Divisors” OR “Dividing Fractions with Modeling” anticipation for the FAL Task Grade 6 – Unit 1 – Number System Fluency-continued Sample Daily Lesson Plan Day 16 Day 17 Day 18 Day 19 Day 20 August 25 August 26 August 27 August 28 August 29 MCC6.NS.1 -FAL Task “Modeling Fraction Division” MCC6.NS.2 -Complete FAL Task “Modeling Fraction Division” MCC6.NS.2 -Constructing Task: “Where Does the Decimal Go?” (Addition and Subtraction) MCC6.NS.3 -Constructing Task: “Where Does the Decimal Go?” (Multiplication) MCC6.NS.3 -Constructing Task: “Where Does the Decimal Go?” (Division) Day 22 Day 23 Day 24 September 1 September 2 September 3 September 4 September 5 Labor Day- No School Professional Learning Day Unit 1 Review Unit 1 Assessment: Culminating task “Pick a Number, Any Number” (CCGPS Framework) Complete Culminating Task Grade 6 – Unit 2 – Rate, Ratio and Proportional Reasoning Using Equivalent Fractions Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5 September 8 September 9 September 10 September 11 September 12 MCC6.RP.1,2,3,3b -Constructing Task “Rope Jumper” (3 Act Task) MCC6.RP.1,2,3,3b -Complete task from Day 1 MCC6.RP.1,2,3,3b -Constructing Task “Snack Mix” (3 Act Task) OR Nana’s Paint Mix-Up MCC6.RP.1,2,3,3b -Continue Constructing Task “Snack Mix” (3 Act Task) MCC6.RP.1,2,3,3b -Complete Constructing Task “Snack Mix” (3 Act Task) -Begin Constructing Task “Real???World Ratios” Day 6 Day 7 Day 8 Day 9 Day 10
MCC6.EE.5,8 -Graphing Inequalities (open vs. closed circle on number line) -Complete #8-14 from “When is it not Equal” Task -Create flip book with symbol, verbal phrases that correspond to the symbol and an example with open/closed circle on a number line for each symbol) MCC6.EE.5,8 -Complete flip book -Complete #15-23 from “When is it not Equal?” Task -Solve problems using all four operations: write inequality from verbal phrase, solve the inequality and graph it on a number line) MCC6.EE.5,8 -Solve application/real-world problems using all four operations: write inequality from verbal phrase, solve the inequality and graph it on a number line) Culminating Task “Want Ads” (CCGPS Frameworks) Culminating Task “Want Ads” (CCGPS Frameworks) Day 20 Day 21 Day 22 Day 23 Day 24 December 15 December 16 December 17 December 18 December 19 Review for final exams/Final Exams Grade 6 – Unit 5 – Area and Volume Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 Jan 5 Jan 6 Jan 7 Jan 8 Jan 9 No School – Professional Learning MCC6.G.1 -Begin learning task: “Who Put the Tang in Tangram?” (CCGPS Framework)OR “Rectangle Wraparound” MCC6.G.1 Complete task from Day 1 MCC6.G.1 -Learning Task “Finding Areas of Polygons” (3 Act Task) MCC6.G.1 -Independent practice on finding the area of composite figures -If students have a good grasp of finding the area of composite figures begin the Learning Task for Day 5 **Give the pre-assessment in anticipation for the FAL Task Day 5 Day 6 Day 7 Day 8 Day 9 Jan 12 Jan 13 Jan 14 Jan 15 Jan 16
MCC6.G.1 -Learning task: “What’s My Area” OR “King Arthur’s New Table” (CCGPS Frameworks) -If using “What’s My Area” you may need todo on reading a metric ruler MCC6.G.1 -Formative Assessment Lesson “Area of Composite Figures” (FAL) MCC6.G.1 -Complete Formative Assessment Lesson “Area of Composite Figures” (FAL) MCC6.G.2 -Mini-lesson on 3-D figures and nets -Learning task “Finding Surface Area” (CCGPS Framework) **Remember that we teach surface area conceptually. DO NOT teach the formula. MCC6.G.2 -Complete task from Day 7 -Independent practice finding surface area Day 10 Day 11 Day 12 Day 13 Jan 19 Jan 20 Jan 21 Jan 22 Jan 23 No School MLK Holiday MCC6.G.4 -Learning task “Painting Barns” OR “The File Cabinet” (both are 3 Act Tasks) MCC6.G.2 -Learning task “How Many Ways” (CCGPS Framework) **Give the pre-assessment in anticipation for the FAL Task MCC6.G.2 -Learning Task “Banana Bread” OR “Volume and Cubes” MCC6.G.2, 4 -Learning Task “Packaging Our Goods” OR “Boxing Bracelets” Grade 6 – Unit 5 – Area and Volume-continued Sample Daily Lesson Plan Day 14 Day 15 Day 16 Day 17 Day 18 Jan 26 Jan 27 Jan 28 Jan 29 Jan 30 MCC6.G.1,2,4 -Formative Assessment Lesson “Designing Candy Cartons” MCC6.G.1,2,4 -Formative Assessment Lesson “Designing Candy Cartons” MCC6.G.1,2,4 -Short Cycle Task “Candle Box” and “Boxing Bracelets (each task should take 15-20 minutes) Culminating Task “ STEM Fish Tank Foam Packaging Design”OR OR (you need to scroll down to about the middle of the page) Culminating Task “ STEM Fish Tank Foam Packaging Design”
Grade 6 – Unit 6 – Statistics Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5 Feb 2 Feb 3 Feb 4 Feb 5 Feb 6 MCC6.SP.1 -Learning/Scaffolding task “What is a Statistical Question?” (CCGPS Framework) MCC6.SP.2,3,4,5 -Teach mean by “leveling” and as a “balance point” using manipulatives (Van de Walle)**see resource folder in POINT -Have students ask statistical questions and have the class answer them by using manipulatives. They can work in small groups to find the mean. MCC6.SP.2,3,4,5 -Learning task “Who Was the Greatest Yankee Home Run Hitter?” (CCGPS Framework) -Guide the students through creating the first graph, then let them work independently/ small group to complete the graphs MCC6.SP.2,3,4,5 -Complete task from Day 2 -Independent practice on mean, median and mode MCC6.SP.4 -Quiz over measures of central tendency -Review dot/line plots (this graph is done in 3rd, 4th, and 5th grade) **Give the pre-assessment in anticipation for the FAL Task Day 6 Day 7 Day 8 Day 9 Day 10 Feb 9 Feb 10 Feb 11 Feb 12 Feb 13
MCC6.SP.2,3,4,5 -Continue working with Box Plots and MAD using teacher/student created data (examples: shoe sizes of students, number of times students saw a movie in a theater last year, have students guess your age and record guesses, etc) -Play “Minute to Win It” Games () have students record the data and create box plots, line plots; use data to find MAD Culminating Task “Order Up! Fast Food Frenzy” Part I (CCGPS Framework) Culminating Task “Order Up! Fast Food Frenzy” Part II (CCGPS Framework) Culminating Task “Order Up! Fast Food Frenzy” Part III (CCGPS Framework) Grade 6 – Unit 7 – Rational Explorations: Numbers and Their Opposites Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 March 9 March 10 March 11 March 12 March 13 MCC6.NS.5,6,7 -Begin learning task “What’s Your Sign” Part Numbers on the number line (CCGPS Framework) -Create a human number line (give each student a card with an integer on it and have them line up numerically from L to R without talking)-you will need SPACE! -Comparing and ordering integers independent practice MCC6.NS.5,6,7 -Continue Learning Task “What’s Your Sign” (CCGPS Framework) -Complete Part II (Absolute Value) pages 17-20, #1-14, from Framework Teacher Edition -Complete Part III pages (Opposites), pages20-21 (finding the opposite of absolute value) and then page 26 from Framework Teacher Edition MCC6.NS.5,6,7 -Create a graphic organizer to show the relationship between counting, natural/whole, integers and rational numbers -Mini-lesson/review decimal/fraction conversion MCC6.NS.5,6,7 -Learning task “Representing Rational Numbers on the Number Line” (CCGPS Framework) -Independent practice on graphing rational numbers on the number line MCC6.NS.5,6,7 -Learning task “Symbols of Inequalities and the Coordinate Plane” (CCGPS Framework) **Give the pre-assessment in anticipation for the FAL Task