Carnegie LearningÒ Middle School Math Solution Correlations: Course 1 Utah Core Standards: Grade 6

Transcription

1 6.MP MATHEMATICAL PRACTICES - The Standards for Mathematical Practice in Sixth Grade describe mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes. (Standards 6.MP.1 8). 6.MP.1 - Make sense of problems and persevere in solving them. Explain the meaning of a problem and look for entry points to its solution. Analyze givens, constraints, relationships, and goals. Make conjectures about the form and meaning of the solution, plan a solution pathway, and continually monitor progress asking, Does this make sense? Consider analogous problems, make connections between multiple representations, identify the correspondence between different approaches, look for trends, and transform algebraic expressions to highlight meaningful mathematics. Check answers to problems using a different method. 6.MP.2 - Reason abstractly and quantitatively. Make sense of the quantities and their relationships in problem situations. Translate between context and algebraic representations by contextualizing and decontextualizing quantitative relationships. This includes the ability to decontextualize a given situation, representing it algebraically and manipulating symbols fluently as well as the ability to contextualize algebraic representations to make sense of the problem. 6.MP.3 - Construct viable arguments and critique the reasoning of others. Understand and use stated assumptions, definitions, and previously established results in constructing arguments. Make conjectures and build a logical progression of statements to explore the truth of their conjectures. Justify conclusions and communicate them to others. Respond to the arguments of others by listening, asking clarifying questions, and critiquing the reasoning of others. 6.MP.4 - Model with mathematics. Apply mathematics to solve problems arising in everyday life, society, and the workplace. Make assumptions and approximations, identifying important quantities to construct a mathematical model. Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6.MP.5 - Use appropriate tools strategically. Consider the available tools and be sufficiently familiar with them to make sound decisions about when each tool might be helpful, recognizing both the insight to be gained as well as the limitations. Identify relevant external mathematical resources and use them to pose or solve problems. Use tools to explore and deepen their understanding of concepts. This practice, as well as all practices are evident in every lesson. Icons indicate which practice is emphasized in the lesson. Puzzle Brain Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM20-FM21. Example: On page M1-54, Activity 5.2 has icon in header. Puzzle Brain Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM20-FM21. Example: On page M1-54, Activity 5.2 has icon in header. Hand with Wrench Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM20-FM21. Example: On page M1-42, Activity 4.2 has icon in header. Hand with Wrench Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM20-FM21. Example: On page M1-42, Activity 4.2 has icon in header. Page 1 of 18

2 6.MP.6 - Attend to precision. Communicate precisely to others. Use explicit definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose. Specify units of measure and label axes to clarify the correspondence with quantities in a problem. Calculate accurately and efficiently, and express numerical answers with a degree of precision appropriate for the problem context. 6.MP.7 - Look for and make use of structure. Look closely at mathematical relationships to identify the underlying structure by recognizing a simple structure within a more complicated structure. See complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 6.MP.8 - Look for and express regularity in repeated reasoning. Notice if reasoning is repeated, and look for both generalizations and shortcuts. Evaluate the reasonableness of intermediate results by maintaining oversight of the process while attending to the details. Target Icon -Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM20-21 Example: On page M1-33, Activity 3.2 has icon in header. Cube Icon - Activities that use this practice have an icon located throughout the book. Location throughout book. Please reference Teachers Manual FM20-FM21. Example: On page M1-8, Activity 1.1has icon in header. Cube Icon - Activities that use this practice have an icon located throughout the book. Location throughout book. Please reference Teachers Manual FM20-FM21. Example: On page M1-8, Activity 1.1has icon in header. 6.RP RATIOS AND PROPORTIONAL RELATIONSHIPS - Understand ratio concepts and use ratio reasoning to solve problems. (Standards 6.RP.1 3). 6.RP.1-Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. The following are examples of ratio language: The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every two wings there was one 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. The following are examples of rate language: "This recipe has a ratio of four cups of flour to two cups of sugar, so TEXTBOOK Module 2 Topic - T1L1: Introduction to Ratios and Ratio Reasoning, T1L2: Comparing Ratios to Solve Problems, T1L3: Determining Equivalent Ratios, T1L4: Using Tables to Represent Equivalent Ratios, T1L5: Graphs and Ratios, T1L6: One is Not Enough Lesson - M2-7 thru M2-24, M2-25 thru M2-36, M2-37 thru M2-56, M2-57 thru M2-68, M2-69 thru M2-84, M2-85 thru M2-98 SKILLS PRACTICE - Module 2- Relating Quantities Topic 1: Ratios - PG , Topic 2: Percents - PG , Topic 3: Unit Rates and Conversions-PG MATHIA Module Relating Quantities Unit Ratio Reasoning Workspace - Understanding Ratio Relationships, Equivalent Ratios TEXTBOOK Module 2 Topic - T3L2: Introduction to Unit Rates Lesson - M2-185 thru M2-198 SKILLS PRACTICE - Module 2- Relating Quantities Topic 1: Ratios- PG Page 2 of 18

3 the rate is two cups of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger. (In sixth grade, unit rates are limited to non-complex fractions.) Topic 2: Percents-PG Topic 3: Unit Rates and Conversions-PG MATHIA Module - Relating Quantities Unit Ratio Reasoning Workspace - Understanding Ratio Relationships, Equivalent Ratios, Multiple Representations of Ratios 6.RP.3 - Use ratio and rate reasoning to solve real-world (with a context) and mathematical (void of context) problems, using strategies such as reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations involving unit rate problems. 6.RP.3a - 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.RP.3b - Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took four hours to mow eight lawns, how many lawns could be mowed in 32 hours? What is the hourly rate at which lawns were being mowed? TEXTBOOK Module 2 Topic - T1L2: Comparing Ratios to Solve Problems, T1L3: Determining Equivalent Rations, T1L4: Using Tables to Represent Equivalent Ratios, T1L5: Graphs and Ratios, T1L6: One is Not Enough Lesson - M2-25 thru M2-36, M2-37 thru M2-56, M2-57 thru M2-68, M2-69 thru M2-84, M2-85 thru M2-98 SKILLS PRACTICE - Module 2- Relating Quantities Topic 1: Ratios- PG Topic 2: Percents-PG Topic 3: Unit Rates and Conversions-PG MATHia Module Relating Quantities Unit - Problem Solving Using Ratio and Rate Reasoning, Introduction to Percent, Rate Reasoning, Ratio Reasoning to Convert Units, Problem Solving with Equivalent Ratios and Rates using Tables, Problem Solving with Equivalent Ratios and Rates using Double Number Lines, Problem Solving with Equivalent Ratios and Rates using Graphs, Percent Models, Fraction, Decimal, Percent Conversions, Determining a Part Given a Percent and a Whole, Determining a Whole Given a Percent and a Part, Fractional Rates, Comparing Rates, Converting Within Systems, Converting Between Systems TEXTBOOK Module 2 Topic - T3L2: Introduction to Unit Rates, T3L3: Multiple Representation of Unit Rates Lesson - M2-185 thru M2-198, M2-199 thru M2-208 SKILLS PRACTICE - Module 2- Relating Quantities Topic 1: Ratios- PG Topic 2: Percents-PG Topic 3: Unit Rates and Conversions-PG MATHia Module Relating Quantities Page 3 of 18

4 6.RP.3c - c. Find a percent of a quantity as a rate per 100. Solve problems involving finding the whole, given a part and the percent. (For example, 30% of a quantity means 30/100 times the quantity.) 6.RP.3d - d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Unit - Problem Solving Using Ratio and Rate Reasoning, Introduction to Percent, Rate Reasoning, Ratio Reasoning to Convert Units Workspace - Problem Solving with Equivalent Ratios and Rates using Tables, Problem Solving with Equivalent Ratios and Rates using Double Number Lines, Problem Solving with Equivalent Ratios and Rates using Graphs, Percent Models, Fraction, Decimal, Percent Conversions, Determining a Part Given a Percent and a Whole, Determining a Whole Given a Percent and a Part, Fractional Rates, Comparing Rates, Converting Within Systems, Converting Between Systems TEXTBOOK Module 2 Topic - T2L1: Percent, Fraction, and Decimal Equivalence, T2L2: Using Estimation and Benchmark Percents, T2L3: Determining the Part and the Whole in Percent Problems Lesson - M2-109 thru M2-122, M2-123 thru M2-136, M2-137 thru M2-156 SKILLS PRACTICE - Module 2- Relating Quantities Topic 1: Ratios- PG Topic 2: Percents-PG Topic 3: Unit Rates and Conversions-PG MATHia Module Relating Quantities Unit - Problem Solving Using Ratio and Rate Reasoning, Introduction to Percent, Rate Reasoning, Ratio Reasoning to Convert Units Workspace - Problem Solving with Equivalent Ratios and Rates using Tables, Problem Solving with Equivalent Ratios and Rates using Double Number Lines, Problem Solving with Equivalent Ratios and Rates using Graphs, Percent Models, Fraction, Decimal, Percent Conversions, Determining a Part Given a Percent and a Whole, Determining a Whole Given a Percent and a Part, Fractional Rates, Comparing Rates, Converting Within Systems, Converting Between Systems TEXTBOOK Module 2 Topic - T3L1: Using Ratio Reasoning to Convert Units Lesson - M2-165 thru M2-184 SKILLS PRACTICE - Module 2- Relating Quantities Topic 1: Ratios- PG Topic 2: Percents-PG Topic 3: Unit Rates and Conversions-PG MATHia Module Relating Quantities Unit - Problem Solving Using Ratio and Rate Reasoning, Introduction to Percent, Rate Reasoning, Ratio Reasoning to Convert Units Page 4 of 18

5 Workspace - Problem Solving with Equivalent Ratios and Rates using Tables, Problem Solving with Equivalent Ratios and Rates using Double Number Lines, Problem Solving with Equivalent Ratios and Rates using Graphs, Percent Models, Fraction, Decimal, Percent Conversions, Determining a Part Given a Percent and a Whole, Determining a Whole Given a Percent and a Part, Fractional Rates, Comparing Rates, Converting Within Systems, Converting Between Systems 6.NS THE NUMBER SYSTEM - Apply and extend previous understandings of multiplication and division of whole numbers to divide fractions by fractions (Standard 6.NS.1). Compute (add, subtract, multiply and divide) fluently with multi-digit numbers and decimals and find common factors and multiples (Standards 6.NS.2 4). Apply and extend previous understandings of numbers to the system of rational numbers (Standards 6.NS.5 8). 6.NS.1 Interpret and compute quotients of fractions. 6.NS.1.a - Compute quotients of fractions by fractions, for example, by applying strategies such as visual fraction models, equations, and the relationship between multiplication and division, to represent problems. 6.NS.1.b - Solve real-world problems involving division of fractions by fractions. For example, how much chocolate will each person get if three people share 1/2 pound of chocolate equally? How many 3/4- cup servings are in 2/3 of a cup of yogurt? How wide is a rectan- gular strip of land with length 3/4 mile and area 1/2 square mile? 6.NS.1.c - Explain the meaning of quotients in fraction division problems. For example, create a story context for (2/3) (3/4) and use a visual fraction Topic - T2L1: Identifying and Ordering Rational Numbers, T2L2: Multiplying and Dividing with Fractions, T2L3: Fraction by Fraction Division Lesson - M1-71 thru M1-82, M1-83 thru M1-92, M1-93 thru M1-106 SKILLS PRACTICE - Module 1- Composing and Decomposing Topic 2: Postive Rational Numbers-PG MATHia Module Composing and Decomposing Unit Fraction Division Workspace - Representing Fraction Division, Interpreting Remainders Using Models, Developing the Fraction Division Algorithm Topic - T2L1: Identifying and Ordering Rational Numbers, T2L2: Multiplying and Dividing with Fractions, T2L3: Fraction by Fraction Division Lesson - M1-71 thru M1-82, M1-83 thru M1-92, M1-93 thru M1-106 SKILLS PRACTICE - Module 1- Composing and Decomposing Topic 2: Postive Rational Numbers-PG MATHia Module Composing and Decomposing Unit Fraction Division Workspace - Representing Fraction Division, Interpreting Remainders Using Models, Developing the Fraction Division Algorithm Topic - T2L1: Identifying and Ordering Rational Numbers, T2L2: Multiplying and Dividing with Fractions, T2L3: Fraction by Fraction Division Page 5 of 18

6 model to show the quotient. Use the relationship between multiplication and division to explain that (2/3) (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) (c/d) = ad/bc.) 6.NS.2 - Fluently divide multi-digit numbers using the standard algorithm. Lesson - M1-71 thru M1-82, M1-83 thru M1-92, M1-93 thru M1-106 SKILLS PRACTICE - Module 1- Composing and Decomposing Topic 2: Postive Rational Numbers-PG MATHia Module Composing and Decomposing Unit Fraction Division Workspace - Representing Fraction Division, Interpreting Remainders Using Models, Developing the Fraction Division Algorithm Topic - T2L1: T3L4: Dividing with Volume and Surface Area Lesson - M1-165A thrum1-176 SKILLS PRACTICE - Module 1- Composing and Decomposing Topic 3: Decimals and Volume pgs MATHia Module Composing and Decomposing Unit Fraction Division Workspace - Multiplying and Dividing Rational Numbers 6.NS.3 - Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 6.NS.3.a - Fluently divide multi-digit decimals using the standard algorithm, limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. 6.NS.3.b - Solve division problems in which both the dividend and the divisor are multi-digit decimals; develop the standard algorithm by using models, the meaning of division, and place value understanding. Topic - T3L1: Deepening Understanding of Volume, T3L2: Volume Composition and Decomposition, T3L3: Surface Area of Rectangular Prisms and Pyramids, T3L4: Dividing with Volume and Surface Area Lesson - M1-165 thru M1-175 SKILLS PRACTICE - Module 1- Composing and Decomposing Topic 3: Decimals and Volume pgs MATHia Module Composing and Decomposing Unit Decimal Operations Workspace - Converting Fractions to Decimals, Adding and Subtracting Decimals, Decimal Sums and Differences, Exploring Decimal Facts, Multiplying and Dividing Decimals, Decimal Products and Quotients Topic - T3L1: Deepening Understanding of Volume, T3L2: Volume Composition and Decomposition, T3L3: Surface Area of Rectangular Prisms and Pyramids, T3L4: Dividing with Volume and Surface Area Lesson - M1-115 thru M1-130, M1-131 thru M1-142, M1-143 thru M1-164, M1-165 thru M1-175 SKILLS PRACTICE - Module 1- Composing and Decomposing Page 6 of 18

7 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 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express as 4(9 + 2). 6.NS.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (for example, 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 con- texts, explaining the meaning of zero in each situation. Topic 3: Decimals and Volume pgs MATHia Module Composing and Decomposing Unit Decimal Operations Workspace - Converting Fractions to Decimals, Adding and Subtracting Decimals, Decimal Sums and Differences, Exploring Decimal Facts, Multiplying and Dividing Decimals, Decimal Products and Quotients Topic - T1L4: Common Factors and Common Multiples, T1L5: Least Common Multiple and Greatest Common Factor Lesson - M1-39 thru M1-50, M1-51 thru M1-60 SKILLS PRACTICE - Module 1- Composing and Decomposing Topic 1: Factors and Area pgs Topic - T1L1: Introduction to Negative Numbers Lesson - M4-7 thru M4-22 SKILLS PRACTICE - Module 4- Moving Beyond Positive Quantities Topic 1: Signed Numbers pgs Unit Integers Workspace - Introduction to Negative Numbers, Representing Integers on Number Lines, Using Absolute Value 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.6.a - Recognize opposite signs of numbers as indicating locations on opposite sides of zero on the number line; recognize that the opposite of the opposite of a number is the number itself. For example, -(-3) = 3, and zero is its own opposite. Topic - T1L1: Introduction to Negative Numbers, T1L3: Rational Number Systems Lesson - M4-35 thru M4-46 SKILLS PRACTICE - Module 4- Moving Beyond Positive Quantities Topic 1: Signed Numbers pgs Unit The Coordinate Plane Page 7 of 18

8 6.NS.6.b - Understand that the signs of numbers in ordered pairs indicate their location 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. 6.NS.6.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.NS.7 - Understand ordering and absolute value of rational numbers. 6.NS.7.a - Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret 3 > 7 as a statement that 3 is located to the right of 7 on a number line oriented from left to right. 6.NS.7.b - Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 3 C > 7 C to express the fact that 3 C is warmer than 7 C. Workspace - Exploring Symmetry on the Coordinate Plane, Identifying and Interpreting Ordered Pairs, Plotting Points Topic - T2L1: Extending the Coordinate Plane Lesson M4-57 thru M4-72 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Topic 2 The Four Quadrants pgs Unit The Coordinate Plane Workspace Exploring Symmetry on the Coordinate Plane, Identifying and Interpreting Ordered Pairs, Plotting Points Topic T1L1: Introduction to Negative Numbers, T2L1: Extending the Coordinate Plane Lesson M4-7 thru M4-22, M4-57 thru M4-72 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Topic 1: Signed Numbers pgs , Topic 2 The Four Quadrants pgs Unit The Coordinate Plane Workspace Exploring Symmetry on the Coordinate Plane, Identifying and Interpreting Ordered Pairs, Plotting Points Topic T1L1: Introduction to Negative Numbers, T1L2: Absolute Value Lesson M4-7 thru M4-22, M4-23 thru M4-34 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Topic 1: Signed Numbers pgs Unit Integers Workspace Introduction to Negative Numbers, Representing Integers on Number Lines, Using Absolute Value Topic T1L1: Introduction to Negative Numbers, T1L2: Absolute Value Lesson M4-7 thru M4-22, M4-23 thru M4-34 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Page 8 of 18

9 6.NS.7.c - Understand the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world context. For example, for an account balance of 30 dollars, write 30 = 30 to describe the size of the debt in dollars. 6.NS.7.d - Distinguish comparisons of absolute value from statements about order. For example: Recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars. 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 x coordinate or the same y- coordinate. Topic 1: Signed Numbers pgs Unit Integers Workspace Introduction to Negative Numbers, Representing Integers on Number Lines, Using Absolute Value Topic T1L2: Absolute Value Lesson M4-23 thru M4-34 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Topic 1: Signed Numbers pgs Unit Integers Workspace Introduction to Negative Numbers, Representing Integers on Number Lines, Using Absolute Value Topic T1L2: Absolute Value Lesson M4-23 thru M4-34 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Topic 1: Signed Numbers pgs Unit Integers Workspace Introduction to Negative Numbers, Representing Integers on Number Lines, Using Absolute Value Topic T2L1: Extending the Coordinate Plane, T2L2: Graphing Geometric Figures, T2L3: Problem Solving on the Coordinate Plane Lesson - M4-57 thru M4-72, M4-73 thru M4-86M4-87 thru M4-111 SKILLS PRACTICE Module 4- Moving Beyond Positive Quantities Topic 2 The Four Quadrants pgs Unit Multiple Representations Workspace Solving One-Step Equations Using Multiple Representations in Four Quadrants Page 9 of 18

10 6.EE EXPRESSIONS AND EQUATIONS - Apply and extend previous understandings of arithmetic to algebraic expressions involving exponents and variables (Standards 6.EE.1 4). They reason about and solve one-variable equations and inequalities (Standards 6.EE.5 8). Represent and analyze quantitative relationships between dependent and independent variables in a real-world context (Standard 6.EE.9) 6.EE.1 - Write and evaluate numerical expressions involving whole-number exponents. 6.EE.2 - Write, read, and evaluate expressions in which letters represent numbers. 6.EE2.a - Write expressions that record operations with numbers and with letters representing numbers. For example, express the calculation "Subtract y from 5" as 5 y and express Jane had $ in her bank account. One year later, she had x dollars more. Write an expression that shows her new balance as $ x. 6.EE.2.b - Identify parts of an expression using mathematical terms (for example, sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity and a sum of two terms. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. TEXTBOOK Module 3 Topic T1L1: Evaluating Numeric Expressions Lesson - M3-7 thru M3-22 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 1: Expressions pgs MATHia Module Reasoning with Expressions and Equations Unit Reasoning with Expressions and Equations Workspace Using Picture Algebra with Addition, Subtraction, and Multiplication TEXTBOOK Module 3 Topic T1L2: Introduction to Algebraic Expression, T1L3: Equivalent Expressions, T1L5: Using Algebraic Expressions to Analyze and Solve Problems Lesson - M3-23 thru M3-34, M3-35 thru M3-66, M3-67 thru M3-74 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 1: Expressions pgs MATHia Module Reasoning with Expressions and Equations, Determining Unknown Quantities Unit Reasoning with Expressions and Equations, Number Properties, Algebraic Expressions Workspace Using Picture Algebra with Multiplication, Total Given, Module 3 Topic M1T1L1: Writing Equivalent Expressions Using the Distributive Property M3T1L2: Introduction to Algebraic Expressions Lesson - M1-7 thru M1-14, M3-23 thru M3-34 SKILLS PRACTICE Module 1 Composing and Decomposing, Module 3 Determining Unknown Quantities M1 Topic 1: Factors and Area pgs M3 Topic 1: Expressions- PG MATHia Module Reasoning with Expressions and Equations, Determining Unknown Quantities Unit Reasoning with Expressions and Equations, Number Properties, Algebraic Expressions Workspace Using Picture Algebra with Addition and Subtraction, Total Given Page 10 of 18

11 6.EE2.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, applying the Order of Operations when there are no parentheses to specify a particular order. For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2. 6.EE.3 - Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. 6.EE4 - Identify when two expressions are equivalent. For example, the expressions y + y + y and 3y are equivalent because they name the same number, regardless of which number y represents. TEXTBOOK Module 3 Topic T1L2: Introduction to Algebraic Expressions T1L5: Using Algebraic Expressions to Analyze and Solve Problems Lesson - M3-23 thru M3-34, M3-67 thru M3-74 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 1: Expressions pgs MATHia Module Reasoning with Expressions and Equations, Determining Unknown Quantities Unit Reasoning with Expressions and Equations, Number Properties, Algebraic Expressions Workspace Patterns and One-Step Expressions, Module 3 Topic M1T1L1: Writing Equivalent Expressions Using the Distributive Property, M3T1L3: Equivalent Expressions, M3T1L5: Using Algebraic Expressions to Analyze and Solve Problems Lesson - M1-7 thru M1-14, M3-35 thru M3-66, M3-67 thru M3-74 SKILLS PRACTICE Module 1: Composing and Decomposing, Module 3 Determining Unknown Quantities M1 Topic 1: Factors and Area pgs M3 Topic 1: Expressions pgs MATHia Module Reasoning with Expressions and Equations Unit Reasoning with Expressions and Equations Workspace Using Picture Algebra with Addition, Subtraction, and Multiplication; Using Picture Algebra with Multiplication, Total Given; Using Picture Algebra with Addition and Subtraction, Total Given; Patterns and One-Step Expressions TEXTBOOK Module 3 Topic T1L4: Verifying Equivalent Expressions Lesson - M3-53 thru M2-66 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 1: Expressions pgs MATHia Module Determining Unknown Quantities Unit Equivalent Algebraic Expressions Workspace Modeling Equivalent Algebraic Expressions, Exploring the Distributive Property with Algebraic Expressions, Simplifying Algebraic Expressions (No Type In), Simplifying Algebraic Expressions (Type In) Page 11 of 18

12 6.EE.5 - Understand solving an equation or inequality as a process of answering the 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.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. TEXTBOOK Module 3 Topic T2L1: Reasoning with Equal Expressions Lesson - M3-87 thru M3-106 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 2: Equations pgs MATHia Module Determining Unknown Quantities Unit Equivalent Algebraic Expressions Workspace Modeling Equivalent Algebraic Expressions, Exploring the Distributive Property with Algebraic Expressions, Simplifying Algebraic Expressions (No Type In), Simplifying Algebraic Expressions (Type In) TEXTBOOK Module 3 Topic T1L5: Using Algebraic Expressions to Analyze and Solve Problems, T2L2: Solving One-Step Addition Equations, T2L3: Solving One-Step Multiplication Equations Lesson - M3-67 thru M3-74, M3-107 thru M3-118, M3-119 thru M3-134 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 1: Expressions pgs , Topic 2: Equations pgs MATHia Module Determining Unknown Quantities Unit Problem Solving with One-Step Equations Workspace Patterns and One-Step Equations, Problem Solving Using Multiple Representations in the First Quadrant, Problem Solving with Decimals Page 12 of 18

13 6.EE.7 - Solve real-world and mathematical problems by writing and solving equations of the form x + a = b and ax = b for cases in which a, b and x are all nonnegative rational numbers. TEXTBOOK Module 3 Topic T2L2: Solving One-Step Addition Equations, T2L3: Solving One-Step Multiplication Equations Lesson - M3-107 thru M3-118, M3-119 thru M3-134 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 2: Equations pgs MATHia Module Determining Unknown Quantities Unit Problem Solving with One-Step Equations, Solving One-Step Equations Workspace Patterns and One-Step Equations, Problem Solving Using Multiple Representations in the First Quadrant, Problem Solving with Decimals, Solving One-Step Equations with a Balance, Representing One-Step Equations, Using Substitution to Identify Solutions to Equations, Solving with Multiplication and Division (No Type In), Solving One-Step Equations (Type In) 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. TEXTBOOK Module 3 Topic T2L1: Reasoning with Equal Expressions Lesson - M3-87 thru M3-106 SKILLS PRACTICE Module 3 Determining Unknown Quantities Topic 2: Equations pgs MATHia Module Determining Unknown Quantities, Moving Beyond Positive Quantities Unit Solving One-Step Inequalities, Integers Workspace Graphing Inequalities with Positive Rational Numbers, Graphing Inequalities with Rational Numbers 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 TEXTBOOK Module 3, Module 4 Topic M3T2L4: Solving Equations to Solve Problems, M3T3L1: Independent and Dependent Variables, M3T3L2: Using Graphs to Solve One-Step Equations, M3T3L3: Multiple Representations of Equations, M3T3L4: Relating Distance, Rate, and Time, M4T2L3: Problem Solving on the Coordinate Plane Lesson - M3-135 thru M3-144, M3-155 thru M3-182, M3-183 thru M3-192, M3-193 thru M3-206, M3-207 thru M3-220, M4-87 thru M4-111 Page 13 of 18

14 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. SKILLS PRACTICE Module 3 Determining Unknown Quantities, Module 4 Moving Beyond Positive Quantities M3 Topic 2: Equations pgs , M3 Topic 3: Graphing Quantitative Relationship pgs , M4 Topic 2 The Four Quadrants-PG MATHia Module Determining Unknown Quantities Unit Solving One-Step Inequalities Workspace Solving One-Step Equations with a Balance, Representing One-Step Equations, Using Substitution to Identify Solutions to Equations, Solving with Multiplication and Division (No Type In), Solving One-Step Equations (Type In) 6.G GEOMETRY- Solve real-world and mathematical problems involving area, surface area, and volume (Standards 6.G.1 4). 6.G.1 - Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing and decomposing into rectangles, triangles and/or other shapes; apply these techniques in the context of solving real-world and mathematical problems. Topic T1L2: Area of Triangles and Quadrilaterals, T1L3: Composite Figures Lesson - M1-15 thru M1-28, M1-29 thru M1-38 SKILLS PRACTICE Module 1 Composing and Decomposing Topic 1: Factors and Area pgs MATHia Module Composing and Decomposing Unit Area Workspace Developing Area Formulas, Calculating Area of Various Figures, Solving Area Problems, Calculating Area of Composite Figures 6.G.2 - Find the volume of a right rectangular prism with appropriate unit fraction edge lengths by packing it with cubes of the appropriate unit fraction edge lengths (for example, 3½ x 2 x 6), 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. (Note: Model the packing using drawings and diagrams.) 6.G.3 - Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find Topic T3L1: Deepening Understanding of Volume, T3L2: Volume Composition and Decomposition Lesson - M1-115 thru M1-130, M-131 thru M1-142 SKILLS PRACTICE Module 1 Composing and Decomposing Topic 3: Decimals and Volume pgs MATHia Module Composing and Decomposing Unit Volume and Surface Area Workspace Calculating Volume of Right Prisms, Using Volume of Right Prisms Topic T2L2: Graphing Geometric Figures Page 14 of 18

15 the length of a side joining points with the same x coordinate or the same y 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. Lesson - M4-73 thru M4-86 SKILLS PRACTICE Not evident but background information addressed in: Module 4- Moving Beyond Positive Quantities, Topic 2 The Four Quadrants pgs Unit The Coordinate Plane Workspace Exploring Symmetry on the Coordinate Plane, Identifying and Interpreting Ordered Pairs, Plotting Points Topic T3L3: Surface Area of Rectangular Prisms and Pyramids Lesson - M1-143 thru M1-164 SKILLS PRACTICE Module 1 Composing and Decomposing Topic 3: Decimals and Volume pgs MATHia Module Composing and Decomposing Unit Volume and Surface Area Workspace Calculating Surface Area of Right Prisms 6.SP STATISTICS AND PROBABILITY - Develop understanding of statistical variability of data (Standards 6.SP.1 3). Summarize and describe distributions (Standards 6.SP.4 5). 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 that can be described by its center, spread/range and overall shape. TEXTBOOK Module 5 Topic T1L1: Understanding the Statistical Process Lesson - M5-7 thru M5-24 SKILLS PRACTICE Not evident but background information taught in: (Text) Module 5- Describing Variability of Quantities Topic 1: The Statistical Process M5-7 through M5-24 TEXTBOOK Module 5 Topic T1L2: Analyzing Numerical Data Displays, T1L3: Using Histograms to Display Data, T2L1: Analyzing Data Using Measures of Center, T2L2: Displaying the Five-Number Summary, T2L3: Mean Absolute Deviation Lesson - M5-25 thru M5-46, M5-47 thru M5-60, M5-71 thru M5-86, M5-87 thru M5-104, M5-105 thru M5-116 SKILLS PRACTICE Module 5 Describing Variability of Quantities Topic 1: The Statistical Process pgs Page 15 of 18

16 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. Choose the most appropriate graph/plot for the data collected. Topic 2: Numerical Summaries of Data pgs MATHia Module Describing Variability of Quantities Unit Measures of Central Tendency Workspace Calculating Mean, Median, Mode, and Range, Determining Appropriate Measures, Measuring the Effects of Changing Data Sets TEXTBOOK Module 5 Topic T2L1: Analyzing Data Using Measures of Center, T2L2: Displaying the Five-Number Summary, T2L3: Mean Absolute Deviation Lesson - M5-71 thru M5-86, M5-87 thru M5-104, M5-105 thru M5-116 SKILLS PRACTICE Module 5 Describing Variability of Quantities Topic 2: Numerical Summaries of Data pgs MATHia Module Describing Variability of Quantities Unit Mean Absolute Deviation Workspace Calculating Mean Absolute Deviation, Using Mena Absolute Deviation TEXTBOOK Module 5 Topic T1L2: Analyzing Numerical Data Displays, T1L3: Using Histograms to Display Data, T2L2: Displaying the Five-Number Summary, T2L3: Mean Absolute Deviation Lesson - M5-25 thru M5-46, M5-47 thru M5-60, M5-87 thru M5-104, M5-105 thru M5-116 SKILLS PRACTICE Module 5 Describing Variability of Quantities Topic 1: The Statistical Process pgs Topic 2: Numerical Summaries of Data pgs MATHia Module Describing Variability of Quantities Unit Displays of Numerical Data, Mean Absolute Deviation, Box Plots Workspace Creating and Interpreting Stem Plots, Creating and Interpreting Dot Plots, Creating and Interpreting Histograms, Calculating Mean Absolute Deviation, Using Mena Absolute Deviation, Constructing Box Plots, Interpreting Box Plots 6.SP.5 - Summarize numerical data sets in relation to their context, such as by: 6.SP.5.a - Reporting the number of observations. TEXTBOOK Module 5 Topic T1L2: Analyzing Numerical Data Displays, T1L3: Using Histograms to Display Data, T2L3: Mean Absolute Deviation, T2L4: Choosing Appropriate Measures Lesson - M5-25 thru M5-46, M5-47 thru M5-60, M5-105 thru M5-116, M5-117 thru M5-130 SKILLS PRACTICE Module 5 Describing Variability of Quantities Topic 1: The Statistical Process pgs Topic 2: Numerical Summaries of Data pgs Page 16 of 18

17 6.SP.5.b - Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. 6.SP.5.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 (for example, outliers) from the overall pattern with reference to the context in which the data were gathered. 6.SP.5.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. MATHia Module Describing Variability of Quantities Unit Displays of Numerical Data, Mean Absolute Deviation, Box Plots Workspace Creating and Interpreting Stem Plots, Creating and Interpreting Dot Plots, Creating and Interpreting Histograms, Calculating Mean Absolute Deviation, Using Mena Absolute Deviation, Constructing Box Plots, Interpreting Box Plots TEXTBOOK Module 5 Topic T1L2: Analyzing Numerical Data Displays, T1L3: Using Histograms to Display Data, T2L3: Mean Absolute Deviation Lesson - M5-25 thru M5-46, M5-47 thru M5-60, M5-105 thru M5-116 SKILLS PRACTICE Module 5 Describing Variability of Quantities Topic 1: The Statistical Process pgs Topic 2: Numerical Summaries of Data pgs MATHia Module Describing Variability of Quantities Unit Displays of Numerical Data, Mean Absolute Deviation, Box Plots Workspace Creating and Interpreting Stem Plots, Creating and Interpreting Dot Plots, Creating and Interpreting Histograms, Calculating Mean Absolute Deviation, Using Mena Absolute Deviation, Constructing Box Plots, Interpreting Box Plots TEXTBOOK Module 5 Topic T1L2: Analyzing Numerical Data Displays, T1L3: Using Histograms to Display Data, T2L1: Analyzing Data Using Measures of Center, T2L2: Displaying the Five-Number Summary, T2L3: Mean Absolute Deviation, T2L4: Choosing Appropriate Measures Lesson - M5-25 thru M5-46, M5-47 thru M5-60, M5-71 thru M5-86, M5-87 thru M5-104, M5-105 thru M5-116, M5-117 thru M5-130 SKILLS PRACTICE Module 5 Describing Variability of Quantities Topic 1: The Statistical Process pgs Topic 2: Numerical Summaries of Data pgs MATHia Module Describing Variability of Quantities Unit Measures of Central Tendency Workspace Calculating Mean, Median, Mode, and Range, Determining Appropriate Measures, Measuring the Effects of Changing Data Sets TEXTBOOK Module 5 Topic T2L3: Mean Absolute Deviation, T2L4: Choosing Appropriate Measures Lesson - M5-105 thru M5-116, M5-117 thru M5-130 SKILLS PRACTICE Module 5 Describing Variability of Quantities Page 17 of 18

18 Topic 2: Numerical Summaries of Data pgs MATHia Module Describing Variability of Quantities Unit Mean Absolute Deviation Workspace Calculating Mean Absolute Deviation, Using Mena Absolute Deviation Page 18 of 18