VIEWS: 12 PAGES: 13 CATEGORY: Business POSTED ON: 3/8/2011 Public Domain
Sixth Grade Curriculum Map - Objectives Through Out the Year Week P.O. Objective Instructional Strategies √ Resource ALL G6S1C3 Use estimation to verify the reasonableness of a calculation (e.g. is -2.5 * 18 Ask students to do this on a daily basis. CMP intertwines estimation PO2 about 50?)) Present reasonable and unreasonable througout the program answers to questions and ask students to consider these answers for reasonableness. ALL G6S1C3 Verify the reasonableness of estimates made from calculator results within a Ask students to consider why this may be an Work into available resouces PO5 contextual situation. importasnt step when using calculators. or use alternative resouces. ALL G6S1C2 Use grade-level appropriate mathematical terminology. Use language naturally and expect students CMP and Holt incorporate PO6 to do so as well. Create word walls for the vocabulary development. vocabulary in each unit you explore Have students exemplify the meaning of terms by showing examples and diagrams of the ALL G6S1C2 Calculate multiplication and division with two-digit divisors and remainders. meanings. scenarios to consider the the Use real-life Specifically focused on in PO3 Round in context (e.g. percentages and money). Divisibility Rules reality of rounding up or rounding down the Holt 4.1, but teachers can remainder. Help students see how a work into available resouces remainder can be expressed as a fraction. throughout the year easily. ALL G6S1C2 Apply grade-level appropriate properties (Associative, Commutative, and Ask kids to consider how order may effect Specifically focused on in PO4 Identity) to assist in computation. certain problems throuout the year to help Holt1.5, but teachers can them remember the importance of order of work into available resouces operations. throughout the year easily. ALL G6S1C3 Round to estimate quantities in contextual situations (e.g. round up or round Use real-life scenarios to consider the the CMP intertwines estimation PO4 down) reality of rounding up or rounding down. througout the program Specifically focused on in Holt 1.2, but teachers can work into available resouces ALL G6S1C3 Develop and use strategies to estimate the results of rational-number Ask students to do this on a daily basis. throughout the year easily. CMP intertwines estimation PO3 computations and judge the reasonableness of the results Present reasonable and unreasonable througout the program answers to questions and ask students to Specifically focused on in consider these answers for reasonableness. Holt 1.2, but teachers can work into available resouces ALL G6S1C2 Select grade level appropriate operation to solve word problems Have students look at problems only to throughout the year resouces Work into available easily. PO1 determine the mathematical operation or or use alternative resouces. operations that would be needed to solve the problem. Have students think about whether the answer would be larger or smaller than the numbers in the problem. Help students s ALL G6S1C2 Solve word problems using appropriate operations and numbers Work into available resouces PO2 or use alternative resouces. ALL G6S1C4 Discriminate necessary information from unnecessary information in a given Ask students to write problems with Work into available resouces PO1 grade-level appropriate word problem. unecessary, but related, information. When or use alternative resouces. reading problems ask students to be on the look out for unecessary information. ALL G6S1C2 Simplify numerical expressions using the order of operations rule on number Specifically focused on in PO 23 sets using ( ), X, ÷, +, - Holt 1.4, but teachers can work into available resouces throughout the year easily. CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 1 Sixth Grade Curriculum Map 1st Quarter Week P.O. Objective Instructional Strategies √ Resource 1 Rules, Procedures 1 Begin study skills 1 Place Value Review Holt 1.1 1 G6S1C1 Apply expanded notation, standard & exponential forms using Holt 1.1 (exponential forms PO1 superscripts. using superscripts will be taught in CM Prime Time 2 G6S1C1 List the factors and multiples of given numbers. Investigation 5 later on) CM Prime Time, PO6 Investigations 1.1, 1,2, 2.1, 3 G6S1C1 Classify numbers as prime or composite excluding exceptions. 2.2, Prime Time CM and 2.3 PO2 Investigations 3.1, 3.2 and 4 G6S3C1 Recognize and communicate a grade level appropriate recursive pattern, Tie into investigation 3 in Prime Time. 3.3 1.7 and Alternative Holt PO1 using symbols or numbers. Resources 4 G6S3C1 Solve problems in a contextual situation using iterative patterns. Tie into investigation 3 in Prime Time. Holt 1.7 and Alternative PO3 Resources 4 G6S3C2 Describe the rule used to generate an iterative pattern (e.g. T-chart, Tie into investigation 3 in Prime Time. Holt 1.7 and Alternative PO1 input/output model) Resources 4 G6S3C1 Extend an iterative pattern with symbols or numbers using fractions, Holt 1.7 and Alternative PO2 decimals, whole numbers Resources G6S1C1 CM Prime Time 4 PO3 Determine the least common multiple for two whole numbers Investigations 4.1 and 4.2 G6S1C1 Identify the greatest common factor for two whole numbers; Prime CM Prime Time 5 PO5 Factorization; Expanded/Exponential Form Investigations 4.1 and 4.3 5 G6S1C3 Demonstrate/describe the magnitude of rational numbers (e.g. How small is Refresh students memories about exponents Holt 1.3 PO1 the bacterium? How big is a google?) in order to prepare them for prime G6S1C1 Express a whole number as a product of its prime factors using exponents factorization. CM Prime Time, 5 PO4 when appropriate Investigations 5.1, 5.2, and 6 G6S1C1 Locate intergers -1 through -10 on a number line. 5.3 9.1 ans 9.2 Holt PO12 7 G6S1C2 Determine a fractional part of a whole number greater than 1. (e.g. 2/5 of CM Bits and Pieces 1, PO13 200 or 1/6 of 24) Investigations 1.1, 1.2, 1.3, 1.4, and 1.5 7/8 G6S1C1 Generate fractions with equivalent values. CM Bits and Pieces 1, PO7 Investigations 2.1, 2.2, 2.3, 2.4, and 2.5 8 G6S1C1 Compare two proper fractions, improper fractions, or mixed numbers CM Bits and Pieces 1, P10 Investigations 2.1, 2.2, 2.3, 2.4, and 2.5 8/9 G6S1C1 Order three or more proper fractions, improper fractions, or mixed numbers CM Bits and Pieces 1, PO11 Investigations 2.1, 2.2, 2.3, 2.4, and 2.5 8 G6S1C1 Express fractions as two ratios, comparing two whole numbers (e.g. 3/4 is CM Bits and Pieces 1, PO9 equivalent to 3:4 and 3 to 4) Investigations 2.1, 2.2, 2.3, 8 G6S1C2 Simplify fractions to lowest terms CM and 2.5 2.4, Bits and Pieces 1, PO7 Investigations 2.1, 2.2, 2.3, 2.4, and 2.5 CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 2 Sixth Grade Curriculum Map 1st Quarter Week P.O. Objective Instructional Strategies √ Resource 8 G6S1C2 Solve problems involving fractions or decimals (including money) in CM Bits and Pieces 1, PO19 contextual situations Investigations 3.1 and 3.2 9 G6S1C1 Determine the equivalency between and among fractions, decimals, and CM Bits and Pieces 1, PO8 percents in contextual situations, including percents greater than 100 and Investigations 4.1 and 4.2, less than 1 (i.e.,convert; compare; order) 5.1 , 5.2 and 5.3 CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 3 Sixth Grade Curriculum Map 2nd Quarter Week P.O. Objective Instructional Strategies √ Resource 10 G6S1C2 Apply the symbols for "…" or "____" to represent non-terminating and Can be worked into CM Bits PO5 repeating decimals and Pieces 1, Investigation 5.3 easily; Holt 3.8; 10 G6S1C4 Analyze algorithms for computing with decimals. Alternative Resources CM Bits and Pieces 1, PO2 Investigation 5.3 11 G6S1C1 Determine the equivalency between and among fractions, decimals, and CM Bits and Pieces 1, PO8 percents in contextual situations. (i.e., including greater than 100 and less than 1. Investigations 6.1, 6.2, 6.3 and 6.4 12/13 G6S1C2 Calculate common percent of a given number CM Bits and Pieces 2, PO21 Investigations 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3 and 2.4 14 G6S1C2 Add proper fractions and mixed numbers with unlike denominators with CM Bits and Pieces 2, PO8 regrouping Investigations 4.1, 4.2, 4.3 and 4.4 14 G6S1C2 Add mixed numbers. CM Bits and Pieces 2, PO10 Investigations 4.1, 4.2, 4.3 and 4.4 14 G6S1C2 Subtract proper fractions and mixed numbers with unlike denominators with CM Bits and Pieces 2, PO9 regrouping Investigations 4.1, 4.2, 4.3 and 4.4 14/15 G6S1C2 Subtract mixed numbers. CM Bits and Pieces 2, PO11 Investigations 4.1, 4.2, 4.3 and 4.4 15 G6S1C2 Demonstrate the process of multiplication of proper fractions using models CM Bits and Pieces 2, PO12 Investigations 5.1, 5.2, 5.3 15 G6S1C2 Multiply proper fractions CM Additional Practice and Bits and Pieces 2, (Page PO14 Investigations 5.1, 5.2, 5.3 15 G6S1C2 Multiply mixed numbers and Bits and Pieces 2, (Page CM Additional Practice PO16 Investigations 5.1, 5.2, 5.3 16 G6S1C2 Solve problems involving fractions or decimals in contextual situations. and Bits and Pieces 2, (Page CM Additional Practice PO19 Investigations 6.1 and 6.2 16 G6S1C2 Multiply decimals using factors through the thousandths place. CM Bits and Pieces 2, PO20 Investigations 6.3 16 G6S1C2 Demonstrate that division is the inverse of multiplication with fractions and CM Bits and Pieces 2, PO18 decimals Investigation 6.4; Holt 3.10; Alternative Resources 16 G6S1C2 Divide decimal numbers through the thousandths place by decimal Can be worked into CM Bits PO22 divisors. and Pieces 2, Investigation 6.4 easily; Holt 3.7 and 3.8; Alternative Resources CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 4 Sixth Grade Curriculum Map 2nd Quarter P.O. Objective Instructional Strategies √ Resource 17 G6S1C2 Divide proper fractions CM Bits and Pieces 2, PO15 Investigations 7.1, 7.2, 7.3 17 G6S1C2 Divide mixed numbers TG, Bits and Pieces 2, CM p.152) and Additional PO17 Investigations 7.1, 7.2, 7.3 17 G6S1C2 Demonstrate that division is the inverse of multiplication with fractions and (TG,Bits andand Additional CM p.152) Pieces 2, PO18 decimals Investigations 7.1, 7.2 and 17 G6S3C3 Evaluate expressions involving the four basic operations by substituting given 7.3 (TGp.152); Holt 5.4; Holt 5.4 PO1 fractions for the variable (e.g. n+3, when n= 1/2) 18 G6S3C3 Use variables in contextual situations Holt 2.1 - 2.7 PO2 18 G6S3C3 Translate a written phrase to an algebraic expression (e.g. The quotient of m Holt 2.2 PO3 and 5 is m / 5 or m ÷ 5) 18 G6S3C3 Translate a phrase writen in context into an algebraic expression (e.g. Write Holt 2.2 PO4 an expression to describe the situation: John has x pieces of candy and buys 3 more. (x + 3) 18 G6S3C3 Solve one-step equations with one variable represented by a letter or symbol, Holt 2.1 - 2.7 PO5 using inverse operations with whole numbers. CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 5 Sixth Grade Curriculum Map 2nd Quarter Week P.O. Objective Instructional Strategies √ Resource G6S5C1 18 PO3 Determine a linear measurement to the appropriate degree of accuracy. Holt SE pg 110-111 G6S5C1 18 PO12 Record estimates and measurements for degrees of weight Holt SE pg. 110-111 G6S5C1 Measure to the appropriate degree of accuracy to find length (e.g. measuring 18 PO13 to the nearest sixteenth of an inch) Holt SE pg. 110-111 G6S5C1 Measure to the appropriate degree of accuracy to find weight (e.g. measuring 18 PO15 to the nearest ounce/liter) Holt SE pg. 110-111 G6S5C1 Convert measurement units to equivalent units within a given system Holt SE pg 110-111; CAS 18 PO5 (Customary and Metric) including fractional and decimal units. Invs. 1, 2, 5, 6 & 7 G6S2C4 Find the shortest route on a map from one site to another (vertex-edge 19 PO1 graph). Holt 6.6 G6S5C1 Add and subtract units of measures within the same system in length, time, 19 PO17/18 temperature, and weight Holt 8.3 G6S5C1 Multiply and divide units of measures within the same system in length, time, 19 PO19/20 temperature, and weight Holt 8.3 G6S5C1 19 PO11 Determine the actual measure of objects using scale drawing and maps. Holt 8.6 G6S4C1 Draw a geometric figure showing specified properties such as parallelism and 19 PO2 perpendicularity Holt 7.2-3 G6S5C1 19 PO4 Measure angles using a protractor. (include reflect angles) Holt 7.2;Prime Time Inv. 3 G6S5C1 Measure to the appropriate degree of accuracy to find angle measure (e.g. 19 PO16 measuring to the nearest degree with a protractor) Holt 7.2; Prime Time Inv. 3 G6S4C1 19 PO7 Identify supplementary or complimentary angles Holt 7.3 G6S4C1 19 PO6 Draw triangles with appropriate labels such as sides, vertex, altitude, angles Holt 7.5 G6S4C1 19 PO8 Classify all types of triangles by their angle measures and side lenths. Holt 7.5 G6S4C1 Classify polygons by their attributes (e.g. number of sides, angles, 19 PO1 parallelism, perpendicularity) Holt 7.5 & 7.7 G6S4C1 Recognize that the sum of the angles in any quadrilaterial is 360 19 PO9 degrees Holt 7.5 & 7.7 CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 6 Sixth Grade Curriculum Map 3rd Quarter Week P.O. Objective Instructional Strategies √ Resource G6S5C1 Determine the appropriate measure of accuracy-within a system for a given 20 PO1 contextual situation. Holt 3.4;CAS Invs. 1-7 G6S5C1 20 PO2 Determine the appropriate tool needed to measure to the needed accuracy. Holt 3.4; CAS Invs. 1-7 G6S5C1 Measure to the appropriate degree of accuracy to find area (e.g. measuring 20 PO14 to the nearest square unit) CAS Inv. 1 G6S5C1 20 PO6 Solve problems involving the perimeter of polygons. Holt 10.1, 10.4; CAS Invs.1-4 G6S5C2 21 PO2 Estimate and measure for the area and perimeter of polygons using a grid. Holt10.2; CAS Invs. 1-3 G6S5C1 21 PO8 Distinguish between the perimeter and area in contextual situation. Holt 10.4; CAS Invs. 3-4 G6S5C1 21 PO10 Identify parallelograms having the same perimeter and area. Holt 10.4; CAS Inv. 3-4 G6S5C1 21 PO9 Solve problems for the area of parallelograms (includes rectangles). Holt 10.2-4;CAS Invs. 1 & 5 G6S5C1 22 PO7 Determine the area of triangles. (all types) Holt 10.2: CAS Inv. 6 G6S4C1 22/23 PO10 Identify the diameter, radius, and circumference of a circle or sphere Holt 10.5; CAS Inv. 7 G6S4C1 Classify prisms, pyramids, cones, and cylinders by base shape and lateral 24 PO3 surface shape Holt 10.6 G6S4C1 Classify 3 dimensional figures by their attributes using proper terminology 24 PO4 (e.g. edges, faces, and vertices) Holt 10.6 G6S4C1 25 PO5 Compare attributes of 2 dimensional figures with 3 dimensional figures Combine Holt 7.5, 7.7, & 10.6 G6S4C2 25 PO1 Identify reflections and translations using pictures Holt 7.10; G6S4C1 25 P11 Draw a 2 dimensional shape with a given number of lines of symmetry Holt 7.11 G6S4C2 25 PO2 Perform elementary transformations to create a tessellations Holt 7.12 CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 7 Sixth Grade Curriculum Map 3rd Quarter Week P.O. Objective √ Resource G6S2C2 26 PO1 Name the possible outcomes for a probability experiment Holt 11.1-6; HLII Inv. 1, -7 G6S2C2 26 PO2 Express probabilities of a single event as a decimal Holt 11.1-6; HLII Inv. 1, -7 G6S2C2 Make predictions from the results of student generated experiments using 26 PO6 objects (e.g. coins, spinners, number cubes, cards) Holt 11.1-11.6; HLII 1-7 G6S2C2 26 PO4 Record the data from performing a probability experiment Holt 11.2; HLII Inv. 1-7 26/27/ G6S2C2 Compare the results of two repetitions of the same grade-level appropriate 28 PO7 probability experiment Holt 11.2; HLII Inv. 1-7 Determine the possible outcomes involving up to 3 sets of 3 items using a 26/27/ G6S2C3 systematic approach (e.g. Three different shirts, three different pairs of pants, 28 PO1 three different belts) Holt 11.4; HLII Inv. 5 26/27/ G6S2C3 Determine all possible arrangements (permutations) given a set of 4 or fewer 28 PO2 objects, using a systematic list, table or tree diagram Holt 11.5 & Lab; HLII Inv. 5 26/27/ G6S2C2 Predict the outcome of a grade-level appropriate single stage probability 28 PO3 experiment Holt 11.6; HLII Inv. 1-7 26/27/ G6S2C2 Compare the outcome of an experiment to predictions made prior to 28 PO5 performing the experiment Holt 11.6; HLII Inv. 1-7 CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 8 Sixth Grade Curriculum Map 4th Quarter Week P.O. Objective √ Resource G6S2C1 Solve contextual problems using bar graphs, tally charts, and frequency 29/30 PO8 tables Holt Ch 6; DAU Inv. 1-3 & 5 G6S2C1 Find the mean, median (odd number of data points) mode, range, and Holt 6.2; DAU Inv. 1-3 & 5, 29/30 PO5 extreme values of a given numerical data set B&P II Inv. 2 G6S2C1 Interpret simple displays of data, including double bar graphs, tally charts, 29/30 PO3 circle graphs, frequency tables, and line graphs Holt 6.7; DAU Inv. 1-4 G6S2C1 Answer questions based on simple displays of data including double bar 29/30 PO4 graphs, tally charts, frequency tables, circle graphs, and line graphs Holt 6.9; DAU Inv. 1,-4 G6S2C1 Construct a histogram, line graph, scatter plot and stem and leaf plot with 29/30 PO2 appropriate labels and title from organized data Holt 6.6; DAU Inv. 1-4 G6S3C4 Identify values on a given line graph or scatter plot (e.g., Given a line graph 29/30 PO1 showing wages earned per hour, what is the wage at five hours?). Holt 6.7; DAU Inv. 1-4 G6S2C1 29/30 PO1 Formulate questions to collect data in contextual situations. Holt 6.1, 6.3; DAU Inv. 5 G6S2C1 Identify a trend (variable increasing, decreasing, remaining constant) from 29/30 PO6 displayed data DAU Inv. 1-3, & 5 G6S2C1 29/30 PO7 Compare trends in data related to the same investigation DAU Inv. 1-3, & 5 G6S4C3 29/30 PO1 Graph a polygon in the first quadrant using order pairs Holt12.3-12.5; DAU Inv. 4 State the missing coordinate of a given figure in the first quadrant of a G6S4C3 coordinate grid using geometric properties (e.g. Find the coordinates of the 29/30 PO2 missing vertex of a rectangle when two adjacent sides are drawn) Holt 12.3-12.5; DAU Inv. 4 G6S1C5 Solve a simple logic problem from given information.(Which of three different 32-37 PO1 people live in which of three different colored houses?). H Prob Solv HB CMP Units: PT-Prime Time, BP1-Bits Pieces I, BP2-Bits Pieces II, CAS-Covering Surrounding, HLII-How Likely Is It?, DAU-Data About Us 9 Sixth Grade Curriculum Map 1st Quarter Week P.O. Objective √ ALL G6S1C3PO2 Use estimation to verify the reasonableness of a calculation (e.g. is -2.5 * 18 about 50?)) Ongoing ALL G6S1C3PO5 Verify the reasonableness of estimates made from calculator results within a contextual situation. Ongoing ALL G6S1C2PO6 Use grade-level appropriate mathematical terminology. Ongoing 1 Rules, Procedures, Diagnostic Test 1 G6S2C1PO1 Formulate questions to collect data in contextual situations. 6.1, 6.3; CM DAU 1-5 G6S2C1PO8 Solve contextual problems using bar graphs, tally charts, and frequency tables Ch 6; CM DAU Calculate multiplication and division with two-digit divisors and remainders. Round in context (e.g. 4.1, Rev Bank pg 2 G6S1C2PO3 percentages and money). Divisibility Rules 666 - 667 Find the mean, median (odd number of data points) mode, range, and extreme values of a given numerical 2 G6S2C1PO5 data set 6.2; CM DAU 2 Begin study skills Interpret simple displays of data, including double bar graphs, tally charts, circle graphs, frequency tables, 3 G6S2C1PO3 and line graphs 6.7; CM DAU Answer questions based on simple displays of data including double bar graphs, tally charts, frequency 3 G6S2C1PO4 tables, circle graphs, and line graphs 6.9; CM DAU Construct a histogram, line graph, scatter plot and stem and leaf plot with appropriate labels and title from 4 G6S2C1PO2 organized data 6.6; CM DAU 5 G6S2C1PO6 Identify a trend (variable increasing, decreasing, remaining constant) from displayed data CM DAU 5 G6S2C1PO7 Compare trends in data related to the same investigation CM DAU Identify values on a given line graph or scatter plot (e.g., Given a line graph showing wages earned per hour, 5/6 G6S3C4PO1 what is the wage at five hours?). 6.6; CM DAU 1.1, SRB Pg 662 6 Place Value Review & 664 7 G6S1C1PO1 Apply expanded notation, standard, and exponential forms using superscripts. 7 G6S1C3PO1 Demonstrate/describe the magnitude of rational numbers (e.g. How small is the bacterium?) 1.3 Develop and use strategies to estimate the results of rational-number computations and judge the 7 G6S1C3PO3 reasonableness of the results 1.2 and ongoing 7 G6S1C3PO4 Round to estimate quantities in contextual situations (e.g. round up or round down) 1.2, SRB Pg 663 8 G6S1C2PO4 Apply grade-level appropriate properties (Associative, Commutative, and Identity) to assist in computation. 1.5, SRB Pg 669 G6S1C2PO 8 20 Simplify numerical expressions using the order of operations rule on number sets using ( ), X, ÷, +, - 1.4 Evaluate expressions involving the four basic operations by substituting given fractions for the variable (e.g., 8 G6S3C3PO1 n +3, when n = ½ ). 5.4 8/9 G6S1C2PO1 Select grade level appropriate operation to solve word problems H Prob Solv HB 8/9 G6S1C2PO2 Solve word problems using appropriate operations and numbers H Prob Solv HB Discriminate necessary information from unnecessary information in a given grade-level appropriate word 8/9 G6S1C4PO1 problem. H Prob Solv HB 9 G6S3C1PO1 Recognize and communicate a grade level appropriate recursive pattern, using symbols or numbers. 1.7, Lab P 39, 7.8 9 G6S3C1PO2 Extend a recursive pattern with symbols or numbers using fractions, decimals, whole numbers 1.7, Lab P 39, 7.8 9 G6S3C1PO3 Solve problems in a contextual situation using iterative patterns. 1.7, Lab P 39, 7.8 9 G6S3C2PO1 Describe the rule used to generate an iterative pattern (e.g. T-chart, input/output model) 1.7, Lab P 39, 7.8 Fall Break 10 Sixth Grade Curriculum Map 2nd Quarter Week P.O. Objective √ 9 G6S3C3PO3 Translate a written phrase to an algebraic expression (e.g., The quotient of m and 5 is m / 5). 2.2 Translate a phrase written in context into an algebraic expression (e.g., Write an expression to describe the 9 G6S3C3PO4 situation: John has x pieces of candy and buys three more. x + 3). 2.2 10 G6S3C3PO2 Use variables in contextual situations. 2.1-2.7 Solve one-step equations with one variable represented by a letter or symbol, using inverse operations with 10 G6S3C3PO5 whole numbers. 2.1-2.7 Develop and use strategies to estimate the results of rational-number computations and judge the 10 G6S1C3PO3 reasonableness of the results 2.1-2.7 11 G6S1C4PO2 Analyze algorithms for computing with decimals. 3.3, 3.6-3.8, 3.10 3.1-3.10; Ch. 11 G6S1C2PO18 Solve problems involving fractions or decimals (including money) in contextual situations 3,4,5 11 G6S1C2PO5 Apply the symbols for "…" or "____" to represent non-terminating and repeating decimals 3.8; CM B&PI Identify the greatest common factor for two whole numbers; Prime Factorization; Expanded/Exponential 3.1, 4.2, 4.3; 12 G6S1C1PO5 Form CM B&PII 13 G6S1C1PO3 Determine the least common multiple for two whole numbers 5.5; CM B&PII 13 G6S1C1PO4 Express a whole number as a product of its prime factors using exponents when appropriate 4.2; CM B&PII 8.1, 8.2; 14 G6S1C1PO7 Express fractions as two ratios, comparing two whole numbers (e.g. 3/4 is equivalent to 3:4 and 3 to 4) CM B&PII 14 G6S1C2PO7 Simplify fractions to lowest terms 4.5; CM B&PI 15/16 G6S1C1PO8 Compare two proper fractions, improper fractions, or mixed numbers 4.5; CM B&PI & II 15/16 G6S1C1PO9 Order three or more proper fractions, improper fractions, or mixed numbers 4.6; CM B&PI & II 15/16/ Determine the equivalency between and among fractions, decimals, and percents in contextual situations, 4.4, 8.8; 23 G6S1C1PO6 including percents greater than 100 and less than 1 (also: convert; compare; order) CM B&PI & II 17 G6S1C2PO8 Add proper fractions and mixed numbers with unlike denominators with regrouping 4.8; CM B&PI & II 17 G6S1C2PO10 Add mixed numbers. 5.8; CM B&PI & II 18 G6S1C2PO9 Subtract proper fractions and mixed numbers with unlike denominators with regrouping 5.9; CM B&PI & II 18 G6S1C2PO11 Subtract mixed numbers. 5.8; CM B&PI & II Winter Break 11 Sixth Grade Curriculum Map 3rd Quarter Week P.O. Objective √ 19 Mixed Review: Fractions 20 G6S1C2PO12 Demonstrate the process of multiplication of proper fractions using models H Lab 5A 20 G6S1C2PO13 Multiply proper fractions 5.1; CM B&PI 5.4, 3.10; 21 G6S1C2PO17 Demonstrate that division is the inverse of multiplication with fractions and decimals CM B&PII 21 G6S1C2PO14 Divide proper fractions 5.3; CM B&PII 22 G6S1C2PO15 Multiply mixed numbers 5.2; CM B&PI 22 G6S1C2PO16 Divide mixed numbers 5.3; CM B&PII 15/16/ Determine the equivalency between and among fractions, decimals, and percents in contextual situations, 23 G6S1C1PO6 including percents greater than 100 and less than 1 4.4; CM B&PI 24 G6S1C2PO19 Calculate the percent of a given number 8.9, 8.10 24 G6S1C2PO18 Solve problems involving fractions or decimals (including money) in contextual situations (include percent) Ch 3, 4, & 5 24 G6S5C1PO11 Determine the actual measure of objects using scale drawing and maps. 3.4; CM B&PI , 25 G6S5C1PO1 Determine the appropriate measure of accuracy-within a system for a given contextual situation. C&S 3.4; CM B&PI & II, 25 G6S5C1PO2 Determine the appropriate tool needed to measure to the needed accuracy. C&S 25 G6S5C1PO3 Determine a linear measurement to the appropriate degree of accuracy. HOL P 110 Convert measurement units to equivalent units within a given system (Customary and Metric) including 25 G6S5C1PO5 fractional and decimal units CM B&PI, C&S 25 G6S5C1PO12 Record estimates and measurements for degrees of weight Measure to the appropriate degree of accuracy to find length (e.g. measuring to the nearest sixteenth of an 25 G6S5C1PO13 inch) 25 G6S5C1PO15 Measure to the appropriate degree of accuracy to find weight (e.g. measuring to the nearest ounce/liter) G6S5C1PO17 25 G6S5C1PO18 Add and subtract units of measures within the same system in length, time, temperature, and weight G6S5C1PO19 25/26 G6S5C1PO20 Multiply and divide units of measures within the same system in length, time, temperature, and weight 7.5 - 7.7, 26 G6S4C1PO1 Classify polygons by their attributes (e.g. number of sides, angles, parallelism, perpendicularity) CM 26 G6S4C1PO2 Draw a geometric figure showing specified properties such as parallelism and perpendicularity CM 26 G6S5C1PO6 Solve problems involving the perimeter of polygons. 10.1; CM C&S 26 G6S5C2PO2 Estimate and measure for the area and perimeter of polygons using a grid. 10.1-10.2 26 G6S5C2PO1 Round to estimate quantities in contextual situations. (e.g., round up or round down) Ongoing 27 G6S5C1PO8 Distinguish between the perimeter and area in contextual situation. 10.4; CM C&S 27 G6S5C1PO14 Measure to the appropriate degree of accuracy to find area (e.g. measuring to the nearest square unit) 27 G6S5C1PO9 Solve problems for the area of parallelograms (includes rectangles). 10.2 27 G6S5C1PO10 Identify parallelograms having the same perimeter and area. 10.2; CM C&S 27 G6S5C1PO7 Determine the area of traingles. (all types) 28 G6S4C1PO7 Identify supplementary or complimentary angles 7.3 28 G6S4C1PO8 Identify the diameter, radius, and circumference of a circle or sphere 10.5; CM C&S 28 G6S5C1PO4 Measure angles using a protractor. 7.2 Measure to the appropriate degree of accuracy to find angle measure (e.g. measuring to the nearest degree 28 G6S5C1PO16 with a protractor) 7.2 Spring Break 12 Sixth Grade Curriculum Map 4th Quarter Week P.O. Objective √ 29 G6S4C1PO6 Draw triangles with appropriate labels such as sides, vertex, altitude, angles 7.5; CM C&S 29 G6S4C3PO1 Graph a polygon in the first quadrant using order pairs 12.3-12.5 State the missing coordinate of a given figure in the first quadrant of a coordinate grid using geometric 29 G6S4C3PO2 properties (e.g. Find the coordinates of the missing vertex of a rectangle when two adjacent sides are drawn) 12.3-12.5 30 G6S4C1PO9 Draw a 2 dimensional shape with a given number of lines of symmetry 7.11 30 G6S4C2PO1 Identify reflections and translations using pictures 7.10 30 G6S4C2PO2 Perform elementary transformations to create a tessellations 7.12 31 G6S4C1PO3 Classify prisms, pyramids, cones, and cylinders by base shape and lateral surface shape 10.6 31 G6S4C1PO4 Classify 3 dimensional figures by their attributes using proper terminology (e.g. edges, faces, and vertices) 10.6; CM S&D 31 G6S4C1PO5 Compare attributes of 2 dimensional figures with 3 dimensional figures 10.6; CM S&D Solve a simple logic problem from given information.(Which of three different people live in which of three 32 G6S1C5PO1 different colored houses?). H Prob Solv HB Determine the possible outcomes involving up to 3 sets of 3 items using a systematic approach (e.g. Three 32 G6S2C3PO1 different shirts, three different pairs of pants, three different belts) 11.4; CM HLII Determine all possible arrangements (permutations) given a set of 4 or fewer objects, using a systematic list, 11.5 & Lab; CM 32 G6S2C3PO2 table or tree diagram HLII 11.1-11.6; CM 33 G6S2C2PO1 Name the possible outcomes for a probability experiment HLII 11.1-11.6; CM 33 G6S2C2PO2 Express probabilities of a single event as a decimal HLII 33 G6S2C2PO3 Predict the outcome of a single stage probability experiment 11.6; CM HLII 34 G6S2C2PO4 Record the data from performing a probability experiment 11.2; CM HLII 34 G6S2C2PO5 Compare the outcome of an experiment to predictions made prior to performing the experiment 11.6; CM HLII Make predictions from the results of student generated experiments using objects (e.g. coins, spinners, 11.1-11.6; CM 34 G6S2C2PO6 number cubes, cards) HLII 34 G6S2C2PO7 Compare the results of two repetitions of the same probability experiment 11.2; CM HLII 35 G6S2C4PO1 Find the shortest route on a map from one site to another (vertex-edge graph). 13