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ISD 549—Perham-Dent Public Schools Curriculum Map---September 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Brian Schwantz, Cresap, Evenson, Shippee Standard(s): A. Apply skills of mathematical representation, communication and reasoning throughout the remaining four content strands. Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: A-1. Assess the reasonableness of a draw and describe A. Line Plots solution by comparing the solution to line-plots A. Median and Mean appropriate graphical or numerical A. Broken-Line Graphs estimates or by recognizing the feasibility draw, read, and A. Bar Graphs of a solution in a given context. interpret graphs A. Step Graphs 2. Translate a problem described verbally A. Percent Circle or by tables, diagrams or graphs, into quizzes, games, daily A. Using a Graph to suitable mathematical language, solve the work, study links, Investigate Perimeter problem mathematically and interpret the white boards, and and Area result in the original context. unit tests (short 3. Support mathematical results by answer, computation, explaining why the steps in a solution are problem solving) valid and why a particular solution method is appropriate. 4. Determine whether or not relevant information is missing from a problem. Essential Questions: Why is it important to collect data? What are some misrepresentations of data shown in graphs? Describe a situation when you would use a mode instead of the mean. Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map---October 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): A. Number Sense B. Computation and Operation Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: B. Use addition, subtraction, multiplication Quizzes, games, daily B. Addition and Subtraction of and division of multi-digit whole and work, Projects, Unit Decimals decimal numbers to solve multi-step real- Tests (short answer, B. Multiplication of Decimals world and mathematical problems. computation, problem B Multiplying by Powers of B. Multiply and divide, without a solving) 10 calculator, numbers containing up to three Analyzing of Large Numbers digits by numbers containing up to two Reading and Writing Small digits, such as 347/83 or 4.91 x 9.2. Numbers B. Find quotients with remainders and be Exponential Notation and the able to express the remainder in various Powers Key on a Calulator ways depending on the context of the Scientific Notation for Large problem. and Small Numbers B. Use the relationship between moving the Scientific Notation on a decimal point and the operations of Calculator multiplication or division by powers of ten Division of Whole Numbers to simplify calculations. Division of Decimals B. Know, use and translate calculator notational conventions to mathematical notation. B. Understand that use of a calculator requires appropriate mathematical reasoning and does not replace the need for mental computation. Essential Questions: What are some ways to represent very large and very small numbers? Describe several situations where an estimate would be sufficient. Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map---November 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): A. Algebra/Algebraic Thinking (Variables, Formulas, and Graphs) Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: A. Describe general number patterns Quizzes, games, daily A. Using Variables to having one variable. work, Projects, Unit describe number A. Write special cases for general Tests (short answer, patterns patterns having two variables. computation, problem A. General Patterns (Two A. Write and evaluate algebraic solving) Variables) expressions. A. Algebraic Expressions A. Study how formulas are constructed A. Formulas, Tables, and and practice evaluating formulas. Graphs A. Represent rates with data tables. A. Variables and Formulas A. Introduce spreadsheets, to use A. Reading and Drawing variables and formulas in Graphs spreadsheets; and to mentally add positive and negative numbers. A. Interpret graph; and to draw graphs that correspond to given situations. A. Analyze real-world situation by making and using a table of data and a related graph. Essential Questions: What does the word “variable” mean? What is an integer? How are formulas used in mathematics? Why do we use graphic representations of data? Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map---December 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): A. Number Sense B. Computation and Operation Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: A. Order and Compare Fractions Quizzes, games, daily A. Equivalent Fractions A. Order and Compare Fractions work, Projects, Unit A. Comparing Fractions B. Add and Subtract common Tests (short answer, B.. Adding and fractions, mixed numbers with like computation, problem Subtracting denominators, and mixed numbers solving) Fractions/Mixed with unlike denominators Numbers/Unlike/Like B. Multiply fractions and mixed Denominators numbers B. Fraction B. Renaming between fractions, Multiplication/Mixed decimals, and percents Number Multiplication B. Find, represent and use percentages B. Fractions/Decimals/ in real-world mathematical problems, Percents/More difficult including percentages greater than Conversions 100% and less than 1% B. Percent of a number Essential Questions: Why do we need fractions, decimals, and percents to represent numbers? Why is it important to convert among these 3 representations? Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map---January/February/March 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): A. Geometry Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: A. Measure, draw, classify angles Quizzes, games, daily A. Measuring and A. Finding angle measures work, Projects, Unit Drawing Angles A. Calculate degree measures of sectors Tests, Construct A. Reasoning with Angle and draw circle graphs models (short Measures A. Explore congruency answer, computation, A. Using a Protractor to A. Construct figures with a compass problem solving), make Circle Graphs and straightedge bridge building A. Coordinate Geometry A. Explore relationships between project A. Congruent Figures angles formed by parallel lines A. Compass and A. Explore the relationships between Straightedge angles of parallelograms: and Constructions construct a parallelogram with A. Parallel Lines and compass and straightedge Angle Relationships A. Parallelograms Essential Questions: What are the relationships between points, lines, angles, and planes? What are the properties of parallel and intersecting lines? What are the properties of sums of angles measures of triangles and quadrangles.? How does one classify angles? Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map---March/April 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): Number Systems and Algebra Concepts A. Computation and Operation B. Algebra Concepts Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: A. Review multiplying fractions and Quizzes, games, daily A. Multiplication of mixed numbers work, Projects, Unit Fractions and Mixed A. Introduce algorithm for division of Tests (short answer, Numbers fractions computation, problem A. Division of Fractions A. Practice adding and subtracting solving) and Mixed Numbers positive and negative numbers A. Addition and A. Practice multiplication of positive Subtraction of Positive and negative numbers and Negative Numbers B. Summarize the properties and A. Multiplication and operations of number systems Division of Positive B. Evaluating expressions containing and Negative Numbers parentheses B. Properties of Number B. Review relation symbols, number Systems sentences, and equations B. Order of Operations B. Solve simple equations B. Review: Number B. Solve pan-balance problems Sentences B. Solve equivalent equations B. Solving Simple B. Graph inequalities in one variable Equations on a number line B Pan-Balance Problems and Equations B. Solving Equivalent Equations B. Graphing Inequalities Essential Questions: How do you multiply and divide fractions and positive/negative numbers? How do you use the rules for Order of Operations to evaluate expressions and solve equations? Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map---April/May 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): A. Probability Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: A. Review basic vocabulary and Quizzes, games, daily A. Probability of Equally concepts of probability work, Projects, Unit Likely Outcomes A. Investigate random numbers Tests (short answer, A. Generating Random A. Simulate a situation using random computation, problem Numbers numbers solving) A. Random-Number A. Use tree diagrams to find expected Simulation outcomes A. Tree Diagrams A. Use tree diagrams to calculate the A. Using Tree Diagrams probabilities of outcomes of chance to Calculate events Probabilities A. Use Venn diagrams to analyze A. Venn Diagrams situations A. Fair and Unfair Games Essential Questions: Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes: ISD 549—Perham-Dent Public Schools Curriculum Map--- 2007 Curriculum / Course / Grade: Grade 6 Math Teacher’s Name: Schwantz, Cresap, Evenson, Shippee Standard(s): Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters. Skills / Benchmarks: Assessment: Content: Essential Questions: Why do your chances of winning diminish at a casino the more time you play? How do you determine the probability of equally/unequally likely outcomes? Activities: Resources used: Methods of Delivery: Curricular Collaboration: Each of the above categories may be prefaced with alphabetical letters, corresponding to the content. Notes:

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Grade 6 Math, Grade 6, whole numbers, rational numbers, sixth grade, mixed numbers, 6th Grade Math, Fractions and Decimals, Sixth Grade Math, Problem Solving

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posted: | 11/6/2010 |

language: | English |

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