2 days CC6 RP3b Solve unit rate problems involving Those of unit pricing and constant speed I can know that a percent is a ratio of a number to 100. I can apply the concept of unit rate to solve real-world problems involving unit pricing I can apply the concept of unit rate to solve real-world problems involving constant speed. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response Lesson 13-2 Using unit rates p.324-325 (1-26) ixl.com 2 days CC6 RP3c Find percent of a quantity as a rate per 100. 30% means 30 out of 100 (30% of a quantity means 30/100 times the quantity solve finding the whole given a percent. I can apply ratio reasoning to convert measurement units in real-world and mathematical problems. I can solve real-world problems involving finding the whole, given a part and a percent. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Lesson 13-3 ways to solve proportions p.326-327 (1-22) ixl.com 3 days CC.6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. I can use ratio reasoning to convert measurement units. I can manipulate and transform units appropriately when multiplying or dividing quantities. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 12-2 page 302-304 Crosswalk Lesson ixl.com *greatest common factors/ least common multiples *recognize vocabulary 3 days CC.6.NS.5 Understand that positive I can understand that positive M Formative Evision *recognize vocabulary
exercises ixl.com 5 days 2nd 9 weeks CC.6.NS.6c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. I can find and position integers and other rational numbers on a horizontal or vertical number line diagram . I can find and position pairs of integers and other rational numbers on a coordinate plane. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response Evision Section 10-3 page 226-227 (1-32) even and odd Crosswalk Lesson 3 ixl.com 1 day CC.6.NS.7 Understand ordering and absolute value of rational numbers. I can understand ordering and absolute value of rational numbers. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 10-1 page 222-223 (1-21) all Crosswalk Lesson 3 ixl.com *convert/compare/order between whole numbers using materials. *use of number line *scientific notation(?)
2 days CC.6.NS.7a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. I can interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 10-1 page 222-223 (1-21) all Crosswalk Lesson 3 Additional resources will be used ixl.com 4 days CC.6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C. I can write, interpret, and explain statements of order for rational numbers in real-world contexts. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 10-1 page 222-223 (1-21) all Crosswalk Lesson 3 Additional resources will be used ixl.com 4 days CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a realworld situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. I can understand the absolute value of a rational number as its distance from 0 on the number line. I can interpret absolute value as magnitude for a positive or negative quantity in a real world situation. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written Evision Section 10-3 page 226-228 (1-32) all Crosswalk Lesson 3 Additional resources will be used ixl.com
response 4 days CC.6.NS.7d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. I can distinguish comparisons of absolute value from statements about order. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 10-1 page 222-223 (1-21) all Crosswalk Lesson 3 Additional resources will be used ixl.com 5 days CC.6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. I can solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. I can include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response 10 Evision Section 10-9 page 246-247(1-31) odd and even Graph It pictures Additional resources used ixl.com 2 days CC.6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. I can write and evaluate numerical expressions involving whole-number exponents M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Section 10-8 Solving Equations with integers Page 242-243 Section 2-1 Page 32-33(1-18) Crosswalk Lesson 17 *Understand what exponents are (and how they are derived using prime factorization n)
ixl.com 3 days CC.6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. I can write, read, and evaluate expressions in which letters stand for numbers. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Envision Section 2-6 Page 46-47(1-29) Crosswalk Lesson 18 Envision Section 2-6 Page 48-49(1-14) ixl.com *understand inverse operations of addition/subtraction /multiplication/division 3 days CC.6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. I can write expressions that record operations with numbers and with letters standing for numbers. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Envison Section 2-1 Page 32-33(1-18) Crosswalk Lesson 17 ixl.com *write number sentences 4 days CC.6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. I can identify parts of an expression using mathematical terms. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple Envison Section 4-4 Page 106-107 Crosswalk Lesson 17 ixl.com *recognize vocabulary *associative/distributive /identity properties of addition/multiplication
choices T/F matching extended written response 5 days 3rd 9 weeks CC.6.EE.2c Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. I can evaluate expressions at specific values for their variables. I can include expressions that arise from formulas in real-world problems. I can perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order . M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Envison Section 15-2 Page 376-377 Crosswalk Lesson 17 ixl.com *Familiar with area of simple two-dimensional polygons 5 days CC.6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. I can apply the properties of operations to generate equivalent expressions. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Additional resources used website. Crosswalk Lesson 19 ixl.com *Understand concepts of factor pairs and factoring *Understand how to divide simple single-digit and double-digit dividends by a single-digit divisor 3 days CC.6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which I can identify when two expressions are equivalent . M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily Crosswalk Lesson 19 ixl.com
number y stands for. exercises 3 days CC.6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. CC.6.EE.5 I can understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? CC. 6. 5. I can use substitution to determine whether a given number in a specified set makes an equation or inequality true. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response Envision page 389 Solving inequalities 7th grade concept will use wbsite. ixl.com *recognize vocabulary *identify property of addition/multiplication *order of operations *problem solving strategies *1-3 step problems 4 days CC.6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. I can use variables to represent numbers and write expressions when solving a real-world or mathematical problem. I can understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises E nvision Section 15-5 Page 382-384 (1-21) Crosswalk lesson 22 ixl.com *problem solving strategies 5 days CC.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. I can solve real-world and mathematical problems by writing and solving equations of the form . M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers Section 15-6 Page 386-387 (1-17) Crosswalk lesson 22 ixl.com *problem solving strategies
exercises Summative Multiple choices T/F matching extended written response 6 days CC.6.G.4 Represent three dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. I can represent three figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. I can apply these techniques in the context of solving real-world and mathematical problems. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Envision Section 18-1 Page 454-456 (1-15) all ixl. com 1 day CC.6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. I can recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response Envision Section 19-10 Page 506-507 (1-17) all *recognize vocabulary *read/graph data 3 days CC.6.SP.2 Understand that a set of I can understand that a set of M Formative Envision
data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Section 19-1 Page476-478(1-14) Envision Section 19-2 Page 481-482(1-16) all 4 days CC.6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. I can recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises response Envision Section 19-3 Page 484-486(1-14) all Envision Section 19-10 Page 506-507 (1-17) all 5 days CC.6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. I can display numerical data in plots on a number line, including dot plots, histograms, and box plots. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response Envision Section 19-4 Page 488-489 1-13 all Envision Section 19-6 Page 495-496(1-15) all Envision Section 19-7 Page 498-499 (1-18) all *read/graph data=tables graphs/diagrams
6 days CC.6.SP.5 Summarize numerical data sets in relation to their context, such as by: -- a. Reporting the number of Observations -- b. Describing the nature of the attribute under investigation, including how it was measured and it’s units of measurement. -- c. Giving quantitative measures of center (median and/or mean) and variability (inter-quartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered. -- d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered. I can summarize numerical data sets in relation to their context. I can report the number of Observations. I can describing the nature of the attribute under investigation, including how it was measured and It’s units of measurement. I can give quantitative measures of center (median and/or mean) and variability (inter-quartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered. I can relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written response Envision Section 19-5 Page 491-492 (1-28) even & odd Envision Section 19-6 Page 493 all New concept resource material ixl.com inter-quartile range and/or mean absolute deviation *reading data displayed on tables/graphs/diagrams