Math G and T - Grade 6 - Curriculum

FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue

Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: Mathematics Gifted and Talented

Grade: 6
Board of Education Adoption Date: September 12, 2016
i
Freehold Borough Board of Education
Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi
Mrs. Annette Jordan
Mr. James Keelan
Mrs. Maureen MacCutcheon
Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator
Samuel dela Cruz, Ed.D., Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Director of Technology & Assessment
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
William Smith, Principal – Freehold Learning Center
Curriculum Committee
Jennifer Michal
Heide Brache for the Gifted and Talented section
ii
Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as
knowledgeable, skillful, and confident learners who flourish and contribute willingly in a
changing world.
Core Beliefs
We believe that:
 All people have inherent worth.
 Life-long learning is basic to the survival and advancement of society.
 The primary influence on the individual's development is the family in all its forms.
 Valuing diversity is essential to individual growth and the advancement of society.
 All individuals have strengths and human potential has no known limits.
 Democracy thrives when individuals accept responsibility for their choices.
 Being trustworthy builds trust.
 Creativity and imagination are essential for society to flourish.
 A safe environment is essential for the well-being of the individual and for society to
flourish
iii
Freehold Borough School District
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values.
Believing that our students deserve the best education, our curriculum is aligned to the most
current New Jersey Core Curriculum Content Standards and current statewide assessments. Our
scope and sequence is vertically and horizontally aligned. The progression of objectives
embraces decades of rigorous research, conducted both independently and at the university level,
and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and
spirit. Knowledge is a fusion balancing authentic experience and content, which language arts
literacy skills are integrated with other content areas. Our curriculum contains common
expectations that are rigorous and student centered, and teachers, who are most proximal to the
children, will use this document as an instrument to ensure student success.
To ensure that our children are successful and receive the best education, this curriculum
document, our staff will continuously collaborate on this living document. We will develop
purposeful and effective formative and summative assessments which measure growth of our
curriculum and inform our instruction. Finally, we will continuously seek to grow professionally
through professional development, which is aligned to statewide regulations, but specifically
geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives

 Teachers will employ lessons that are aligned to our curriculum and framed utilizing
current research-based methods and techniques that focus on student achievement
 Our lessons will be structured according to statewide and district standards and our
teachers will have flexibility to ensure that lessons meet the needs of all learners
 Units and lessons will be differentiated
 Curriculum is be student focused on success and balances developmental theory and
psychometric standards
 Democratically developed benchmarks and assessments will be utilized to gauge student
and curricular growth. Assessment will be multidimensional and developed according to
student need.
iv
Table of Contents
Unit/Section Page
Educational Outcomes 1
Core Materials 3
Pacing Guide 4
Decimals 6
Fractions 11
Ratio, Portions, Percents 17
Number Systems 23
Expressions 28
Equations and Inequalities 33
Dependant and Independent Variables 38
Geometry 42
Statistics 48
v
Educational Outcome Goals/Course Overview
The mathematics grade 6 is in line with the areas of focus as identified by the Common Core
State Standards and the PARCC Model Content Frameworks. The expectation is that the
students will have many opportunities to develop fluency, defined as speed and accuracy, in
the areas of multi-digit division and operations on decimals using the standard algorithms
throughout the school year.
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate
to whole number multiplication and division and using concepts of ratio and rate to solve
problems; (2) completing understanding of division of fractions and extending the notion of
number to the system of rational numbers, which includes negative numbers; (3) writing,
interpreting, and using expressions and equations; and (4) developing understanding of
statistical thinking.
1. Students use reasoning about multiplication and division to solve ratio and rate problems
about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs
of rows (or columns) in the multiplication table, and by analyzing simple drawings that
indicate the relative size of quantities, students connect their understanding of multiplication
and division with ratios and rates. Thus students expand the scope of problems for which they
can use multiplication and division to solve problems, and they connect ratios and fractions.
Students solve a wide variety of problems involving ratios and rates.
2. Students use the meaning of fractions, the meanings of multiplication and division, and the
relationship between multiplication and division to understand and explain why the procedures
for dividing fractions make sense. Students use these operations to solve problems. Students
extend their previous understandings of number and the ordering of numbers to the full system
of rational numbers, which includes negative rational numbers, and in particular negative
integers. They reason about the order and absolute value of rational numbers and about the
location of points in all four quadrants of the coordinate plane.
3. Students understand the use of variables in mathematical expressions. They write expressions
and equations that correspond to given situations, evaluate expressions, and use expressions
and formulas to solve problems. Students understand that expressions in different forms can be
equivalent, and they use the properties of operations to rewrite expressions in equivalent
forms. Students know that the solutions of an equation are the values of the variables that
make the equation true. Students use properties of operations and the idea of maintaining the
equality of both sides of an equation to solve simple one-step equations. Students construct
and analyze tables, such as tables of quantities that are in equivalent ratios, and they use
equations (such as 3x = y) to describe relationships between quantities.
4. Building on and reinforcing their understanding of number, students begin to develop their
ability to think statistically. Students recognize that a data distribution may not have a definite
center and that different ways to measure center yield different values. The median measures
center in the sense that it is roughly the middle value. The mean measures center in the sense
that it is the value that each data point would take on if the total of the data values were
redistributed equally, and also in the sense that it is a balance point. Students recognize that a
measure of variability (interquartile range or mean absolute deviation) can also be useful for
1
summarizing data because two very different sets of data can have the same mean and median
yet be distinguished by their variability.
Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps,
and symmetry, considering the context in which the data were collected. Students in Grade 6 also
build on their work with area in elementary school by reasoning about relationships among
shapes to determine area, surface area, and volume. They find areas of right triangles, other
triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing
pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and
justify formulas for areas of triangles and parallelograms. Students find areas of polygons and
surface areas of prisms and pyramids by decomposing them into pieces whose area they can
determine. They reason about right rectangular prisms with fractional side lengths to extend
formulas for the volume of a right rectangular prism to fractional side lengths.
The Standards for Mathematical Practice describes varieties of expertise that 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 Council’s 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 one’s
own efficacy).
1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for a make use of structure
8. Look for and express regularity in repeated reasoning
2
Core Materials
Common Core Performance Coach
3
Pacing Guide
Unit Anticipated Timeframe

Decimals 8 weeks
1. Division of whole numbers 10 days
2. Adding decimals 5 days
3. Subtracting decimals 5 days
4. Multiplying decimals 10 days
5. Dividing decimals 10 days
Fractions 8 weeks
1. Exponents (no variables) 3 days
2. GCF-LCM 7 days
3. Distributive Property (no variables) 4 days
4. *Review Equivalent fractions, simplest 5 days
from fraction/mixed numbers
5. *Review Addition and subtraction of 7 days
fraction/mixed number
6. *Review Multiplying fractions/mixed 7 days
numbers
7. Dividing fractions/mixed numbers 7 days
Ratio, Proportion, Percents 5 weeks

1. Writing ratios 3 days
2. Equivalent ratios 3 days
3. Rates and unit rate 3 days
4. Using ratios to compare measurement 3 days
5. Converting between fractions, decimals 5 days
and percent
6. Using percents-percent equation 4 days
Number Systems 3 weeks

1. Intro to integers and absolute value 5 days
2. Comparing integers and rational 5 days
numbers
3. Cartesian Plane/ Polygons in the 5 days
coordinate plane
Expressions 3 weeks
1. Order of Operations (no negatives) 5 days
2. Writing expressions (no negatives) 2 days
3. Evaluating numerical expressions (no 4 days
negatives)
4. The Distributive Property(no negatives) 2 days
4
5. Combining like terms (no negatives) 2 days
Equations and Inequalities 3 weeks

1. Writing equations and determining 2 days
their solution (no negatives)
2. Inverse operations and one step 5 days
addition/subtraction equations(no
negatives)
3. One step multiplication/division 4 days
equations(no negatives)
4. Inequalities and their graphs 7 days
Dependant and Independent Variables 2 weeks

1. Dependent and independent variables 10 days
as functions with tables and graphs
***limited function terminology and no
function notation
Geometry 5 weeks
1. Area of rectangle/square 2 days
2. Area of parallelogram 2 days
3. Area of triangle 2 days
4. Area of trapezoid 2 days
5. Mixed review of area for polygons 2 days
6. Area irregular figures 2 days
7. Area of shaded region 2 days
8. 3D figures/prisms 2 days
9. Surface area (no cylinder) 2 days
10. Volume (no cylinder) 2 days
11. Polygons in the coordinate planes 2 days
3 days
Statistics 3 weeks
1. Central Tendency 5 days
2. Box Whisker 5 days
3. Frequency tables, Bar graphs, and 5 days
Histograms, line pots (dot plots)
5
Unit Plan Title Decimals
Suggested Time Frame

8 weeks
Overview / Rationale
This unit will review long division as well as make sure students have a strong understanding of
decimal computation. Students will add, subtract, multiple, and divide multi-digit numbers and
decimals.
Stage 1 – Desired Results

Established Goals: Standards
6.NS.2
Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation.
Enduring Understandings: Essential Questions:

What are the standard algorithms for long
Student will be able to fluently divide multi- division and decimal computation?
digit whole numbers using the standard
algorithm with speed and accuracy. What kind of models can I use to show
solutions to word problems involving
Student will be able to fluently add, subtract, decimals?
multiply, and divide multi-digit decimals using
the standard algorithm with speed and What strategies are helpful when performing
accuracy. operations involving decimals?
Knowledge: Skills:
Students will know how to solve problems I will review long division.
involving the following topics:
I will practice and learn the standard
Division of whole numbers
Adding decimals algorithms for decimal computation.
Subtraction decimals I will solve real world application problems
Multiplying decimals with decimals.
Dividing decimals
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply – Indicate whether these skills are:
 E – encouraged
21st Century Themes  T – taught
6
 A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management E CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting TA CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and CRP9. Model integrity, ethical
Preparation leadership and effective management.
Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration CRP11. Use technology to enhance
productivity.
X Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
RL.10—Read and comprehend complex literary and informational texts independently and
proficiently.
W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
9.1—All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
Student Resources
Primary Source Common Core Performance Coach
Readings
Secondary Source
Readings
Supporting Text pages Division with reminders pages 72-75
7
Adding and Subtracting Decimals pages 80-83
Multiplying and Dividing Decimals pages 89-92
Teacher Resources
Texts:
Supplemental Workbooks: Common Core Performance Coach
Websites:
Worksheets:
Videos:
Division with reminders
http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/double-digit-
division.htm
http://www.mathplayground.com/howto_longdivision.html
https://www.youtube.com/watch?v=6TDLMkOCQkU
Adding and Subtracting decimals

http://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/add-sub-decimals.htm
https://www.youtube.com/watch?v=nmaUyeKpwSM&list=PL45A96B834415F332&index=1
Multiplying and dividing decimals

https://www.youtube.com/watch?v=3H9DYeR5Wmg&list=PL45A96B834415F332&index=3
http://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/mult-of-decimals.htm
http://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/division-of-
decimals.htm
https://www.youtube.com/watch?v=HlEx1TN-dqY&list=PL45A96B834415F332&index=6
Stage 2 – Assessment Evidence

Performance Task(s): Other Evidence:
Suggested Projects: Ski Math Project
Exit tickets; Communicator/Whiteboard
responses; Quizzes; Extended Constructed
Response Questions; Performance tasks; etc.
Summative assessment: Unit Test
Stage 3 – Learning Plan

Instructional Descriptions
Strategies
8
Suggested Decimals 8 weeks
Learning
Activities 1. Division of whole numbers 10 days
2. Adding decimals 5 days
3. Subtracting decimals 5 days
4. Multiplying decimals 10 days
5. Dividing decimals 10 days
Pre-assessment; tiered lessons/assignments; student collaboration;

flexible groupings; guiding questions; choice boards/menus; open-ended
tasks; integration of technology; remediation or extension activities; UDL
principles: multiple means of representation, expression, and engagement;
etc.
Special Education Students: reduce/revise assignments & assessments;

use manipulatives & calculators; provide individual & small group help;
provide learning charts, notes, study guides; provide background
knowledge (These are just suggested ideas to modify instruction. All
modifications and accommodations should be specific to each individual
child’s IEP)
English Language Learners: use consistent, simplified language;

maintain word wall; provide bilingual partner; provide cooperative learning
opportunities; use modeling; use visual aids & manipulatives; provide
background knowledge; provide extra help
Students at Risk of Failure: foster positive relationships; use mental

models; provide help formulating specific questions; provide background
knowledge; provide extra help
Gifted Students: use enrichment task, suggested task listed:

Math Riddle
Use approximation and logic to solve varies multiplication and division
problems to solve the riddle Big Ideas
Puzzle Time
Use the standard algorithm to complete multi-digit four functions problems
to solve logic puzzle Big Ideas
Money, money, money
Use charts and data to solve money problems Big Ideas
Which Factors Did I Multiply?
Use deductive reasoning to find the missing number is the problem Big
Ideas
What Factors Did I Divide?
Use deductive reasoning to find the missing number is the problem Big
Ideas
9
Planning a Celebration
Use financial literacy to plan a family event Big Ideas
Making Change
Use financial literacy to explore money and giving the correct change Big
Ideas
D indicates differentiation at the lesson level
10
Unit Plan Title Fractions
Suggested Time Frame 8 weeks
The unit will also explore factors and multiples as well as the distributive property. Students will
find the greatest common factors of two whole numbers less than or equal to 100 and least
common multiples of two whole numbers less than or equal to 12. Students will apply previous
understandings of multiplication and division to divide fractions by fractions.

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.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 of a sum of two
whole numbers with no common factor.
Students will be able to read, write and solve When or why would it be helpful to know the
mathematical statements involving whole least common multiple of a set or greatest
numbers with exponents with speed and common factor of numbers?
accuracy.
How can the distributive property help me with
Students will be able to find common factors; computation?
common multiplies, including GCF & LCM of
multi- digit numbers with speed and accuracy. What strategies are helpful when performing
operations involving fractions?
Students will be able to use the distributive
property to rewrite mathematical statements by
distributing a given value and by factoring out
the GCF with speed and accuracy.
Students will be able to write equivalent

fractions by simplifying, enlarging or
converting between improper fraction and
11
mixed numbers with speed and accuracy.
Students will be able to fluently add, subtract,

multiple, and divide with fractions or mixed
numbers using the standard algorithm with
speed and accuracy.
Knowledge: Skills:
Students will know how to solve problems I will review addition, subtraction and
involving the following topics: multiplication of fractions.
Exponents
GCF_LCM I will become secure in the division of
Distributive Property fractions.
Review Equivalent fractions, simplest form of I will solve real world application problems
fractions/mixed numbers involving fractions.
Addition, subtractions, multiplication, and
I will use factors and multiples to find both
division of fractions and mixed numbers
GCFs and LCMs.
I will use the distributive property to solve
problems.
 A – assessed
decisions.
innovation.
12
productivity.
x Career Preparation CRP12. Work productively in teams
competence.
proficiently.
ethnic and organizational cultures
Student Resources
Primary Source Readings Common Core Performance Coach
Secondary Source Readings
Supporting Text pages Exponents

GCF_LCM
Distributive Property pages 97-101
Review Equivalent fractions, simplest form of fractions/mixed
numbers
Addition, subtractions, multiplication, and division of fractions
and mixed numbers pages 63-66
Teacher Resources
Texts:
Websites:
Worksheets:
Videos:
Exponents
https://www.brainpop.com/math/numbersandoperations/exponents/
GCF_LCM
http://www.mathplayground.com/howto_primenumbers.html
13
http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/prime-composite-
numbers.htm
http://www.brainpop.com/math/numbersandoperations/primenumbers/preview.weml
http://www.mathplayground.com/howto_primefactorization.html
http://www.brainpop.com/math/numbersandoperations/factoring/preview.weml
http://www.mathplayground.com/howto_divisibility.html
http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/prime-
factorization.htm
http://www.mathplayground.com/howto_gcflcm.html
http://studyjams.scholastic.com/studyjams/jams/math/fractions/greatest-common-factor.htm
http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/multiples.htm
http://studyjams.scholastic.com/studyjams/jams/math/fractions/least-common-multiple.htm
Distributive Property
http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/distrib-
property.htm
https://www.youtube.com/watch?v=UqY0DDjxLGY&index=7&list=PL4twzw4BAfFH4cePkuH
r2T4ayfxf97ltS
https://www.youtube.com/watch?v=kyzcHkFMinA&list=PL4twzw4BAfFH4cePkuHr2T4ayfxf9
7ltS
Review Equivalent fractions, simplest form of fractions/mixed numbers

http://www.mathplayground.com/howto_fractions_reduce.html
http://studyjams.scholastic.com/studyjams/jams/math/fractions/equiv-fractions.htm
http://studyjams.scholastic.com/studyjams/jams/math/fractions/simplest-form.htm
Addition and subtractions of fractions and mixed numbers

http://www.mathplayground.com/howto_fractions_diffden.html
http://studyjams.scholastic.com/studyjams/jams/math/fractions/add-sub-unlike-denom.htm
http://studyjams.scholastic.com/studyjams/jams/math/fractions/add-sub-mixed-numbers.htm
http://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/preview.w
eml
Multiplication of fractions and mixed numbers

http://www.mathplayground.com/howto_fractionofanumber.html
Division of fractions and mixed numbers

https://www.brainpop.com/math/numbersandoperations/multiplyinganddividingfractions/
http://www.mathplayground.com/howto_divide_fractions.html
https://learnzillion.com/resources/14248

Suggested Projects: Recipe project
14

Strategies
Suggested Fractions 8 weeks
Learning
Activities 1. Exponents (no variables) 3 days
2. GCF-LCM 7 days
3. Distributive Property (no variables) 4 days
4. *Review Equivalent fractions, simplest from fraction/mixed
numbers 5 days
5. *Review Addition and subtraction of fraction/mixed number 7
days
6. *Review Multiplying fractions/mixed numbers 7 days
7. Dividing fractions/mixed numbers 7 days
Modifications Pre-assessment; tiered lessons/assignments; student collaboration;

etc.

child’s IEP)


15
Navigating a Maze
Use the standard algorithm to solve problem involving mixed number to
complete the maze Big Idea
What State Am I?
Use multiplication of fractions to determine the area of varies states. Big
Idea
Finding a Combination
Use logically reasoning to determine the missing number Big Idea
Tic Tac Toe
Solve varies mixed number problems to win Tic Tac Toe
16
Unit Plan Title Ratio, Proportions, Percents
Suggested Time Frame 5 weeks
In this unit students will understand ratio concepts and use ratio reasoning to solve problems.
Students will recognize the concept of a unit rate associated with a ratio. Students will solve unit
rate problems including those involving unit pricing and constant speed. Students will find the
percent of a quantity as a rate per 100 and solve problems involving finding the whole. Students
will identify units of measurement, both customary and metric, and compute the units of
measurement.

6.RP.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between
two quantities. For example, ―The ratio of wings to beaks in the bird house at the zoo was 2:1,
because for every 2 wings there was 1 beak.‖ ―For every vote candidate A received, candidate C
received nearly three votes.‖
6.RP.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. For example, ―This recipe has a ratio of 3 cups of
flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.‖ ―We paid $75 for 15
hamburgers, which is a rate of $5 per hamburger.‖
6.RP.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.
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.
b. Solve unit rate problems including those involving unit pricing and constant speed. For
example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed
in 35 hours? At what rate were lawns being mowed?
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.
d. Use ratio reasoning to convert measurement units; manipulate and transform units
appropriately when multiplying or dividing quantities
17
Is it important to know how to solve for unit
Students will be able to read, write, compare, rates?
simplify and solve ratios and unit rates
problems with speed and accuracy. What is the connection between a ratio and a
fraction/decimal?
Students will be able to use ratio reasoning to
find equivalent rations and to covert units of How are ratios used in the real world?
measurement with accuracy.
Where can examples of ratios and rates be
Students will be able to use percent as a rate found?
per 100 and solve problems involving finding
What does a percent represent?
the whole, part or percent with accuracy.
How can knowledge about percents aid me in
Students will be able to convert from percent real-world situations?
to fraction, percent to decimal and vice versa
with speed and accuracy.
Knowledge: Skills:
Students will know how to solve problems I will be able to use ratios to describe
involving the following topics: proportional situations.
Writing ratios
Equivalent ratios I will be able to represent ratios and percents
Rates and Unit Rates with concrete models, fractions, and decimals.
Using rates to compare measurement
Converting between fractions, decimals and I will be able to apply their knowledge of
percent rations and proportions to percent problems.
Using percents/percent equations
I will be able to solve problems involving
percents.
I will be able to make conversions between

different measurements and unit ratios.
 A – assessed
18
decisions.
innovation.
productivity.
competence.
proficiently.
Student Resources
Supporting Text pages Writing ratios and Equivalent ratios
pages 9-12 and 19-22
Rates and Unit Rates 28-31
Using rates to compare measurement pages 46-49
Converting between fractions, decimals and percent
Using percents/percent equations 38-41 and 50-55
Teacher Resources
19
Texts:
Websites:
Worksheets:
Videos:
Writing ratios and Equivalent ratios
http://www.mathplayground.com/howto_ratios.html
http://www.mathplayground.com/howto_equalratios.html
http://studyjams.scholastic.com/studyjams/jams/math/algebra/ratio.htm
https://www.brainpop.com/math/ratioproportionandpercent/ratios/
Rates and Unit Rates
https://www.youtube.com/watch?v=eUyq0_GAmAA&index=33&list=UUac4o855hFgTH24KM
t-3dfQ
http://studyjams.scholastic.com/studyjams/jams/math/algebra/rate.htm
https://www.youtube.com/watch?v=LbJUEuEqAIg&list=PL4twzw4BAfFH4cePkuHr2T4ayfxf9
7ltS&index=18
https://www.youtube.com/watch?v=Dv_NVDjG1Rk&index=32&list=UUac4o855hFgTH24KMt
-3dfQ
Using rates to compare measurement

http://www.mathplayground.com/howto_Metric.html
http://studyjams.scholastic.com/studyjams/jams/math/measurement/units-of-measurement.htm
Converting between fractions, decimals and percent

http://www.mathplayground.com/howto_fractions_decimals.html
http://www.mathplayground.com/howto_perfracdec.html
https://www.brainpop.com/math/numbersandoperations/convertingfractionstodecimals/
http://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/decimal-fraction-
percent-equivs.htm
Using percents/percent equations

http://www.brainpop.com/math/ratioproportionandpercent/percents/preview.weml

Suggested Projects: Grocery Store Project
20

Strategies
Suggested Ratio, Proportion, Percents 5 weeks
Learning
Activities 1. Writing ratios 3 days
2. Equivalent ratios 3 days
3. Rates and unit rate 3 days
4. Using ratios to compare measurement 3 days
5. Converting between fractions, decimals and percent 5 days
6. Using percents-percent equation 4 days

etc.

child’s IEP)



Exploring Repeating Decimals
Use table and charts to explore repeating decimals Big Ideas
Find percent of shaded region
Use geometric shapes with shaded region to determine percent Big Ideas
21
Checker
Play checkers and use the game to explore percentages Big Ideas
Treasure Map
Use equivalent amount represented as fractions, decimals and percent to
find the treasure Big Ideas
Better Buy
Use percents to explore which store has the better buy Big Ideas
Tipping in restaurant
Using financial literacy to discuss and explore different percentage as it
related to tipping Big Ideas
Golden Ratio
Using rectangles to explore and discuss the visually pleasantness of the
golden ratio Big Ideas
Seeing Double
Discover what your DNA and ratios have in common Real World Math
Problems Solving Using Nonfiction and Fiction text
Giant Grass
Use the growth represent ratios pattern of bamboo to Real World Math
Harvest Party
Use a recipe to create equivalent ratios Real World Math Problems Solving
Using Nonfiction and Fiction text
Call of the Wild
Create rate based on facts in the story Real World Math Problems Solving
Black Friday
Use the trends in shopping to create rates Real World Math Problems
Solving Using Nonfiction and Fiction text
Maritime Lingo
Use rate to determine the knots Real World Math Problems Solving Using
Nonfiction and Fiction text
22
Unit Plan Title Number Systems
Suggested Time Frame 3 Weeks
Students will compare and order rational numbers. Students will use positive and negative
numbers in real world context (temperature above/below zero). Students will be able to order and
find absolute value of rational numbers. Students will graph points on a coordinate plane and
graph its reflection across an axis

6.NS.5
Understand that positive and negative numbers are used together to describe quantities having
opposite directions or values (e.g., temperature above/below zero, elevation above/below sea
level, credits/debits, positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.6
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.NS.7
Understand ordering and absolute value of rational numbers.
6.NS.8
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.

Students will be able to recognize, compare, How are opposite and negative numbers used
order and absolute value of integers and their in real-world contexts?
opposites on a number line and in real world What is the difference between an integer and a
examples. rational number?
Students will be able to use signs of numbers What is the Cartesian plane and what does an
in ordered pairs to find the location of a point ordered pair represent?
in all four quadrants of the Cartesian plane and
be able to find the distance between points How do I use positive and negative numbers in
23
with the same first or second coordinate. everyday life?
Why is graphing on the coordinate plane

helpful?
Knowledge: Skills:
Students will know how to solve problems I will become secure in the concepts of
involving the following topics: opposite numbers, negative numbers, and
Intro to integers and absolute value absolute value.
Comparing integers and rational numbers
Cartesian plane I will be able to compare and order integers
and rational numbers.
I will recognize the different parts of the

Cartesian plane.
I will practice and learn how to graph an

ordered pair.
I will solve problems involving distance

between two points.
I will solve real-world problems involving

polygons graphed on a coordinate plane.
st
21 Century Themes  T – taught
 A – assessed
decisions.
innovation.
24
productivity.
competence.
proficiently.
Student Resources
Readings
Secondary Source
Readings
Supporting Text pages Intro to integers and absolute value pages 106-109
Comparing integers and rational numbers pages 123-126, 114-117
Cartesian plane pages 266-269, 142-145 & 151-160
Teacher Resources
Texts:
Websites:
Worksheets:
Videos:
Intro to integers and absolute value

http://studyjams.scholastic.com/studyjams/jams/math/numbers/integers.htm
https://www.youtube.com/watch?v=x0E4vxLydNY
http://www.brainpop.com/math/numbersandoperations/absolutevalue/preview.weml
Comparing integers and rational numbers
25
Cartesian plane
https://www.brainpop.com/math/geometryandmeasurement/coordinateplane/
http://studyjams.scholastic.com/studyjams/jams/math/algebra/ordered-pairs.htm
https://www.youtube.com/watch?v=ilNn9iGZuFc&list=UUac4o855hFgTH24KMt-
3dfQ&index=21

Suggested Projects: Time line of your life

Strategies
Suggested Number Systems 3 weeks
Learning
Activities 1. Intro to integers and absolute value 5 days
2. Comparing integers and rational numbers 5 days
3. Cartesian Plane/ Polygons in the coordinate plane 5 days
Pre-assessment; tiered lessons/assignments; student collaboration;

etc.

child’s IEP)
26


Weather Patterns
Flags
Use absolute value to solve inequalities and equations Big Ideas
Number Line Game
Use number lines to solve basic Big Ideas
A Dream Come True
Learn how fraction and fraction operation are used on a horse farm Real
World Math Problems Solving Using Nonfiction and Fiction text
Watching the Tides
Use tide levels to create numbers lines to represent opposite numbers Real
Hitting the Trails
Using evaluation to explore positive and negative numbers Real World
Math Problems Solving Using Nonfiction and Fiction text
Digging For Dinosaurs
Learn how paleontologist use GCF and LCM while digging for fossils Real
Ocean Depths
Compare ocean temperatures at different ocean depths as integers Real
The Cartesian Plane
Explore Rene Descartes mapping application Real World Math Problems
27
Unit Plan Title Expressions

3 Weeks
Students will be able to write and evaluate algebraic expressions using whole number and
exponents. Students will identify parts of an expression using mathematical terms (terms, like
terms, and coefficient). They will identify when two expression are equivalent. They will be
introduced to order of operations.

6.EE.1
Write and evaluate numerical expressions involving whole number exponents
6.EE.2
Write, read, and evaluate expressions in which letters stand for numbers
6.EE.3
Apply the properties of operations to generate equivalent expressions
6.EE.4
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.EE.6
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
Students will be able to use the order of How do powers affect numbers?
operation to solve problems involving whole
number exponents with speed and accuracy. How can order of operations, the distributive
property, and combing like terms help solve an
Students will be able to evaluate algebraic algebraic expression?
expressions by translating written phrases,
substituting for a given value and creating How can an algebraic expression help me solve
equivalent expressions with accuracy. a real-world application problem?
Students will be able to use properties of What strategies can I use to help me
operations including problem with like terms understand and represent real situations using
28
with accuracy. expressions?
Knowledge: Skills:
Students will know how to solve problems I will practice and learn different powers.
involving the following topics:
Order of operations I will solve problems using order of operations.
Writing expressions
Evaluating numerical expressions I will translate between words and expressions.
Distributive property
Combing like terms I will be able to evaluate expressions.
I will use the distributive property to combine

like terms.
 A – assessed
decisions.
innovation.
productivity.
29
competence.
proficiently.
Student Resources
Supporting Text pages Order of operations
Writing expressions pages 177-180
Evaluating numerical expressions pages 184-187
Combing like terms pages 193-196 & 201-204
Teacher Resources
Texts:
Websites:
Worksheets:
Videos:
Order of operations
http://studyjams.scholastic.com/studyjams/jams/math/algebra/aorder-of-operations.htm
http://www.mathplayground.com/howto_pemdas.html
https://www.brainpop.com/math/numbersandoperations/orderofoperations/
Writing expressions
http://www.mathplayground.com/mv_defining_variables.html
https://www.youtube.com/watch?v=KcFxXAyG5d8&index=94&list=UUac4o855hFgTH24KMt
-3dfQ
Evaluating numerical expressions
http://www.brainpop.com/math/numbersandoperations/distributiveproperty/preview.weml
Combing like terms
30
https://www.youtube.com/watch?v=gOChLkYvTjE&index=96&list=UUac4o855hFgTH24KMt-
3dfQ
https://www.youtube.com/watch?v=3KUJYrvU_cc

Suggested Projects: PEMDAS Mobile

Strategies
Suggested Expressions 3 weeks
Learning
Activities 1. Order of Operations (no negatives) 5 days
2. Writing expressions (no negatives) 2 days
3. Evaluating numerical expressions (no negatives) 4 days
4. The Distributive Property(no negatives) 2 days
5. Combining like terms (no negatives) 2 days

etc.

child’s IEP)

31


Evaluating Algebraic Expressions
With a number cube sue the substitution to solve algebraic expressions Big
Ideas
Math Jokes
Using tape models and deductive reasoning to find the missing parts Big
Idea
Finding Sums
Explore Carl Friedrich Gauss’ method to explore new a way to solve
problems Big Ideas
Thousands of Books
Use a library to explore variables, like terms and coefficients Real World
Small Town USA
Use real world data about small towns to explore the distributive property
Real World Math Problems Solving Using Nonfiction and Fiction text
Chicago Speedway
Discovery how the urban tunnels of Chicago relate to equivalent
expressions. Real World Math Problems Solving Using Nonfiction and
Fiction text
32
Unit Plan Title Equations and Inequalities

3 Weeks
In this unit students will understand the importance of equivalent mathematical statements to
learn a process for solving one variable equations/ inequalities using different operations.
Students will use tables to solve and equation. Students will discover how to write, solve, and
graph simple inequalities themselves.

6.EE.5
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.EE.7
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
6.EE.8
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.

Students will be able to write, evaluate and use How do we find value of an unknown?
inverse operations so solve one step equations.
How are inequalities different than equality
Students will be able to write, graph and solve equations?
simple inequalities.
How will inequalities help model real world
problems?
Knowledge: Skills:
Students will know how to solve problems I will be able to determine solutions to
involving the following topics: different types of equations.
Writing equations and determining the solution
of equation (no negatives) I will identify and manipulate inverse
Inverse operations and one step equations using different operations.
addition/subtraction equations (no negatives)
33
One step multiplication/division equations (no I will solve one step addition, subtraction,
negatives) multiplication, and division equations.
Inequalities and their graphs
I will write and solve simple inequalities.
I will develop the knowledge of how to graph

solution sets to simple inequalities.
 A – assessed
decisions.
innovation.
productivity.
competence.
proficiently.
34
Student Resources
Readings
Secondary Source
Readings
Supporting Text pages Writing equations and determining the solution of equation (no
negatives)
Inverse operations and one step addition/subtraction equations (no
negatives)
One step multiplication/division equations (no negatives) pages
211-215
Inequalities and their graphs pages 222-225
Teacher Resources
Texts:
Websites:
Worksheets:
Videos:
Writing equations and determining the solution of equation (no negatives)

https://www.youtube.com/watch?v=G9CN1P-yd-
0&index=17&list=PL4twzw4BAfFH4cePkuHr2T4ayfxf97ltS
Inverse operations and one step addition/subtraction equations (no negatives)

http://studyjams.scholastic.com/studyjams/jams/math/algebra/add-sub-equations.htm
One step multiplication/division equations (no negatives)

http://studyjams.scholastic.com/studyjams/jams/math/algebra/mult-div-equations.htm
Inequalities and their graphs

http://www.brainpop.com/math/dataanalysis/inequalities/preview.weml

35
Suggested Projects Exit tickets; Communicator/Whiteboard

Strategies
Suggested Equations and Inequalities 3 weeks
Learning
Activities 1. Writing equations and determining their solution (no negatives) 2
days
2. Inverse operations and one step addition/subtraction equations(no
negatives) 5 days
3. One step multiplication/division equations(no negatives) 4 days
4. Inequalities and their graphs 7 days

etc.

child’s IEP)


36
Writing Other Types of Equations
Finding the mistake in the two given equations Big Ideas
Consecutive Whole Numbers
Using consecutive numbers to solve equations and combine like terms Big
Ideas
Explore Compound Inequalities
Draw, read and solve compound inequalities Big Ideas
Fourth of July Fireworks
Use inverse operations to solve equations and inequalities Real World
Fuel Cell Vehicles
Solve for the unknown variable by exploring how fuel cell vehicles operate
Highland Games
Explore Scottish and Celtic culture while solving inequalities Real World
37
Unit Plan Title Dependant & Independent Variables

2 Weeks
This unit focuses on number fluency and facility with what numbers represent, It explores how
numbers are related to each other and how each can best be used to describe a particular
situation.

6.EE.9
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 independent variables using graphs and tables, and relate these to the
equation. For example, in a problem involving motion at constant speed, list and graph ordered
pairs of distances and times, and write the equation d = 65t to represent the relationship between
distance and time.

Students will be able to identify dependent & How can equations, tables, and graphs be used
independent variables, write equations to to represent real-life scenarios?
represent a situation and use tables to solve
and graph .
Knowledge: Skills:
Students will know how to solve problems I will differentiate between dependent and
involving the following topics: independent variables.
Dependent and independent variables as
functions with tables and graphs ***limited I will represent the relationship between
function terminology and no function notation dependent and independent variables, found in
real-life scenarios, with equations, tables, and
graphs.
38
 A – assessed
decisions.
innovation.
productivity.
competence.
proficiently.
Student Resources
Supporting Text pages Dependent and independent variables pages 231-234
Teacher Resources
Texts:
39
Websites:
Worksheets:
Videos:
Dependent and independent variables

https://www.youtube.com/watch?v=3zcu2PTmQQU&index=86&list=UUac4o855hFgTH24KMt
-3dfQ
http://studyjams.scholastic.com/studyjams/jams/math/algebra/function-tables.htm

Suggested Projects

Strategies
Suggested Dependant and Independent Variables 2 weeks
Learning
Activities 1. Dependent and independent variables as functions with tables and
graphs ***limited function terminology and no function notation
10 days
etc.

40
child’s IEP)



Identify functions
Using mapping diagrams to determine if the function is one to one Big
Ideas
Function Notation
Explore and practice using function notation such as f(x) Big Ideas
Function Game
Use functions to win to game Big Ideas
41
Unit Plan Title Geometry

5 Weeks
Students will find the area of triangles, quadrilaterals, and polygons. Students will find the
volume of a rectangular prism using V=l w h or V= b h (with length and width equaling base).
Students will draw three-dimensional figures using nets made up of rectangles and triangles and
find surface area of the figure. Students will draw polygons in coordinate planes given
coordinates for the vertices.

6.G.1
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.G.2
Find the volume of a right 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 = 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.
6.G.3
Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first coordinate or the same second coordinate.
Apply these techniques in the context of solving real-world and mathematical problems.
6.G.4
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
real-world and mathematical problems.

Students will be able to find the area of How does geometry shape our lives?
polygons, irregular figures and shaded regions
with accuracy. How is the area of a figure calculated?
Students will be able to identify and graph 3D How do irregular figures and shaded region
42
figures based on the number of vertices, sides affect the area of the figure?
and nets with accuracy.
What is a 3-Dimensional figure compared to a
Students will be able to use nets and formulas 2-Dimensional figure?
to fluently calculate surface area and volume of
prisms. Are surface area and volume the same as area?
How can you model finding the surface area

and volume of rectangular and triangular
prisms?
What kinds of problems can be solved by using

surface area?
How is geometry used in the real world?

Knowledge: Skills:
Students will know how to solve problems I will calculate the area of rectangles,
involving the following topics: parallelograms, triangles, and trapezoids.
Area of rectangles, squares, parallelograms,
triangles, trapezoids, irregular figures, shaded I will solve for the area of irregular figures and
regions shaded regions.
3Dfigures/prisms
Surface area I will be introduced to 3-Dimensional solids.
Volume
Polygons in the coordinate plane I will determine the surface area and volume of
different solids.
I will examine polygons in the coordinate

plane.
 A – assessed
43
decisions.
innovation.
productivity.
competence.
proficiently.
Student Resources
Readings
Secondary Source
Readings
Supporting Text pages Area of rectangles, squares, parallelograms, triangles, trapezoids,
irregular figures, shaded regions page 242-250
3Dfigures/prisms pages 276-278
Surface area
Volume pages 257-260 & 280-284
Polygons in the coordinate plane
Teacher Resources
Texts:
Websites:
44
Worksheets:
Videos:
Area of rectangles, squares, parallelograms, triangles, trapezoids, irregular figures, shaded
regions
https://www.youtube.com/watch?v=BKOf_xBtgCk&list=PL14F0564B3F66D98D&index=7
http://studyjams.scholastic.com/studyjams/jams/math/measurement/perimeter.htm
https://www.youtube.com/watch?v=U-goOl49wRo&index=3&list=PL14F0564B3F66D98D
https://www.youtube.com/watch?v=U-goOl49wRo&index=3&list=PL14F0564B3F66D98D
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-parallelogram.htm
http://www.brainpop.com/math/geometryandmeasurement/areaofpolygons/preview.weml
http://www.mathplayground.com/howto_area_triangle.html
http://www.mathplayground.com/howto_area_trapezoid.html
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-triangle.htm
https://www.youtube.com/watch?v=vSgntHoo30Q&index=16&list=UUac4o855hFgTH24KMt-
3dfQ
https://www.youtube.com/watch?v=TTTSSbJbMj4&list=UUac4o855hFgTH24KMt-
3dfQ&index=15
https://www.youtube.com/watch?v=-Bl3FlzbIfE&list=PL14F0564B3F66D98D&index=4
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-irregular-figures.htm
3Dfigures/prisms and Surface area
http://studyjams.scholastic.com/studyjams/jams/math/geometry/solid-figures.htm
https://www.youtube.com/watch?v=aLZ4qpfnYBs&index=14&list=UUac4o855hFgTH24KMt-
3dfQ
http://studyjams.scholastic.com/studyjams/jams/math/geometry/edges-faces-vertices.htm
https://www.youtube.com/watch?v=Kk7lpQMOuaM&index=9&list=UUac4o855hFgTH24KMt-
3dfQ
https://www.youtube.com/watch?v=55vALvNDSH8&list=UUac4o855hFgTH24KMt-
3dfQ&index=13
Volume
http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm
http://www.brainpop.com/math/geometryandmeasurement/volumeofprisms/preview.weml
Polygons in the coordinate plane

Suggested Project: Geometry Cost Project
45

Strategies
Suggested Geometry 5 weeks
Learning
Activities 1. Area of rectangle/square 2 days
2. Area of parallelogram 2 days
3. Area of triangle 2 days
4. Area of trapezoid 2 days
5. Mixed review of area for polygons 2 days
6. Area irregular figures 2 days
7. Area of shaded region 2 days
8. 3D figures/prisms 2 days
9. Surface area (no cylinder) 2 days
10. Volume (no cylinder) 2 days
11. Polygons in the coordinate planes 3 days

etc.

child’s IEP)

46

Bartlett Experimental Forest
Use a forest to fid area Real World Math Problems Solving Using
Shipping and Packing
Using office supplies to discover volume Real World Math Problems
Treasure Island
Exploring ordered pairs and the coordinate plane to find Treasure Island
The Bermuda Triangle
Use longitude and latitude to explore the coordinate plane Real World
Tents
Explore nets and 3 D objects through real world items Real World Math
47
Unit Plan Title Statistics

3 Weeks
In this unit students will identify representative samples. Students will collect data and describe
it by its measure of center (mean, median, and mode) and variations (range, quartiles). Students
will graph information using histograms, line plots, and box-and-whisker plots.

6.SP.1
Recognize a statistical question as one that anticipates variability in the data related to the
question and accounts for it in the answers. For example, ―How old am I?‖ is not a statistical
question, but ―How old are the students in my school?‖ is a statistical question because one
anticipates variability in students’ ages.
6.SP.2
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.SP.3
Recognize that a measure of 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.SP.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5
Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and
its units of measurement.
c. 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.
d. 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.

48
Students will be able to recognize and What are the ways to organize, measure, and
accurately calculate the measures of central display data?
tendency (mean, median, and mode).
How can I describe a given set of data?
Students will be able to accurately display,
describe and summarize data in frequency What conclusions can be drawn from data?
tables, bar graphs, histograms, line pots and
box whisker plots.
Students will be able to develop an

understanding of statistical variability and that
the data collected to answer a statistical
question has a distribution which can be
describe as center, spread, and overall shape.
Knowledge: Skills:
Students will know how to solve problems I will review the vocabulary for measurements
involving the following topics: of center.
Central tendency
Box and Whisker plots I will practice and strengthen their
Frequency tables, bar graphs histograms, line understanding of measurements of center by
plots working through application problems.
I will review vocabulary for measurements of
variation such as min/max, range, quartiles,
outliers, and mean absolute deviation.
I will explore and understand the different
ways to display data.
st
21 Century Themes  T – taught
 A – assessed
49
decisions.
innovation.
productivity.
competence.
proficiently.
Student Resources
Supporting Text pages Central tendency pages 300-303
Box and Whisker plots pages 340-343 and 320-324
Frequency tables, bar graphs histograms, line plots pages 291-
294, 330-333, 310-313
Teacher Resources
Texts:
Websites:
Worksheets:
50
Videos:
Central tendency
https://www.youtube.com/watch?v=AfJsZitelv8&list=UUac4o855hFgTH24KMt-3dfQ&index=6
https://www.youtube.com/watch?v=oNdVynH6hcY
https://www.youtube.com/watch?v=--CXywpkUBs&list=PLnIkFmW0ticPYORzE4xqu-
vjsDzYgAQfC
http://www.brainpop.com/math/probability/meanmedianmodeandrange/preview.weml
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/mean-average.htm
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/median.htm
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/mode.htm
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/range.htm
Box and Whisker plots

https://www.youtube.com/watch?v=AhFNDONky0w&index=5&list=UUac4o855hFgTH24KMt
-3dfQ
https://www.youtube.com/watch?v=tRP_J1RIJFs&list=UUac4o855hFgTH24KMt-3dfQ
https://www.youtube.com/watch?v=DrJk0gLuBKM&list=PLnIkFmW0ticPYORzE4xqu-
vjsDzYgAQfC&index=2
Frequency tables, bar graphs histograms, line plots

https://www.khanacademy.org/math/probability/statistical-studies/statistical-
questions/v/statistical-questions
https://www.youtube.com/watch?v=zMmywpbi4FY&list=UUac4o855hFgTH24KMt-
3dfQ&index=3
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/bar-graphs.htm
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/line-plots.htm
http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/correct-graph.htm

Suggested Projects: Statistics Projects

Strategies
51
Suggested Statistics 3 weeks
Learning
Activities 1. Central Tendency 5 days
2. Box Whisker 5 days
3. Frequency tables, Bar graphs, and Histograms, line pots (dot plots)
5 days
etc.

child’s IEP)



Pierre-Simon Laplace
Use statistical questions to solve real world problems Real World Math
Secret Code
Explore and discuss data distribution Real World Math Problems Solving
America’s Favorite Toy
Use Central Tendency and Box plots Real World Math Problems Solving
Cell Phones
Using frequency to display and discuss data Real World Math Problems
Flipped Cubes
Use varies data displays Real World Math Problems Solving Using
52
53

Math G and T - Grade 6 - Curriculum

Uploaded by

Copyright:

Available Formats

Math G and T - Grade 6 - Curriculum

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math G and T - Grade 6 - Curriculum

Uploaded by

Copyright:

Available Formats

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Office of Curriculum & Instruction

Course Title: Mathematics Gifted and Talented

Board of Education Adoption Date: September 12, 2016

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Rocco Tomazic, Ed. D., Superintendent

Heide Brache for the Gifted and Talented section

General Curriculum & Instruction Objectives

1. Make sense of problems and persevere in solving them

Common Core Performance Coach

Unit Anticipated Timeframe

Ratio, Proportion, Percents 5 weeks

Number Systems 3 weeks

Equations and Inequalities 3 weeks

Dependant and Independent Variables 2 weeks

Suggested Time Frame

Stage 1 – Desired Results

Enduring Understandings: Essential Questions:

Adding and Subtracting decimals

Multiplying and dividing decimals

Stage 2 – Assessment Evidence

Summative assessment: Unit Test

Stage 3 – Learning Plan

Pre-assessment; tiered lessons/assignments; student collaboration;

Special Education Students: reduce/revise assignments & assessments;

English Language Learners: use consistent, simplified language;

Students at Risk of Failure: foster positive relationships; use mental

Gifted Students: use enrichment task, suggested task listed:

Suggested Time Frame 8 weeks

Stage 1 – Desired Results

Students will be able to write equivalent

Students will be able to fluently add, subtract,

Supporting Text pages Exponents

Supplemental Workbooks: Common Core Performance Coach

Review Equivalent fractions, simplest form of fractions/mixed numbers

Addition and subtractions of fractions and mixed numbers

Multiplication of fractions and mixed numbers

Division of fractions and mixed numbers

Stage 2 – Assessment Evidence

Summative assessment: Unit Test

Stage 3 – Learning Plan

Modifications Pre-assessment; tiered lessons/assignments; student collaboration;

Special Education Students: reduce/revise assignments & assessments;

English Language Learners: use consistent, simplified language;

Students at Risk of Failure: foster positive relationships; use mental

D indicates differentiation at the lesson level

Suggested Time Frame 5 weeks

Stage 1 – Desired Results

I will be able to make conversions between

Supplemental Workbooks: Common Core Performance Coach

Writing ratios and Equivalent ratios

Using rates to compare measurement

Converting between fractions, decimals and percent

Using percents/percent equations

Stage 2 – Assessment Evidence

Summative assessment: Unit Test

Stage 3 – Learning Plan