# MIDDLE SCHOOL MATH CURRICULUM MAP

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"MIDDLE SCHOOL MATH CURRICULUM MAP"

```					GRADE: SIX                                                                                                                                           2006 – 2007

MIDDLE SCHOOL MATH CURRICULUM MAP

Problem-Solving Activities & Calculator Usage should begin in September and be ongoing throughout the year.
~ INDICATOR REPEATED FROM PREVIOUS YEAR * INDICATOR REPEATED DURING SAME YEAR + PARTIAL INDICATOR                               BOLD–EXPANSION FROM PREVIOUS YEAR

Standards                                                                                                        Resources
Indicators                                 Vocabulary               Passport to      Assessment
(Benchmarks)                                                                                                    Mathematics Book 1

Geometry and Spatial
Sense

• Characteristics and      1.      Classify and describe two-dimensional and
Properties                       three-dimensional geometric figures and
(D)                       objects by using their properties; e.g., interior
angle measures, perpendicular / parallel
sides, congruent angles / sides.

(D)               2.      Use standard language to define geometric
vocabulary: vertex, face, altitude, diagonal,
JANUARY

isosceles, equilateral, acute, obtuse and
other vocabulary as appropriate.

Measurement

• Measurement Units        1.      ~ * Understand and describe the difference
(F)                        between surface area and volume.

• Use Measurement          2.      * Use strategies to develop formulas for
Techniques and                   finding circumference and area of circles,
Tools                            and to determine the area of sectors; e.g.,
(C)                        ½ circle, ⅔ circle, ⅓ circle, ¼ circle.

Warren City Schools (WCS) – Revised May 2006                         Executive Director of Teaching & Learning : Kathy Shook                                     7

MIDDLE SCHOOL MATH CURRICULUM MAP

Problem-Solving Activities & Calculator Usage should begin in September and be ongoing throughout the year.
~ INDICATOR REPEATED FROM PREVIOUS YEAR * INDICATOR REPEATED DURING SAME YEAR + PARTIAL INDICATOR                                   BOLD–EXPANSION FROM PREVIOUS YEAR

Standards                                                                                                Resources
Indicators                                  Vocabulary               Passport to      Assessment
(Benchmarks)                                                                                            Mathematics Book 1

Measurement

• Use Measurement     3.   * Estimate perimeter or circumference and
Techniques and           area for circles, triangles and quadrilaterals,
Tools                    and surface area and volume for prisms and
(C)                cylinders by:

a. estimating lengths using string or
links, areas using tiles or grid, and
volumes using cubes;
JANUARY (CONTINUED)

b. measuring attributes (diameter, side
lengths, or heights) and using
established formulas for circles,
triangles, rectangles, parallelograms
and rectangular prisms.

(E)           4.   Determine which measure (perimeter, area,
surface area, volume) matches the context for
a problem situation; e.g., perimeter is the
context for fencing a garden, surface area is
the context for painting a room.

(G)           5.   Understand the difference between perimeter
and area, and demonstrate that two shapes
may have the same perimeter, but different
areas or may have the same area, but
different perimeters.

(F)           6.   Describe what happens to the perimeter and
area of a two-dimensional shape when the
measurements of the shape are changed;
e.g., length of sides are doubled.

Warren City Schools (WCS) – Revised May 2006                             Executive Director of Teaching & Learning : Kathy Shook                                     8

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