# 6 Math - Quarter _1_ Math Grade 6 by malj

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```									                       Montrose RE-1J Curriculum Maps

This curriculum map was aligned using the 2005 CSAP Item Maps to determine the
frequency and weight of particular standards. This document is a prototype and should be
modified during the 2006-2007 school year by teachers. Please keep accurate records and notes
about revisions that need to be made. We will meet throughout the 2006-2007 school year.
Your input is very important in the development of a useful aligned curriculum across the
district. Please feel free to add in materials, references, supplemental materials, and anything
else that may help make this document user friendly.

Superintendent for Curriculum and Instruction, (970) 249-7726.

CR = Item was tested on the 2005 CSAP as a Constructed Response question

MC = Item was tested on the 2005 CSAP as a Multiple Choice question

Explanation of Color Codes Used in Curriculum Map

Red Zone:             Highest priority, most frequently tested on CSAP.

Green Zone:           Individual grade level or content are teachers believe these are important
to know and do for CSAP.

Yellow Zone:          High priority, next most frequently tested on CSAP.

Blue Zone:            Mid-priority, not heavily tested on CSAP.

Revised August 8, 2006
6th Grade Math              RE-1J                  Quarter_1_
Numbers are state assessment frameworks numbers
Benchmark          Description            Essential Skills             Notes/Resources
and
Assessment
Objective
1.3a       Identify and use         factor, multiple,        CM: Prime Time
number theory            prime, composite,
concepts                 square number
3.1a       Organize and             line graphs, bar         CM: Data About Us
construct displays of    graphs,                  Math Practice
data using a given set   frequency table          CPM: Chapter 2
of data
organize and construct
displays of data using
a given set of data
3.1b       Read from various        interpret, draw          CM: Data About Us
displays of data         conclusions from:        CPM: Chapter 1,10
line graph, bar graph,
circle graph,
frequency table
Standard 1    Number sense             students develop         All
number sense and use
numbers and number
relationships in
problem-solving
situations and
communicate the
reasoning used in
solving these
problems
6.3a       Estimation techniques    develop, apply and       All
explain a variety of
different estimation
strategies in problem-
solving situations and
explain why an
estimate may be
acceptable in place of

use estimation
techniques before
performing
operations.
6.4b       Estimate, exact, and     in a problem-solving     All
reasonable results       situation, determine

Revised August 8, 2006
whether the results are
reasonable and justify
those results with
accurate computation
Standard 6    Computation:             four basic operations     All
students link concepts   using whole numbers
and procedures as
they develop and use
computational
techniques, including
estimation, including
mental arithmetic,
paper-and-pencil,
calculators, and
computers, in
problem-solving
situations and
communicate the
reasoning involved in
solving these
problems

Benchmark          Description            Essential Skills              Notes/Resources
and
Assessment
Objective
1.6a       Use number sense to      whole numbers,            All
estimate, determine,     decimals, common
and justify the          fractions, only sums
reasonableness of        and differences for
solutions                fractions and
decimals (ex: is ½ +
1/3 closer to 0, ½, or
1?)
3.2a       Data distributions and   find and use measures     CM: Data About Us
interpretations          of central tendency       CPM: Chapter 1,10
including mean,
median, and mode
3.4a       Convincing arguments     interpret, predict        CM: Data About Us
based on data:           outcomes based on         CPM: Chapter 1,10
analyze data and draw    line graphs, bar
conclusions based on     graphs, and frequency
data displays            tables
3.4a       Data collection          demonstrate the           CM: Data About Us
methods                  meaning of random         CPM: Chapter 10
sampling and biased
versus unbiased
Revised August 8, 2006
samples
5.3a       Read, interpret, and    on number lines,          CM: Data About Us
apply scales            graphs, maps              CPM: Chapter
CPM: Chapter 1,2

Benchmark          Description           Essential Skills             Notes/Resources
and
Assessment
Objective
1.3b       Describe numbers by    divisibility, even/odd,     CM: Prime Time
their characteristics  prime/composite,
square
1.5a       Develop, test, and     associative,                Math Practice
explain conjectures    commutative, identity,      CPM: Chapter 1,3
about properties of    distributive,
integers and rational  multiplicative property
numbers                of zero, on whole
numbers, common
fractions, decimals
3.2b       Data distributions and find and use the range      CM: Data About Us
interpretations        from a given set of data    CPM: Chapter 1,3
(for example, find the
range from 2-12. Note:
range is 10)
4.4a       Locating points on a   plot points on a            CM: Data About Us
grid                   coordinate graph in         CPM: Chapter 3
4.4b       Representations on     choose the coordinate       CM: Data About Us
coordinate grids       graph which represents      CPM: Chapter 3
a given data set
5.3b       Select the appropriate use the appropriate         CM: Data About Us
scale for a given      scale when setting up a     CPM: Chapter 3
problem                graph, determine the
order of numbers on a
number line
6.2c       Procedures for the     find equivalent             Math Practice
four operations        representations by          CPM: Chapter 3
decomposing and
composing whole
numbers (for ex: 48 x
12 = (48 x 10) + (48 x
2)

Revised August 8, 2006
6th Grade Math                      RE-1J                  Quarter _2_
Numbers are state assessment frameworks numbers
Benchmark          Description           Essential Skills              Notes/Resources
and
Assessment
Objective
1.4a       Equivalent forms of      demonstrate              CM: Bits and Pieces I
rational numbers         equivalence              CPM: Chapter 3,5,7
relationships among
fractions, decimals,
and percents in
problem-solving
situations (for ex:
two students out of
eight is the same as
25%)
6.1a       Using proportional       to determine             CM: Bits and Pieces II
reasoning                commonly-used            CPM: Chapter 7
percentages (for
example, 10%, 33%,
75%) and to
demonstrate the
equivalence of
fractions, decimals,
and percents
6.2b       Procedures for           simplify fractions;      CM: Bits and Pieces II
computing with           demonstrate with         CPM: Chapter 7
fractions and            proficiency addition
decimals: use and        and subtraction of
explain strategies to    fractions including
add/subtract fractions   mixed numbers.
with like and unlike
denominators, mixed
numbers, and
decimals to
thousandth.
1.2a       Read, write and order    common fractions,        CM: Bits and Pieces I
integers, rational       terminating and          CPM: Chapter 3,5,7
numbers and common       repeating decimals,
irrational numbers       percents in a variety
of forms
6.3a       Estimation techniques    develop, apply and       All
explain a variety of
different estimation
strategies in problem-
solving situations and

Revised August 8, 2006
explain why an
estimate may be
acceptable in place of

use estimation
techniques before
performing
operations.
6.4b       Estimate, exact, and   in a problem-solving    All
reasonable results     situation, determine
whether the results are
reasonable and justify
those results with
accurate computation

Benchmark          Description          Essential Skills            Notes/Resources
and
Assessment
Objective
1.1a       Locate numbers on a    common positive          CM: Bits and Pieces I
number line            rational numbers,        CPM: Chapter 1
terminating decimals
through hundredths,
fractions (halves,
thirds, fourths,
eighths, and
sixteenths)

mixed numbers,
percents
1.1b       Recognize and use      use physical materials CM: Bits and Pieces I
equivalent             or pictures to         CPM: Chapter 2,5
representations of     demonstrate the
numbers in a variety   meaning and
of forms               equivalence of
fractions, decimals,
and percents (for
example, write the
fractions, decimal,
and percent value for
the shaded portion of
circle.
1.6a       Use number sense to    whole numbers,         All
estimate, determine,   decimals, common
and justify the        fractions, only sums
Revised August 8, 2006
reasonableness of          and differences for
solutions                  fractions and
decimals (ex: is ½ +
1/3 closer to 0, ½, or
1?)
3.7a       Finding combinations       determine the number      CM: How Likely Is It?
and permutations           of possible outcomes      CPM: Chapter 10
for simple events
using a variety of
methods such as
organized lists or tree
diagrams
6.4a       Applying computation       apply appropriate         CM: Bits and Pieces II
computation methods       CPM: Chapter All
to solve problems
involving whole
numbers, common
fractions, decimals
and subtraction of
fractions of decimals)

Benchmark           Description                   Essential Skills            Notes/Resources
and
Assessment
Objective
3.6a      Probability models             using a chance device, such     CM: How Likely Is
as a number cube or a           It?
spinner, design a fair game     CPM: Chapter 10
and an unfair game, and
explain why they are fair and
unfair
3.6b       Probability predictions        make predictions based on       CM: How Likely Is
data obtained from simple       It?
probability experiments         CPM: Chapter 10
3.6c      Probability determination      describe the likelihood of an   CM: How Likely Is
event as a number from zero     It?
to one or using words such      CPM: Chapter 10
as certain, very likely, not
likely, or impossible
6.2a      Operations with fractions      demonstrate conceptual          CM: Bits and Pieces
meaning of addition and         II
subtraction of fractions and    CPM: Chapter 7
decimals in problem solving
situations

Revised August 8, 2006
6th Grade Math                        RE-1J                   Quarter _3
Numbers are state assessment frameworks numbers

Benchmark         Description              Essential Skills             Notes/Resources
and
Assessment
Objective
2.1a       Represent, describe,     using tables, words,        CM: Bits and Pieces II
and analyze              symbols, concrete           CPM: Chapter 4
geometric and            objects or pictures,
numeric patterns         involving whole
numbers
2.3a       Pattern properties:      use whole numbers,          CM: Bits and Pieces I
relation between         predict and describe        CPM: Chapter 10
quantities               how a change in one
quantity results in a
change in another
quantity in a linear
relationship (for
example, a creature
gains three ounces a
day, How much will it
have gained over 10
days?)
2.5a       Solve simple linear      with whole numbers,         CM: Bits and Pieces II
equations in             using tables, concrete      CPM: All
problem-solving          objects
situations using a
variety of methods
(informal, formal,
and graphical) and a
variety of tools
(physical materials,
calculators, and
computers)
4.2a       Attributes and           acute, obtuse, right        CM: Shapes and Designs
vocabulary: identify,    angle, isosceles,           CPM: Chapter 4
compare, and             equilateral, parallel
analyze the attributes   lines, perpendicular
of two-dimensional       lines, intersecting lines
shapes and use           rays, line segments
standard vocabulary
to describe the          parallelograms,
attributes               rhombuses, triangular
prisms, use correct
geometric symbols for
parallelism,
Revised August 8, 2006
perpendicularity, and
triangles
4.5a       Polygon and circle     solve problems             CM: Covering and
measures               involving the perimeter    Surrounding
of polygons and            CPM: Chapter 4,9
circumference of circles
4.5b       Area measures          solve problems             CM: Covering and
involving areas of         Surrounding
polygons (square,          CPM: Chapter 4,9
rectangle parallelogram,
rhombus, triangle and
circles)
5.4b       Measuring area         use formulas and           CM: Covering and
procedures to solve        Surrounding
problems involving the     CPM: Chapter 4
area of squares,
rectangles,
parallelograms,
rhombuses, and
triangles
6.3a       Estimation             develop, apply and         All
techniques             explain a variety of
different estimation
strategies in problem-
solving situations and
explain why an estimate
may be acceptable in
place of an exact

use estimation
techniques before
performing operations.
6.4b       Estimate, exact, and   in a problem-solving       All
reasonable results     situation, determine
whether the results are
reasonable and justify
those results with
accurate computation

Revised August 8, 2006
Benchmark          Description         Essential Skills            Notes/Resources
and
Assessment
Objective
1.6a       Use number sense to    whole numbers,         All
estimate, determine,   decimals, common
and justify the        fractions, only sums
reasonableness of      and differences for
solutions              fractions and decimals
(ex: is ½ + 1/3 closer
to 0, ½, or 1?)
4.6b       Symmetry               use lines of symmetry CM: Shapes and Designs
identification         to solve problems (for
example, use a
symmetry line in a
rhombus to create two
isosceles triangles)

5.1       Angle properties       describe angles as       CM: Covering and
acute, obtuse or right   Surrounding
CPM: Chapter 8
estimate measures of
angles, measure
angles and draw
complements and
supplements
5.4a       Measuring procedures   develop and use          CM: Covering and
formulas or              Surrounding
procedures to solve      CPM: Chapter 4
problems involving
the perimeter of a
polygon

Revised August 8, 2006
Benchmark          Description            Essential Skills            Notes/Resources
and
Assessment
Objective
4.2b       Geometric conjectures     make and test            CM: Shapes and Designs
conjectures about        CPM: Chapter 4
geometric
relationships and
develop logical
arguments to justify
conclusions
4.6a       Congruence and            to identify congruent    CM: Covering and
transformations: Use      shapes                   Surrounding
reflections (flips),                               CPM: Chapter 4
translations (slides),
and rotations (turns)
5.1a       Choosing tools and        determine the            Math Practice
appropriate units to      appropriate unit of
measure                   measure (metric and
US customary) when
estimating distance,
capacity, and weight
5.1b       Using estimation          estimate and use         Math Practice
standard and metric
units for length,
weight, and
temperature
5.1c       Estimating perimeter      estimate the area of a   CM: Covering and
and area                  polygon                  Surrounding
CPM: Chapter 4
5.2a       Estimate, make and        For example, to          CM: Covering and
use direct and indirect   estimate the length of   Surrounding
measurements of           a room using strides
length
5.5a       Effect of dimension       demonstrate how          CM: Covering and
changes                   changing one of the      Surrounding
dimensions of a
rectangle or triangle
affect its perimeter
and area using
concrete materials or
graph paper

Revised August 8, 2006
6th Grade Math                        RE-1J Quarter _4_
Numbers are state assessment frameworks numbers

Benchmark          Description          Essential Skills               Notes/Resources
and
Assessment
Objective
1.1       Integers                Define, compare, and      CPM: Chapter 1,3
order integers
1.1b       Decimal meanings        count change up to        Math Practice
(money)                 the amount given          CPM: Chapter 7
5.3c       Time                    tell time on a standard   Math Practice
clock, determine
elapsed time given
start and finish times
6.2       Order of operations     demonstrate order of      Math Practice CPM: Chapter 3
operations including
exponents with whole
numbers
6.3a       Estimation techniques   develop, apply and        All
explain a variety of
different estimation
strategies in problem-
solving situations and
explain why an
estimate may be
acceptable in place of

use estimation
techniques before
performing
operations.
6.4b       Estimate, exact, and    in a problem-solving      All
reasonable results      situation, determine
whether the results
are reasonable and
justify those results
with accurate
computation

Revised August 8, 2006
Benchmark          Description          Essential Skills              Notes/Resources
and
Assessment
Objective
1.1       Integers               add, subtract, multiply   CMP: Chapter
and divide
1.6a       Use number sense to    whole numbers,            All
estimate, determine,   decimals, common
and justify the        fractions, only sums
reasonableness of      and differences for
solutions              fractions and decimals
(ex: is ½ + 1/3 closer
to 0, ½, or 1?)
6.4a       Applying               apply appropriate         All
computation            computation methods
to solve problems
involving whole
numbers, common
fractions, decimals
multiplication,
division)

Revised August 8, 2006
Benchmark           Description          Essential Skills           Notes/Resources
and
Assessment
Objective
1.1c        Exponent meanings      perfect squares          Math Practice
through 100              CM: Prime Time
1.1d        Real number            identify subset of       CPM: Chapter 1,3
meanings and           integers, including
comparisons            counting (natural) and
whole numbers

1.4b        Number                 demonstrate
investigations         multiplication inverse
of positive rational
numbers, demonstrate
that division by zero is
undefined
2.1b        Use of variables in    use a variable to        Math Practice
patterns and           represent an unknown CPM: All
representations        (letter, box, or
symbol)
2.2a        Describe patterns      tables, graphs, words, Math Practice
using a variety of     concrete objects,
methods                symbols, pictures

References for Resources:

(CM) Connected Mathematics = information for these materials can be found at
http://www.mth.msu.edu/cmp/

(CPM) College Preparatory Math – District text book

Linderman, Bill. Math Practice: Reinforce and Mater Basic Math Skills. Quack & Company, Inc.
2003, Carson- Dellosa Publishing, Inc.

Revised August 8, 2006

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