AK Grade-Level Clusters AK-DLM Essential Elements 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples. Instructional Examples EE6.NS.1. Distinguish between more or less. Ex. Given two groups of objects with significantly different amounts (three vs. 10), determine which group has more or less. Ex. Given a picture of a familiar symmetrical object cut in half, combine both halves to make a whole. Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.2. Fluently divide multi-digit numbers using the standard algorithm. EE6.NS.2. Apply the concept of fair share and equal shares to divide. Students will: EE6.NS.2. Solve a division problem using the concept of equal shares. Ex. Given a division problem, solve the problem using manipulatives. Ex. Given a group of objects, determine what number to give each classmate to create equal shares. Ex. Divide students into four equal groups for a sports tournament. Ex. When planting seeds for a science experiment, divide the seeds into equal shares. Students will: EE6.NS.2. Apply the concept of fair share and equal shares to divide. Ex. When planting seeds for a science experiment, divide the seeds into 10 equal shares. Ex. Divide construction paper equally among classmates. Ex. Divide students in the classroom into two equal teams. Ex. Divide 10 one-dollar bills into two fair shares (e.g., “If I find 10 dollars and I divide it equally with someone, how much do we each get?”). Students will: EE6.NS.2. Identify the concept of division using fair and equal shares. Ex. Given a paper folded in half, identify whether they are equal shares. Ex. Distribute cards in a card game, giving each student a fair share. Ex. Given a set of books, divide them into two buckets. real-
AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples Apply and extend previous understandings of numbers to the system of rational numbers. 6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of EE6.NS.5-8. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero). Students will: EE6.NS.5-8. Apply positive and negative numbers to a real-world context from greater than positive 10 and less than negative 10. Ex. Given three negative and positive temperatures on three thermometers, order the temperatures from least to greatest (e.g., -15, 0, 15). Ex. When given a thermometer reading -5 degrees, tell how much the temperature will have to rise to get to 15 degrees? Ex. Given three bank statements, order the statement balances from least to greatest. Students will: EE6.NS.5-8. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero). Ex. Given a number line and asked to show the number that is opposite of 5, select -5. Ex. Given two temperatures on two thermometers, one positive and one negative, determine which temperature is the coldest. Ex. Look at the records (wins/losses) of three baseball teams (positive numbers to indicate number of wins and negative numbers to indicate