:

numerator

product

simplest form

tenths

denominator

cross cancel

decimal

hundredths

Standard

fraction

reciprocal

divisor

thousandths

I Can Statements *

(to be completed by school

teams)

factor

quotient

dividend

ten-thousandths

Resources

ALCOS #4: Interpret and compute

quotients of fractions, solve word

problems involving division of fractions.

(6-NS1)

V.11

Digits: 5-1, 5-2, 5-3, 5-4, 5-5

AMSTI:

Bits & Pieces II

Pacing

Recommendation

/ Date(s) Taught

7 days

Recommended pacing

includes teaching one

lesson per day. Other

days are built in for one

or two pretest/review

days and one test day.

LTF:

Area Model of Multiplication of Fractions

ALCOS #4: Interpret and compute

quotients of fractions, solve word

problems involving division of fractions.

(6-NS1)

7 days

Digits: 6-1, 6-2, 6-3, 6-4, 6-5

2

AMSTI:

Bits & Pieces II: 4

Dan Meyer 3-Act Tasks:

Nanas Lemonade

mathematical problems by writing and

solving equations of the form x + p = q

and px = q, for cases in which p, q, and x

are all nonnegative rational numbers. (6EE7)

engage NY:

Dividing Fractions Module

https://www.engageny.org/resource/grade6-mathematics-module-2

Digits: 6-5

AMSTI:

Shapes & Designs: 3-4

Covering & Surr.: 5

ALCOS #3(b): Solve unit rate problems

including those involving unit pricing and

constant speed. (6-RP3b)

numbers using the standard algorithm.

(6-NS2)

multiply, and divide multi-digit decimals

using standard algorithm for each

operation.

(6-NS3)

9 days

IXL: G.3

Digits: 7-2, 7-3, 7-4

AMSTI:

Bits & Pieces I: 3

Bits & Pieces III: 3

IXL: L.1, L.2, L.5, L.6

Digits: 7-3

AMSTI:

Bits & Pieces I: 3

Bits & Pieces III: 3

IXL: J.1, J.2, O.1, O.3, O.4, 0.5, 0.6, 0.7, X.4,

X.5

Digits: 7-1, 7-2, 7-4

AMSTI:

3

absolute value of rational numbers. (6NS7)

ALCOS #13(c): Evaluate expressions at

specific values of their variables. Include

expressions that arise from formulas

used in real-world problems. Perform

arithmetic operations, including those

involving whole-number exponents, in

the conventional order when there are

no parentheses to specify a particular

order (Order of Operations).

(6-EE2c)

ALCOS #18: Solve real-world and

mathematical problems by writing and

solving equations of the form x + p = q

and px = q, for cases in which p, q, and x

are all nonnegative rational numbers. (6EE7)

IXL: P.21

Digits: 7-5, 7-6, 7-7

IXL: P.1, P.2, P.4

Digits: 7-3

Digits: 7-7

AMSTI:

Shapes & Designs: 3-4

Covering & Surrounding: 5

Geometry Unit

Vocabulary for Unit:

area

rectangle

octagon

prism

rectangular prism

pentagonal prism

polygon

parallelogram

formula

pyramid

triangular prism

hexagonal prism

plane figure

trapezoid

3-dimensional figure

surface area

triangular pyramid

octagonal prism

square

pentagon

net

volume

cube

Standard

I Can Statements *

(to be completed by school

teams)

Resources

ALCOS #13: Write, read, and evaluate

expressions in which letters stand for

numbers. (6-EE2)

values of their variables. Include expressions

that arise from formulas used in real-world

problems. Perform arithmetic operations,

including those involving whole-number

exponents, in the conventional order when

there are no parentheses to specify a

particular order (Order of Operations).

(6-EE2c)

ALCOS #19: Write an inequality of the form x

> c or x < c to represent a constraint or

condition in a real-world or mathematical

problem. Recognize that inequalities of the

form x > c or x < c have infinitely many

solutions; represent solutions of such

inequalities on number line diagrams. (6-EE8)

ALCOS #21: Find the area of right triangles,

other triangles, special quadrilaterals, and

polygons by composing into rectangles or

decomposing into triangles and other shapes;

apply these techniques in the context of

solving real-world and mathematical

problems. (6-G1)

Pacing

Recommendation

/ Date(s) Taught

9 days

IXL: lessons only listed for part c

Digits: 13-1

AMSTI:

Bits & Pieces II: 2-4

Bits & Pieces III: 1-4

IXL: B.16, B.17, B.18 (5th grade)

Digits: 13-2, 13-3, 13-4, 13-5, 13-6

AMSTI:

Covering & Surrounding: 1-5

IXL: P.21

Digits: 13-1

AMSTI:

LTF:

IXL: Z.23, Z.24

Digits:13-2, 13-3, 13-4, 13-5, 13-6

LTF:

Are the Units for Area Always

Square

Approximating Area of Irregular

Shapes Using Trapezoids

5

and Rectangles

Shoeprint, Trapezoid, and Area

State The Area

The Biggest Area

Theres a Hole in the Bucket Dear

Liza, Dear Liza

Dan Meyer 3-Act Tasks:

Bubble Wrap

TOPIC 14: SURFACE AREA AND VOLUME SIXTH GRADE 1st NINE WEEKS

ALCOS #13(c): Evaluate expressions at

specific values of their variables. Include

expressions that arise from formulas used

in real-world problems. Perform arithmetic

operations, including those involving

whole-number exponents, in the

conventional order when there are no

parentheses to specify a particular order.

(6-EE2c)

ALCOS #21: Find the area of right triangles,

other triangles, special quadrilaterals, and

polygons by composing into rectangles or

decomposing into triangles and other

shapes; apply these techniques in the

context of solving real-world and

mathematical problems. (6-G1)

rectangular prism with fractional edge

lengths by packing it with unit cubes of the

appropriate unit fraction edge lengths, and

show that the volume is the same as would

be found by multiplying the edge lengths

of the prism. Apply the formulas V = lwh

and V = Bh to find volumes of right

rectangular prisms with fractional edge

lengths in the context of solving real-world

and mathematical problems. (6-G2)

ALCOS #24: Represent three-dimensional

figures using nets made up of rectangles

and triangles, and use the nets to find the

surface area of these figures. Apply these

techniques in the context of solving realworld and mathematical problems. (6-G4)

9 days

Digits: 14-3, 14-4, 14-5, 14-6

engageNY:

Area, Surface Area, and Volume Module

https://www.engageny.org/resource/grade6-mathematics-module-5

IXL: Z.23, Z.24, Z.26, Z.29

Digits: 14-1

AMSTI:

Covering & Surrounding: 1-5

LTF:

Surface Area and Volume

Unit Dog

IXL: B.23, B.25 (5th grade)

Z.36 (6th grade)

Digits: 14-5, 14-6

AMSTI:

LTF:

Box It Up!

Surface Area and Volume

Unit Dog

IXL: Z.35, Z.37, Z.38

Digits: 14-2, 14-3, 14-4, 14-6

AMSTI:

Covering & Surrounding: 3

7

LTF:

Mathematical Foundations Nets of a Cube

Unit Dog

2015 - 2016

Course: Math

Grade: 6th Grade Honors

2nd Nine Weeks

Statistics and Probability Unit

Vocabulary for Unit:

statistical question

intervals

mean

deviation

Standard

data

histogram

mean absolute deviation

measure of center

frequency

box and whisker plot

range

measure of variation

I Can Statements *

(to be completed by school

teams)

dot plot

median

interquartile range

Resources

ALCOS #9: Understand a rational number as a

point on the number line. Extend number line

diagrams and coordinate axes familiar from

previous grades to represent points on the

line and in the plane with negative number

coordinates. (6-NS6

ALCOS # 9(c): Find and position integers and

other rational numbers on a horizontal or

vertical number line diagram; find and

position pairs of integers and other rational

numbers on a coordinate plane. (6-NS6c)

Pacing

Recommendation

/ Date(s) Taught

8 days

Digits: 15-2, 15-3, 15-4, 15-5, 15-6

Digits: 15-2, 15-3, 15-4, 15-5, 15-6

LTF:

Alien Invasion

Sketch My Graph

question as one that anticipates variability

in the data related to the question and

accounts for it in the answers. (6-SP1)

IXL: S.4

Digits: 15-1

AMSTI:

Data About Us: 1-3

LTF:

Getting to Know You

on a number line, including dot plots,

histograms, and box plots. (6-SP4)

engage NY:

Statistics Module

https://www.engageny.org/resource/grade6-mathematics-module-6

IXL: R.4, R.5, R.11, R.17

Digits: 15-2, 15-3, 15-4, 15-5, 15-6

AMSTI:

Data About Us: 1, 3

sets in relation to their context. (6-SP5)

LTF:

Histograms

Box and Whisker Plots

IXL: lessons only listed for parts a, b, c

Digits: 15-1, 15-2, 15-3, 15-4

AMSTI:

sets in relation to their context such as by:

Reporting the number of observations.

(6-SP5a)

LTF:

IXL: R.6

Digits: NONE

AMSTI:

How Likely Is It?: 1-4

10

sets in relation to their context such as by:

Describing the nature of the attribute

under investigation, including how it was

measured and its units of measurement.

(6-SP5b)

ALCOS # 29(c): Summarize numerical data

sets in relation to their context, such as

by: Giving quantitative measures of center

(median and/or mean) and variability

(interquartile range and/or mean absolute

deviation) as well as describing any overall

pattern and any striking deviations from

the overall pattern with reference to the

context in which the data were gathered.

(6-SP5c)

LTF:

Histograms

IXL: S.4

Digits: 15-1

AMSTI:

Data About Us: 1-2

IXL: S.2, S.2, S.3

Digits: 15-2, 15-3, 15-4

AMSTI:

Data About Us: 1-2

LTF:

Getting to Know You

TOPIC 16: MEASURES OF CENTER AND VARIATION SIXTH GRADE 2nd NINE WEEKS 8 days

ALCOS #26: Understand that a set of data

collected to answer a statistical question

has a distribution which can be described

by its center, spread, and overall shape.

(6-SP2)

center for a numerical data set

summarizes all of its values with a single

number, while a measure of variation

describes how its values vary with a single

number. (6-SP3)

Digits: 16-3

AMSTI:

Data About Us: 1-3

LTF:

Home Runs, Statistics, and Probability

Digits: 16-1, 16-2, 16-3, 16-4, 16-5,

16-6

AMSTI:

Data About Us: 1-3

LTF:

Home Runs, Statistics, and Probability

11

a number line, including dot plots,

histograms, and box plots. (6-SP4)

Digits: 16-1

AMSTI:

Data About Us: 1, 3

relation to their context. (6-SP5)

ALCOS #29(c): Summarize numerical data

sets in relation to their context, such as by:

Giving quantitative measures of center

(median and/or mean) and variability

(interquartile range and/or mean absolute

deviation) as well as describing any overall

pattern and any striking deviations from the

overall pattern with reference to the context

in which the data were gathered. (6-SP5c)

ALCOS #29(d): Summarize numerical data

sets in relation to their context, such as by:

Relating the choice of measures of center and

variability to the shape of the data

distribution and the context in which the data

were gathered. (6-SP5d)

LTF:

Box and Whisker Plots

Histograms

Home Runs, Statistics, and

Probability

Digits: 16-2, 16-4, 16-5

IXL: lessons only listed for part c

Digits: 16-2, 16-4, 16-5

AMSTI:

Data About Us: 1-3

LTF: Home Runs, Statistics, and

Probability

Digits: NONE

AMSTI:

Data About Us: 3

LTF:

Box and Whisker Plots

Histograms

Counting Ursus Actos Horribilis,

the Grizzly Bear

Home Runs, Statistics, and

Probability

Measures of Central Tendency and

Variability

12

Vocabulary for Unit:

ratio

proportions

unit price

independent variable

commission

interest rate

markdown

rate

equivalent fractions

least common multiple

scale drawing

interest

balance

percent of increase

Standard

unit rate

equivalent ratios

constant of proportionality

scale

simple interest

interest period

percent of decrease

I Can Statements *

(to be completed by school

teams)

percent

terms of a ratio

dependent variable

percent equation

principal

markup

dimensional analysis

Resources

ALCOS #1: Compute unit rates associated

with ratios of fractions, including ratios of

lengths, areas, and other quantities

measured in like or different units. (7-RP1)

Pacing

Recommendation

/ Date(s) Taught

7 days

Digits: 1-1, 1-2, 1-3, 1-4, 1-5

AMSTI:

Bits and Pieces 1: 3-4,

Comparing and Scaling: 3

Stretching and Shrinking: 1-5

LTF:

Calculating Hurricane Lilis Wind

Speed

Fire Trucks, Sky Divers, and

Softball

Metric and Customary

Measurements

13

Rate Graphs

Rating the Trip

Walk the Line

Dan Meyer 3-Act Tasks:

Graduation

ALCOS #2: Recognize and represent

proportional relationships between

quantities.

(7-RP2)

8 days

b, c

Digits: 2-1, 2-3, 2-4, 2-6

AMSTI:

Comparing and Scaling: 1-4

Stretching and Shrinking: 1-4

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

LTF:

Average Rate of Change

Match My Run

Road Trip

are in a proportional relationship, e.g., by

testing for equivalent ratios in a table or

graphing on a coordinate plane and

observing whether the graph is a straight

line through the origin. (7-RP2a)

Finals Week

IXL: J.2, J.3, J.6, J.7, X.1

Digits: 2-1, 2-2

AMSTI:

Comparing and Scaling: 1-4

Stretching and Shrinking: 1-4

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

14

proportionality (unit rate) in tables,

graphs, equations, diagrams, and verbal

descriptions of proportional relationships.

(7-RP2b)

relationships by equations. (7-RP2c)

IXL: X.2

Digits: 2-3, 2-4

AMSTI:

Comparing and Scaling: 1-4

Stretching and Shrinking: 1-4

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

LTF:

Interpreting Distance Graphs

Interpreting Rate Graphs

IXL: J.8, J.9, I.5 (8th)

Digits: 2-4

on the graph of a proportional

relationship means in terms of the

situation, with special attention to the

points (0, 0) and (1, r) where r is the unit

rate. (7-RP2d)

drawings of geometric figures, including

computing actual lengths and areas from

a scale drawing and reproducing a scale

drawing at a different scale. (7-G1)

AMSTI:

Comparing and Scaling: 1-4

Stretching and Shrinking: 1-4

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

Digits: 2-5 , 2-6

AMSTI:

Comparing and Scaling: 1-4

Stretching and Shrinking: 1-4

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

IXL: J.13, P.12, P.13, P.14, P.15, P.16, P.30

Digits: 2-5 , 2-6,

AMSTI:

Comparing and Scaling: 1-4

15

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

LTF:

New Home for Rami, the Unwanted

Rhinoceroses

engage NY:

Ratios of Scale Drawings Module

https://www.engageny.org/resource/grade7-mathematics-module-1-topic-d-overview

ALCOS #2: Recognize and represent

proportional relationships between

quantities. (7-RP2)

9 days

Digits: 3-1, 3-2, 3-3,

3-4, 3-5

AMSTI:

Comparing and Scaling: 1-4

Stretching and Shrinking: 1-4

Filling and Wrapping: 5

How Likely is it?: 1-4

What Do You Expect?: 1-4

16

proportionality (unit rate) in tables, graphs,

equations, diagrams, and verbal descriptions

of proportional relationships. (7-RP2b)

relationships by equations. ( 7-RP2c)

IXL: X.2

Digits: 3-1

AMSTI:

Bits and Pieces III: 4-5

Variables and Patterns: 4

Comparing and Scaling: 1-4

Stretching and Shrinking: 4-5

Growing, Growing, Growing: 4

IXL: J.8, J.9, I.5 (8th)

Digits: 3-1

solve multistep ratio and percent problems.

(7-RP3)

AMSTI:

Bits and Pieces III: 4-5

Variables and Patterns: 4

Comparing and Scaling: 1-4

Stretching and Shrinking: 4-5

Growing, Growing, Growing: 4

IXL: K.4, K.7, K.8, K.9, K.10, L.6, L.7,

L.9, L.10, L.11

Digits: 3-2, 3-3, 3-4,

3-5, 3-6, 3-7

AMSTI:

Bits and Pieces III: 4-5

Variables and Patterns: 4

Comparing and Scaling: 1-4

Stretching and Shrinking: 4-5

Growing, Growing, Growing: 4

Dan Meyer 3-Act Tasks:

Dueling Discounts

17

2015 - 2016

Course: Math

Grade: 6th Grade Honors

3rd Nine Weeks

absolute value

additive inverses

terminating decimals

integers

reciprocals

accuracy

Standard

rational numbers

complex fractions

percent error

I Can Statements *

(to be completed by school

teams)

whole numbers

repeating decimals

Resources

3rd NINE WEEKS

ALCOS #4: Apply and extend previous

understandings of addition and

subtraction to add and subtract rational

numbers; represent addition and

subtraction on a horizontal or vertical

number line diagram.

(7-NS1)

Pacing

Recommendation

/ Date(s) Taught

9 days

Digits: 4-1, 4-2, 4-3,

4-4, 4-5, 4-7

AMSTI:

Accentuate the Negative: 2, 3

Bits and Pieces II: 1-2

Bits and Pieces III: 1

Accentuate the Negative: 2, 4

engage NY:

Rational Numbers Module

https://www.engageny.org/resource/grade7-mathematics-module-2

18

which opposite quantities combine to

make 0.

(7-NS1a)

number located a distance |q| from p, in

the positive or negative direction

depending on whether q is positive or

negative. Show that a number and its

opposite have a sum of 0 (are additive

inverses). Interpret sums of rational

numbers by describing real-world

contexts. (7-NS1b)

ALCOS #4(c): Understand subtraction of

rational numbers as adding the additive

inverse, p - q = p + (-q). Show that the

distance between two rational numbers

on the number line is the absolute value

of their difference, and apply this

principle in real-world contexts. (7-NS1c)

operations as strategies to add and

subtract rational numbers. (7-NS1d)

IXL: D.3

Digits: 4-1

AMSTI:

Accentuate the Negative: 2, 3

Bits and Pieces II: 1-2

Bits and Pieces III: 1

Accentuate the Negative: 2, 4

IXL: B.3, D.2, D.3, D.5

Digits: 4-2, 4-3, 4-5

AMSTI:

Accentuate the Negative: 2, 3

Bits and Pieces II: 1-2

Bits and Pieces III: 1

Accentuate the Negative: 2, 4

IXL: E.1, E.3, E.4, E.5, H.6

Digits: 4-4, 4-6, 4-7

AMSTI:

Accentuate the Negative: 2, 3

Bits and Pieces II: 1-2

Bits and Pieces III: 1

Accentuate the Negative: 2, 4

IXL: C.1, C.11, E.9, G.1, G.3, Y.1

Digits: 4-3

AMSTI:

Accentuate the Negative: 2, 3

Bits and Pieces II: 1-2

Bits and Pieces III: 1

Accentuate the Negative: 2, 4

19

mathematical problems posed with

positive and negative rational numbers

in any form (whole numbers, fractions,

and decimals), using tools strategically.

Apply properties of operations to

calculate with numbers in any form,

convert between forms as appropriate,

and assess the reasonableness of

answers using mental computation and

estimation strategies. (7-EE3)

IXL: B.4, C.7, C.9, C.10, C.11, E.9, F.1, F.2, F.5,

F.6, F.7, F.8, F.9, G.6, G.14, G.16,

Digits: 4-1, 4-7

3rd NINE WEEKS

ALCOS #5: Apply and extend previous

understandings of multiplication and

division and of fractions to multiply and

divide rational numbers. (7-NS2)

multiplication is extended from fractions

to rational numbers by requiring that

operations continue to satisfy the

properties of operations, particularly the

distributive property, leading to

products such as (-1)(-1) = 1 and the

rules for multiplying signed numbers.

Interpret products of rational numbers

by describing real-world contexts. (7NS2a)

8 days

Digits: 5-1, 5-2, 5-3, 5-4, 5-5

AMSTI:

Accentuate the Negative: 1-4

Bits and Pieces II: 3

Bits and Pieces III: 2

Comparing and Scaling: 3

Variables and Patterns: 2-4

Looking for Pythagoras: 3-4

IXL: E.6, E.7, E.8, H.7, Y.2

Digits: 5-1, 5-2

AMSTI:

Accentuate the Negative: 1-4

Bits and Pieces II: 3

Bits and Pieces III: 2

Comparing and Scaling: 3

Variables and Patterns: 2-4

Looking for Pythagoras: 3-4

20

divided, provided that the divisor is not zero,

and every quotient of integers (with nonzero

divisor) is a rational number. If p and q are

integers, then - (p/q) = (-p)/q = p/(-q). Interpret

quotients of rational numbers by describing

real-world contexts. (7-NS2b)

as strategies to multiply and divide rational

numbers. (7-NS2c)

Digits: 5-3, 5-4, 5-5

AMSTI:

Accentuate the Negative: 1-4

Bits and Pieces II: 3

Bits and Pieces III: 2

Comparing and Scaling: 3

Variables and Patterns: 2-4

Looking for Pythagoras: 3-4

IXL: C.3, C.5, C.11, E.9, G.7, G.8,

G.9, G.11, G.12, Y.1

Digits: 5-1

problems involving the four operations with

rational numbers. (Computations with

rational numbers extend the rules for

manipulating fractions to complex fractions.)

(7-NS3)

AMSTI:

Accentuate the Negative: 1-4

Bits and Pieces II: 3

Bits and Pieces III: 2

Comparing and Scaling: 3

Variables and Patterns: 2-4

Looking for Pythagoras: 3-4

IXL: C.1, C.2, C.3, C.4, C.5, C.6, C.7,

C.8, E.3, E.4, E.5, E.6, E.7, E.8, G.1,

G.2, G.3, G.4, G.5, G.7, G.8, G.9,

g.10, G.11, G.12, G.13, G.15, H.6,

H.7, L.1, L.2

Digits: 5-5, 5-6

AMSTI:

Accentuate the Negative: 1-4

Bits and Pieces II: 3

Bits and Pieces III: 2

Comparing and Scaling: 3

Variables and Patterns: 2-4

Looking for Pythagoras: 3-4

21

mathematical problems posed with positive

and negative rational numbers in any form

(whole numbers, fractions, and decimals),

using tools strategically. Apply properties of

operations to calculate with numbers in any

form, convert between forms as appropriate,

and assess the reasonableness of answers

using mental computation and estimation

strategies. (7-EE3)

Digits: 5-6

AMSTI:

Accentuate the Negative: 1-4

Bits and Pieces II: 3

Bits and Pieces III: 2

Comparing and Scaling: 3

Variables and Patterns: 2-4

Looking for Pythagoras: 3-4

TOPIC 6: DECIMALS AND PERCENTS SEVENTH GRADE 3rd NINE WEEKS

ALCOS #3: Use proportional relationship to

IXL: L.4, L.5, L.6, L.7, L.8, L.9, L.10,

solve multistep ratio and percent problems.

L.11

(7-RP3)

Digits: 6-6

divided, provided that the divisor is not zero,

and every quotient of integers (with nonzero

divisor) is a rational number. If p and q are

integers, then - (p/q) = (-p)/q = p/(-q). Interpret

quotients of rational numbers by describing

real-world contexts. (7-NS2b)

ALCOS #5(d): Convert a rational number to a

decimal using long division; know that the

decimal form of a rational number terminates

in 0s or eventually repeats. (7-NS2d)

8 days

Dueling Discounts

IXL: C.6

Digits: 6-1, 6-2, 6-5

AMSTI:

Accentuate the Negative: 2-4

Comparing and Scaling: 3

IXL: A.10, H.2

Digits: 6-1, 6-2, 6-5

AMSTI:

Accentuate the Negative: 2-4

Comparing and Scaling: 3

22

problems involving the four operations with

rational numbers. (Computations with

rational numbers extend the rules for

manipulating fractions to complex fractions.)

(7-NS3)

Digits: 6-3, 6-4, 6-5, 6-7

AMSTI:

Accentuate the Negative: 2-4

Comparing and Scaling: 3

Vocabulary for Unit:

expression

variable

term

formula

distributive property

quadrant

constants

equation

solution set

numerical expression

algebraic expression

coefficient

greatest common factor

substitution

coordinate plane

simplify

isolate

conjecture

Standard

operations

evaluate

product

multiple

equivalent

like terms

expand

two-step equation

equivalent inequalities

I Can Statements *

(to be completed by school

teams)

order of operations

exponent

factor

least common multiple

inequality

coefficients

factor

inequality

Resources

ALCOS #7: Apply properties of operations as

strategies to add, subtract, factor, and

expand linear expressions with rational

coefficients. (7-EE1)

Pacing

Recommend

ation /

Date(s)

Taught

7 days

Digits: 7-1, 7-2, 7-3, 7-4, 7-5

AMSTI:

Thinking With Mathematical Models: 2-3

Growing, Growing, Growing: 1

23

Say it With Symbols: 1-4

Shapes of Algebra: 2-5

expression in different forms in a problem

context can shed light on the problem, and

how the quantities in it are related.

Understand that rewriting an expression in

different forms in a problem context can

shed light on the problem, and how the

quantities in it are related. (7-EE2)

engage NY:

Expressions and Equations Module

https://www.engageny.org/resource/grad

e-7-mathematics-module-3

Digits: 7-1, 7-2, 7-3, 7-4, 7-5

ALCOS #9: Solve multistep real-life and

mathematical problems posed with positive

and negative rational numbers in any form

(whole numbers, fractions, and decimals),

using tools strategically. Apply properties of

operations to calculate with numbers in any

form, convert between forms as appropriate,

and assess the reasonableness of answers

using mental computation and estimation

strategies. (7-EE3)

ALCOS #10: Use variables to represent

quantities in a real-world or mathematical

problem, and construct simple equations and

inequalities to solve problems by reasoning

about the quantities. (7-EE4)

8 days

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Thinking With Mathematical Models: 1-3

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, and Painted Cubes: 1-4

The Shapes of Algebra: 2-5

Say it with Symbols: 1-5

IXL: J.9, V.2, V.3, V.4, V.5, X.10, Y.4

Digits: 8-1, 8-2, 8-3, 8-4, 8-5

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Thinking With Mathematical Models: 1-3

Looking for Pythagoras: 3-4

24

to equations of the form px + q = r and p(x +

q) = r, where p, q, and r are specific rational

numbers. Solve equations of these forms

fluently. Compare an algebraic solution to an

arithmetic solution, identifying the sequence

of the operations used in each approach. (7EE4a)

Frogs, Fleas, and Painted Cubes: 1-4

The Shapes of Algebra: 2-5

Say it with Symbols: 1-5

IXL: V.3, V.4, V.5

Digits: 8-1, 8-2, 8-3,

8-4, 8-5

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Thinking With Mathematical Models: 1-3

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, & Painted Cubes: 1-4

The Shapes of Algebra: 2-5

Say it with Symbols: 1-5

25

2015 - 2016

Course: Math

Grade: 6th Grade Honors

4th Nine Weeks

ALCOS #10: Use variables to represent

quantities in a real-world or mathematical

problem, and construct simple equations and

inequalities to solve problems by reasoning

about the quantities. (7-EE4)

to inequalities of the form px + q > r or px + q

< r, where p, q, and r are specific rational

numbers. Graph the solution set of the

inequality, and interpret it in the context of

the problem. (7-EE4b)

9 days

W.6, W.7

Digits: 9-1, 9-2, 9-3,

9-4, 9-5

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, & Painted Cubes: 1-4

The Shapes of Algebra: 2-5

Say It With Symbols: 1-5

IXL: W.1, W.2, W.3, W.4, W.5,

W.6, W.7

Digits: 9-1, 9-2, 9-3,

9-4, 9-5

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, & Painted Cubes: 1-4

The Shapes of Algebra: 2-5

26

Geometry Unit

Vocabulary for Unit:

angle

acute angle

supplementary angles

radius

vertex

right angle

vertical angles

diameter

Standard

straight angle

adjacent angles

circle

circumference

I Can Statements *

(to be completed by school

teams)

obtuse angle

complementary angles

center of a circle

area

Resources

ALCOS #10: Use variables to represent

quantities in a real-world or mathematical

problem, and construct simple equations and

inequalities to solve problems by reasoning

about the quantities. (7-EE4)

Pacing

Recommendation

/ Date(s) Taught

10 days

IXL: V.3, V.4, V.5

Digits: 10-1, 10-2, 10-3, 10-4, 10-5,

10-6

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, and Painted Cubes: 1-4

to equations of the form px + q = r and p(x +

q) = r, where p, q, and r are specific rational

numbers. Solve equations of these forms

fluently. Compare an algebraic solution to an

arithmetic solution, identifying the sequence

Say It With Symbols: 1-5

IXL: J.9, X.10

Digits: 10-1, 10-2, 10-3, 10-4, 10-5,

10-6

AMSTI:

27

protractor, and with technology) geometric

shapes with given conditions. Focus on

constructing triangles from three measures of

angles or sides, noticing when the conditions

determine a unique triangle, more than one

triangle, or no triangle. (7-G2)

complementary, vertical, and adjacent angles

in a multistep problem to write and solve

simple equations for an unknown angle in a

figure. (7-G5)

Moving Straight Ahead: 1-2

Say It With Symbols: 1-5

Thinking With Mathematical

Models: 1-3

Shapes and Designs: 4

Filling and Wrapping: 1-4

Stretching and Shrinking: 3

LTF:

Angles of a Regular Polygon

Digits: 10-1, 10-2, 10-3, 10-4, 10-5

AMSTI: Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, & Painted Cubes: 1-4

The Shapes of Algebra: 2-5

Say It With Symbols: 1-5

IXL: P.4, P.5

Digits: 10-2, 10-3, 10-4, 10-5, 10-6

AMSTI:

Variables and Patterns: 1-3

Moving Straight Ahead: 1-4

Looking for Pythagoras: 3-4

Growing, Growing, Growing,: 1-4

Frogs, Fleas, & Painted Cubes: 1-4

The Shapes of Algebra: 2-5

Say It With Symbols: 1-5

LTF: Angles of a Regular Polygon

28

ALCOS #9: Solve multistep real-life and

mathematical problems posed with positive

and negative rational numbers in any form

(whole numbers, fractions, and decimals),

using tools strategically. Apply properties of

operations to calculate with numbers in any

form, convert between forms as appropriate,

and assess the reasonableness of answers

using mental computation and estimation

strategies. (7-EE3)

ALCOS #10: Use variables to represent

quantities in a real-world or mathematical

problem, and construct simple equations and

inequalities to solve problems by reasoning

about the quantities. (7-EE4)

to equations of the form px + q = r and p(x +

q) = r, where p, q, and r are specific rational

numbers. Solve equations of these forms

fluently. Compare an algebraic solution to an

arithmetic solution, identifying the sequence

of the operations used in each approach. (7EE4a)

and circumference of a circle, and use them

to solve problems; give an informal

derivation of the relationship between the

circumference and area of a circle. (7-G4)

10 days

IXL: M.2, M.3

Digits: 11-3 , 11-4, 11-5

AMSTI:

Covering and Surrounding: 5

Filling and Wrapping: 2-5

Digits: 11-1, 11-2, 11-3, 11-4, 11-5

AMSTI:

Covering and Surrounding: 5

Filling and Wrapping: 2-5

IXL: V.3, V.4, V.5

Digits: 11-1

AMSTI:

Covering and Surrounding: 5

Filling and Wrapping: 2-5

LTF:

Discovering Area

IXL: P.21, P.22, P.23

Digits: 11-1, 11-2, 11-3, 11-4, 11-5

29

AMSTI:

Covering and Surrounding: 5

Filling and Wrapping: 2-5

LTF:

An Apeeling Problem

Discovering Area

Finding Pi

Working with Formulas

Dan Meyer 3-Act Tasks:

Penny Circle

Coffees Traveler

Popcorn Picker

Digits: 11-1, 11-2, 11-3

protractor, and with technology) geometric

shapes with given conditions. Focus on

constructing triangles from three measures of

angles or sides, noticing when the conditions

determine a unique triangle, more than one

triangle, or no triangle. (7-G2)

AMSTI:

Covering and Surrounding: 5

Filling and Wrapping: 2-5

Vocabulary for Unit:

probability of an event

action

theoretical probability

Standard

outcome

trial

simulation

sample space

relative frequency

probability model

I Can Statements *

(to be completed by school

teams)

event

experimental probability

uniform probability model

Resources

ALCOS #4(c): Understand subtraction of

rational numbers as adding the additive

Pacing

Recommendation

/ Date(s) Taught

10 days

30

distance between two rational numbers on

the number line is the absolute value of their

difference, and apply this principle in realworld contexts. (7-NS1c)

ALCOS #9: Solve multistep real-life and

mathematical problems posed with positive

and negative rational numbers in any form

(whole numbers, fractions, and decimals),

using tools strategically. Apply properties of

operations to calculate with numbers in any

form, convert between forms as appropriate,

and assess the reasonableness of answers

using mental computation and estimation

strategies. (7-EE3)

ALCOS #21: Understand that the probability

of a chance event is a number between 0 and

1 that expresses the likelihood of the event

occurring. Larger numbers indicate greater

likelihood. A probability near 0 indicates an

unlikely event, a probability around 1/2

indicates an event that is neither unlikely nor

likely, and a probability near 1 indicates a

likely event. (7-SP5)

ALCOS #22: Approximate the probability of a

chance event by collecting data on the chance

process that produces it and observing its

long-run relative frequency, and predict the

approximate relative frequency given the

probability. (7-SP6)

use it to find probabilities of events. Compare

probabilities from a model to observed

frequencies; if the agreement is not good,

Digits: 16-4

Digits: 16-1, 16-3, 16-4, 16-5, 16-6

IXL: Z.1

Digits: 16-1

AMSTI:

How Likely Is It?: 1-4

What Do You Expect?: 1-4

LTF:

Bulls Eye

IXL: Z.3, Z.4

Digits: 16-1, 16-3

LTF:

Free French Fries

Passing Game

Using Area to Estimate Probability

IXL: lessons only listed for parts a,

b

Digits: 16-2, 16-4, 16-5, 16-6

31

(7-SP7)

ALCOS #23(a): Develop a uniform probability

model by assigning equal probability to all

outcomes, and use the model to determine

probabilities of events. (7-SP7a)

ALCOS #23(b): Develop a probability model

(which may not be uniform) by observing

frequencies in data generated from a chance

process. (7-SP7b)

IXL: Z.1

Digits: 16-5, 16-6

IXL: Z.3

Digits: 16-6

32

lesson, not a sixth grade digits lesson.

(These lessons are listed in the Sixth Grade Honors Math Pacing Guide and

do not need to be taught separately. This listing is for reference only.)

Standard

and use ratio language to describe a ratio

relationship between two quantities. (6-RP1)

ALCOS #2: Understand the concept of a unit

rate a/b associated with a ratio a: b with b 0,

and use rate language in the context of a ratio

relationship. (6-RP2)

ALCOS #3: Use ratio and rate reasoning to

solve real-world and mathematical problems,

e.g., by reasoning about tables of equivalent

ratios, tape diagrams, double number line

diagrams, or equations. (6-RP3)

ALCOS #3(a): Make tables of equivalent ratios

relating quantities with whole-number

measurements, find missing values in the

tables, and plot the pairs of values on the

coordinate plane. Use tables to compare

ratios. (6-RP3a)

ALCOS #3(c): Find a percent of a quantity as a

rate per 100 (e.g., 30% of a quantity means

30

/100 times the quantity); solve problems

involving finding the whole, given a part and

the percent. (6-RP3c)

ALCOS #8: Understand that positive and

negative numbers are used together to

I Can Statements *

(to be completed by school

teams)

Resources

Pacing

Recommendation

/ Date(s) Taught

33

or values. (e.g. temperature; elevation;

credits/debits; positive/negative electrical

charge); use positive and negative numbers

to represent quantities in real-world contexts

explaining the meaning of 0 in each situation.

(6-NS5)

ALCOS #9(a): Recognize opposite signs of

numbers as indicating locations on opposite

sides of 0 on the number line; recognize that

the opposite of the opposite of a number is

the number itself, e.g., (3) = 3, and that 0 is

its own opposite. (6-NS6a) ALCOS #9(a):

Recognize opposite signs of numbers as

indicating locations on opposite sides of 0 on

the number line; recognize that the opposite

of the opposite of a number is the number

itself, e.g., (3) = 3, and that 0 is its own

opposite. (6-NS6a)

ALCOS #9(b): Understand signs of numbers in

ordered pairs as indicating locations in

quadrants of the coordinate plane; recognize

that when two ordered pairs differ only by

signs, the locations of the points are related

by reflections across one or both axes. (6NS6b)

ALCOS #10(a): Interpret statements of

inequality as statements about the relative

position of two numbers on a number line. (6NS7a)

ALCOS #10(b): Write, interpret, and explain

statements of order for rational numbers in

real-world contexts. (6-NS7b)

ALCOS #10(c): Understand the absolute value

of a rational number as its distance from 0 on

the number line; interpret absolute value as

34

in a real-world situation. (6-NS7c)

ALCOS #10(d): Distinguish comparisons of

absolute value from statements about order.

(6-NS7d)

ALCOS #11: Solve real-world and

mathematical problems by graphing points in

all four quadrants of the coordinate plane.

Include use of coordinates and absolute value

to find distances between points with the

same first coordinate or the same second

coordinate. (6-NS8)

ALCOS #13(a): Write expressions that record

operations with numbers and with letters

standing for numbers. (6-EE2a)

ALCOS #13(b): Identify parts of an expression

using mathematical terms (sum, term,

product, factor, quotient, and coefficient);

view one of more parts of an expression as a

single entity. (6-EE2b)

ALCOS #14: Apply the properties of

operations to generate equivalent

expressions. (6-EE3)

ALCOS #15: Identify when two expressions

are equivalent (i.e. when the two expressions

name the same number regardless of which

value is substituted into them). (6-EE4)

ALCOS #16: Understand 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?

Use substitution to determine whether a

given number in a specified set makes an

equation or inequality true.

(6-EE5)

ALCOS #17: Use variables to represent

numbers, and write expressions when solving

35

understand that a variable can represent an

unknown number or, depending on the

purpose at hand, any number in a specified

set. (6-EE6)

ALCOS #20: Use variables to represent two

quantities in a real-world problem that

change in relationship to one another; write

an equation to express one quantity, thought

of as the dependent variable, in terms of the

other quantity, thought of as the

independent variable. Analyze the

relationship between the dependent and the

independent variables using graphs and

tables, and relate these to the equation. (6EE9)

36

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