AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007
SOL: 6.5
Pacing/Duration: 4 days Fourth Grading Period
Strand, Big Idea, Suggested Suggested
Objectives Teacher Notes Strategies/Differentiation Resources
Strand: Number and Number See vocabulary sheet for Use clothesline to Enhanced Scope
Sense SOL 6.5 locate integers in order and Sequence, p.
Big Idea: Integers On a conventional from least to greatest 19-21
number line, a smaller Give students cards Glencoe, Course
The student will: number is always located with integers as they 1, Lesson 8-1,
Identify an integer represented by to the left of a larger enter classroom to p. 294 – 295
a point on a number line. number (e.g., -7 lies to compare and order Mulligan’s
Represent an integer on a number the left of –3; thus –7 , An integer and its
and =. opposite are the same
Cite that integers are the set distance from zero on a
of whole numbers and their number line.
opposites. Use correct terms for
Explain that positive integers positive and negative
are > zero and negative
integers are , >, or = than one based on the card they
Compare and order two Represent the same whole have
fractions with number, fraction, or Glencoe p.115 Decimal
denominators of 12 or decimal in multiple ways, War activity
less using fraction using concrete materials, a
manipulatives, picture
drawing, a symbol, or a
representations or the
symbols , >, or =. statement
Compare and order two
decimals through
thousandths using
decimal manipulatives,
picture representations, or
place-value charts or the
symbols , >, or =
Related SOL: 5.1c, 7.1, 8.1b
AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007
SOL: 6.4 continued
Pacing/Duration: 5 class periods First Grading Period
Strand, Big Idea, Suggested Suggested
Teacher Notes
Objectives Strategies/Differentiation Resources
Strand: Number and
Number Sense
Big Idea: Ordering Whole
Numbers,
Fractions, and
Decimals
The student will:
Recognize that a decimal
point is a symbol indicating
the location of the ones
place and all other
subsequent place values
in the decimal system
Explain and show that a
decimal point separates a
whole number amount
from a number that is less
than one
Explain and show that
fractions and decimals can
be represented and
compared, using
manipulatives, drawings,
pictures, or symbols
Related SOL: 5.1c, 7.1, 8.1b
AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007
SOL: 6.7
Pacing/Duration: 7 class periods First Grading Period
Strand, Big Idea, Suggested Suggested
Teacher Notes
Objectives Strategies/Differentiation Resources
Strand: Computation and See vocabulary sheet for SOL Enhanced Scope and Enhanced Scope
Estimation 6.7 Sequence activity, pp. 29- and Sequence
Estimation and checking the
Big Idea: Estimation
reasonableness of a result
38 Mulligan
enhance computational Handout from the VDOE vocabulary for
The student will:
proficiency. video –―Computation‖ SOL 6.7
Define and use mathematics
Various estimation strategies, Examine methods used for Glencoe –
vocabulary from SOL 6.7
such as front-end, compatible estimation (comparable Lessons 3-4 and
Solve multistep practical
numbers, or rounding, are
problems involving whole
effective for various operations numbers) 6-2
numbers, decimals, and
and situations. Grocery store
fractions by using estimation
Solving multistep problems in advertisements
strategies and checking for
the reasonableness of results
the context of real-life VDOE video –
situations enhances
Identify rational numbers ―Computation‖ at
interconnectedness and
Distinguish among front-end, proficiency with estimation the VDOE website
compatible numbers, and strategies. Mulligan’s Break-
rounding for estimation
Examples of real-life situations out Tests
Apply front-end, compatible solved by using estimation
numbers, and rounding strategies include shopping for
estimation strategies to groceries, buying school
problems supplies, budgeting an
Use estimation strategies in allowance, deciding what time
real life situations such as to leave for school or the
shopping for groceries, buying movies, and sharing a pizza or
school supplies, budgeting an the prize money from a
allowance, deciding what time contest.
to leave for school or the Rational numbers is the set of
movies, and sharing a pizza or numbers that can be written as
prize money from a contest. a ratio or fraction.
Be able to produce an Fractions are not introduced at
approximate answer for a this point but are tested on
given problem Mulligan Break-out Tests
No calculator use
Related SOL: 5.3, 6.6a-b, 7.4a, 8.3
AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007
SOL: 6.7
Pacing/Duration: 7 class periods First Grading Period
Strand, Big Idea, Suggested Suggested
Teacher Notes
Objectives Strategies/Differentiation Resources
Strand: Computation and Problem-Solving Steps
Estimation 1. Read and understand
Big Idea: Estimation the problem
2. Plan a solution
The student will: 3. Solve the problem
Identify the operation 4. Check your solution
needed to solve a
problem
Recognize key words in
a given problem
Use the four steps to
problem solving
Related SOL: 5.3, 6.6a-b, 7.4a, 8.3
AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007
SOL: 6.6a INTRODUCED BUT TESTED THIRD NINE WEEKS
Pacing/Duration: 8 class periods First Grading Period
Strand, Big Idea, Suggested Suggested
Teacher Notes
Objectives Strategies/Differentiation Resources
Strand: Computation and No calculators used with SOL Enhanced Scope and Enhanced Scope
Estimation 6.6a Sequence pp. 22-27 and Sequence
Multiplication and division are
Big Idea: Operations of
inverse operations. Use fraction strips, fraction Mulligan’s
Fractions and Addition and subtraction are manipulatives, and pattern vocabulary for SOL
Mixed Numbers inverse operations blocks 6.6
Use different strategies to Glencoe Hands-on Lab, Glencoe – Lessons
The student will: estimate the result of
Define and use mathematics
p.234 6-3, 6-4, 6-5, 6-6,
computations and judge the
vocabulary from SOL 6.6 reasonableness of the result. Glencoe Hands-on Lab, 7-2, 7-3, 7-4, 7-5
Calculate least common For example: What is an pp.259 and 270 Mulligan’s Break-
denominator for fractions with approximate answer for 2.19 ―Egg-Exciting‖ activity from out tests
denominators of 12 or less 0.8? The answer is around 2 VDOE NCTM
using the process for finding because 2 1 = 2.
least common multiple Array Illuminations
Use manipulatives and
Restate fractions to simplest drawings to build conceptual
form understanding of operations
Restate improper fractions as with fractions
mixed numbers and vice- Use estimation to develop
versa computational strategies. For
Convert fractions to equivalent example,
forms to perform the 7 3 3
operations of addition and 28 · 4 is about 4 of 3, so the
subtraction. answer is between 2 and 3.
Compute problems involving
addition, subtraction,
multiplication, and division of
fractions
Related SOL: 5.2, 5.5, 5.6, 5.7, 6.1, 7.2, 8.1
AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007
SOL: 6.6b
Pacing/Duration: 3 days Third Grading Period
Strand, Big Idea, Suggested Suggested
Teacher Notes
Objectives Strategies/Differentiation Resources
Strand: Computation and .Non-calculator applies to Use estimation to Glencoe, Course 1,
Estimation the first bullet determine the Lesson 4-4
Big Idea: Computation of reasonableness of the Mulligan’s Breakout
Decimals quotient tests
The student will:
Determine the quotient
when given a dividend
expressed as a decimal
through thousandths and
a divisor expressed as a
decimal through
thousandths with exactly
one non-zero digit.
Determine the quotient
when given a dividend
expressed through
thousandths and a
divisor expressed as a
decimal though
thousandths with more
than one non-zero digit,
using a calculator.
.
Related SOL:
AMHERST COUNTY PUBLIC SCHOOLS MATHEMATICS CURRICULUM Grade 6 Fall 2007