# Mathematics Curricular Guide SIXTH GRADE SCHOOL YEAR. Updated: Thursday, December 02, 2010

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1 Mathematics Curricular Guide SIXTH GRADE SCHOOL YEAR 1

2 MATHEMATICS SCOPE & SEQUENCE Unit Title Dates Page 1. CMP 2 Bits and Pieces I How Likely Is It? (Probability) CMP 2 Bits and Pieces II CMP 2 Bits and Pieces III GAP (Ratio, Rate, & Percent) Variables and Patterns Covering and Surrounding Filling and Wrapping Additional Key Content

3 Unit Name: CMP 2-Bits and Pieces I ACE questions for each investigation are listed. Throughout the unit, please select which ACE questions you feel work best with each problem and be sure to include all ACE questions listed somewhere in the unit. 6.1.A fractions, decimals, and integers using the number line, lists, and the symbols <, >, or =. [Starting Date] Compare and order non-negative CMP II: Bits and Pieces I 3 CMP II: Bits and Pieces I Problem 2.1 Investigation 2 ACE 12-23, 25-33, 35-40, 59-64, Equivalent fractions using a number line (scaffolding for comparing and ordering) CMP II: Bits and Pieces I Problem 2.2 Equivalent fractions using a number line (scaffolding for comparing and ordering) CMP II: Bits and Pieces I Problem 2.3 Comparing and ordering fractions to benchmarks using symbols and lists. 3 CMP II: Bits and Pieces I Investigation 2 ACE 12-23, 25-33, 35-40, 59-64, CMP II: Bits and Pieces I Investigation 2 ACE 12-23, 25-33, 35-40, 59-64, [Ending Date] Investigation 2 in CMP II focuses more on equivalent fractions in order to compare. CMP I has a few more comparison problems. So some parts of CMP I could be used to supplement in order for students to derive at using equivalent fractions to compare. Before moving on to decimals, extra practice with comparing and ordering fractions is needed to meet 6.1.A. 3

4 CMP Bits and Pieces I Problem 2.5 Fractions Greater than 1 3 Problem C Represent percents visually and CMP II: Bits and Pieces I 4 Investigation 3 ACE *Additional practice with numerically, and convert between the 3.1 conversions is needed. fractional, decimal, and percent *If you use the hundredths representations of a number. Convert between the grids to represent decimals, you can make the connection fractional and decimal to percents to meet the part of representations of a this PE that says represent number. percents visually. *Addressed again later in Bits and Pieces III. CMP II: Bits and Pieces I Investigation 3 ACE 6.1.A Compare and order non-negative fractions, decimals, and integers using the number line, lists, and the symbols <, >, or =. CMP II: Bits and Pieces I Investigation 3.3 Comparing decimals to fraction benchmarks. CMP II: Bits and Pieces I Investigation 3.5 Comparing and ordering decimals using a list. Extra practice with comparing and ordering decimals and fractions at the same time is needed to meet 6.1.A. 1 CMP II: Bits and Pieces I Investigation 3 ACE CMP II: Bits and Pieces I Investigation 3 ACE CMP Skill Sheets Prentice Hall Skill Intervention Kit 4

5 6.3.C Represent percents visually and CMP II: Bits and Pieces I 1 ***On page 57, adjust numerically, and convert between the fractional, decimal, and percent representations of a number. Investigation 4.2 Problem B (Naomi) from 10 of 13 to 10 of 15. CMP II: Bits and Pieces I 1 Investigation 4.3 CMP II: Bits and Pieces I 2 Investigation 4.4 Process Standards Addressed: NONE Assessment: Common Assessment (needs to be developed) 5

6 Unit Name: How Likely Is It? (Probability) [Starting Date] [Ending Date] 6.3.F Determine the experimental How Likely Is It? Problem 1 Investigation 1 ACE 1-5 *Does not represent probability of a simple event using data collected in an experiment. 1.1 & Follow-Up Determine the experimental probability of data collected by flipping a coin. probabilities as a decimal or percent; needs to be intentionally addressed by teacher. How Likely Is It? Problem Determine the experimental probability of data collected from a spinner. How Likely Is It? Problem 3.1 Follow-Up 1 Investigation 3 ACE 2 Analyze spinner to lead to expected value/ theoretical probability due to differing sizes on spinner. 6

7 6.3.G Determine the theoretical How Likely Is It? Problem 2 Investigation 4 ACE 1-3 *Does not represent probability of an event and its complement and represent the probability as a fraction or decimal from 0 to 1 or as a percent from 0 to & Follow-Up Determine the theoretical probability and represent the probability as a fraction between 0 and 1. probabilities as a decimal or percent; needs to be intentionally addressed by teacher. *Must do ACE question #1 to address the complement piece of this PE. *Must do ACE question #3 to address the percent piece of this PE. How Likely Is It? Problem 4.3 Find possible combinations to determine the theoretical probability as a fraction between 0 and 1. 2 Investigation 4 ACE 6-10 *Does not represent probabilities as a decimal or percent; needs to be intentionally addressed by teacher. *Does 4.3 cover a 7 th grade PE? Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 7

8 Unit Name: CMP 2-Bits and Pieces II ACE questions for each investigation are listed. Throughout the unit, please select which ACE questions you feel work best with each problem and be sure to include all ACE questions listed somewhere in the unit. [Starting Date] Represent multiplication and division of CMP II: Bits and 2 Investigation 3 ACE 1,2,4,5- Pieces II , 12-13, 16, B nonnegative fractions and decimals using area models and the number line, and connect each representation to the related equation. 6.1.C Estimate products and quotients of fractions and decimals. *Estimating quotients of fractions is not covered (gap needs to be addressed) Estimate products with fractions. Represent multiplication of nonnegative fractions using area models and connect each representation to the related equation. CMP II: Bits and Pieces II Problem 3.1D Estimate products of fractions CMP II: Bits and Pieces II 3.2 [Ending Date] 1 Investigation 3 ACE 11 Needs additional practice with estimating products of fractions 2 Investigation 3 ACE 1,2,4,5-10, 12-13, 16, 18 8 Estimate products with fractions. Represent multiplication of nonnegative

9 fractions using the number line and connect each representation to the related equation. CMP II: Bits and Pieces II Problem This is a transitional lesson that uses estimating and modeling to move forward to an algorithm. Fluently and accurately multiply and CMP II: Bits and 2 Investigation 3 ACE Needs additional practice Pieces II Problem multiplying fractions to build 3.4 fluency and accuracy. 6.1.D divide non-negative fractions and explain the inverse relationship between multiplication and division with fractions. Multiplication with mixed numbers 6.1.C estimating products of fractions is embedded in problem 3.1D CMP II: Bits and Pieces II Problem 3.5 Writing a multiplication algorithm for fractions 2 Investigation 3 ACE 3.4D contains some algebra practice 9

10 6.1.D Fluently and accurately multiply CMP II: Bits and Pieces II 2 Investigation 4 ACE and divide non-negative fractions and explain Problem 4.1 questions the inverse relationship between multiplication Represent division of and division with fractions. whole number by a fraction using area models or the number line, and connect each representation to the related equation. Needs additional practice dividing fractions to build fluency and accuracy. (3 rd day is for fluency practice) 6.1.D Fluently and accurately multiply and divide non-negative fractions and explain the inverse relationship between multiplication and division with fractions. CMP II: Bits and Pieces II Problem 4.2 Represent division of fraction by a whole number using area models or the number line, and connect each representation to the related equation. CMP II: Bits and Pieces II Problem 4.3 Represent division of fraction by a fraction using area models or the number line, and connect each representation to the related equation. 2 Investigation 4 ACE questions 2 Investigation 4 ACE questions Needs additional practice dividing fractions to build fluency and accuracy. Area model and number line can be used with these problems/ace questions in order to reinforce this PE. Needs additional practice dividing fractions to build fluency and accuracy. CMP II: Bits and Pieces II Problem Investigation 4 ACE 10

11 Writing a division algorithm for fractions 6.1.H Solve single- and multi-step word problems involving operations with fractions and decimals and verify the solutions. Embedded throughout unit Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 6.6.D Represent a problem situation, describe the process used solve the problem, and verify the reasonableness of the solution. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 11

12 Unit Name: CMP II-Bits and Pieces III ACE questions for each investigation are listed. Throughout the unit, please select which ACE questions you feel work best with each problem and be sure to include all ACE questions listed somewhere in the unit. [Starting Date] 6.1.B Represent multiplication and CMP II: Bits and Pieces III Investigation 2 ACE 1-12, division of nonnegative fractions and decimals using area models and the Estimate products of decimals number line, and connect each CMP II: Bits and Pieces III Investigation 2 ACE representation to the related equation. 6.1.C Estimate products and quotients of fractions and decimals. 6.1.F Fluently and accurately multiply and divide non-negative decimals. 6.1.G Describe the effect of multiplying or dividing a number by one, by zero, by a number between zero and one, and by a number greater than one. 6.1.H Solve single- and multi-step word problems involving operations with fractions and decimals and verify the solutions. Finding the missing factors CMP II: Bits and Pieces III 2.3 Estimating decimal products. Finding decimal products. 1 Investigation 2 ACE [Ending Date] *very limited *Needs additional practice with multiplication of decimals& estimation of decimal products. Ideas for mastering fluency: White boards, direct instruction Prentice Hall Intervention Kit 12

13 6.1.E Multiply and divide whole Multiplication: 4 Investigation 2 ACE numbers and decimals by 1000, 100, 10, Bits and Pieces III 2.4 1, 0.1, 0.01, and Investigation 2 ACE #20 Division: Bits and Pieces III 3.3 Investigation 3 ACE #19, B Represent multiplication and division of nonnegative fractions and decimals using area models and the number line, and connect each representation to the related equation. Understanding factor-product relationships CMP II: Bits and Pieces III Investigation 3.1 Dividing decimal word problems. 1 Investigation 3 ACE 1,2,4,5-10, 12 *Must have students use area models, number lines, and write equations for each situation in order to meet PE 6.1.B. 6.1.C Estimate products and quotients of fractions and decimals. 6.1.F Fluently and accurately multiply and divide non-negative decimals. Note: Purpose is to define what the division operation means regrouping, sharing Conceptual development Investigation 3 ACE 6.1.H Solve single- and multi-step word problems involving operations with fractions and decimals and verify the solutions. CMP II: Bits and Pieces III Problem 3.2 Estimating quotients. Using common denominators to divide decimals Note: Numbers in B overshoot the OSPI Test and Item Specs, not necessary 2 Investigation 3 ACE *This lesson focuses on the conceptual development of division. If your students already possess the conceptual understanding of division, please approach this problem using the standard algorithm. 13

14 CMP II: Bits and Pieces III 2 Investigation 3 ACE Problem 3.3 Dividing decimals CMP II: Bits and Pieces III Problem 3.4 Representing fractions as decimals 4 Investigation 3 ACE *Extra time is built in because students need additional practice dividing decimals and estimating decimal quotients. 6.1.G Describe the effect of multiplying or dividing a number by one, by zero, by a number between zero and one, and by a number greater than one. (gap) 6.1.E Multiply and divide whole numbers and decimals by 1000, 100, 10, 1, 0.1, 0.01, and (gap) 6.3.C Represent percents visually and numerically, and convert between the fractional, decimal, and percent representations of a number. 6.3.D Solve single- and multi-step word problems involving ratios, rates, and percents, and verify the solutions. Partial Gap (Percents met - not ratios, rates) CMP II: Bits and Pieces III Problem 3.4 Representing fractions as decimals Bits and Pieces III Investigation 4.1 Investigation 4.2 Investigation 4.3 2? Develop lessons that build upon the identified lessons in the alignment tool. Additional practice is required.? Prentice Hall Intervention Kit 4 Investigation 3 ACE 25-27, *Need additional practice working with conversions between different representations. *Visual representations of percents is limited to circle graphs. 14

15 CMP II: Bits and Pieces III 2 Investigation 5 ACE 22, 31 Problem 5.1 & 5.2 Problem Solving Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 6.6.D Represent a problem situation, describe the process used solve the problem, and verify the reasonableness of the solution. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 15

16 Unit Name: GAP(Ratio, Rate, & Percent) ACE questions for each investigation are listed. Throughout the unit, please select which ACE questions you feel work best with each problem and be sure to include all ACE questions listed somewhere in the unit. [Starting Date] 6.3. A Identify and write ratios as comparisons of part-to-part and part-to-whole relationships. [Ending Date] 6.3.B rates. Write ratios to represent a variety of Prentice Hall Intervention Kit 6.3.D Solve single- and multi-step word problems involving ratios, rates, and percents, and verify the solutions. Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 6.6.D Represent a problem situation, describe the process used solve the problem, and verify the reasonableness of the solution. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 16

17 Unit Name: Variables and Patterns [Starting Date] [Ending Date] Variables and Patterns *2 days is necessary for modeling and management of tasks *Necessary to do 1.2, which is a 6 th grade PE 6.2.B Draw a first-quadrant graph in the Variables and Patterns Investigation 1 ACE 1,2,3,8 *First quadrant graphing is coordinate plane to represent information in a done throughout the book. table or given situation. 6.2.A Write a mathematical expression or equation with variables to represent information in a table or given situation. Variables and Patterns Problem 3.1 and Follow- Up Introduction to math expressions and equations Variables and Patterns Problem 3.3 Solve word problems using mathematical expressions and equations and verify solutions. 2 Investigations 3 ACE 3-4 *Students need to represent both sets of data as a table and graph (double line graph). Expressions & equations are inferred and need to be pulled out by teacher during summary of lesson to represent Adrian s bike shop. 1 Inferred and needs to be pulled out by teacher during summary of lesson. 17

18 Variables and Patterns Problem 3.4 (extension of 3.3) & Follow-Up Solve word problems using mathematical expressions and equations and verify solutions. 3 Investigation 3 ACE 1-2 Day 1: Do A-B Day 2: Do C and intentionally add a column for the equation for the total cost Day 3: Do D add a column for the equation for the total cost AND Follow-Up 6.2.F Solve word problems using mathematical expressions and equations and verify solutions. 6.2.A Write a mathematical expression or equation with variables to represent information in a table or given situation. Variables and Patterns Problem 4.1 & Follow-Up Variables and Patterns Problem 4.2 & Follow-Up Variables and Patterns Problem 4.3 & Follow-Up Additional Practice with writing and solving a mathematical expressions or equations with variables to represent information in a table or given situation. 2 Investigation 4 ACE 10 2 Investigation 4 ACE 7 Day 1: A-C Day 2: D-F & Follow-Up 1 Investigation 4 ACE CMP2 Skills sheets from CMP2 disc Prentice Hall Intervention Kit 18

19 6.2.C Evaluate mathematical expressions when the value for each variable is given. Gap 6.2.D Apply the commutative, associative, and distributive properties, and use the order of operations to evaluate mathematical expressions. Gap Variables and Patterns Investigation 4 ACE 2, 7, 10 *Offers ACE questions, but no lesson that addresses this PE. Classroom activities: whiteboards in whole group, small group, individual and practice worksheets from various websites (identified at a later date) Prentice Hall Intervention Kit Using a variety of GLAD strategies (input charts for order of operations and properties, etc.), introduce the order of operations, commutative, associative, and distributive properties. Reinforce the concept of fact families from elementary and introduce new vocabulary for properties. Classroom activities: whiteboards in whole group, small group, individual and practice worksheets from various websites (identified at a later date) Pre and post-test (see Ochoa s version for revision) Identify parts of existing OSPI modules that meet 6.2.D. Prentice Hall Intervention Kit 19

20 6.2.E solutions. Gap Solve one-step equations and verify Accumulate additional practice (whiteboards, problem solving, worksheets, ORIGO, etc.) for use after teaching the identified lessons for related PE s in Variables and Patterns. Identify parts of existing OSPI modules that meet 6.2.E. Prentice Hall Intervention Kit Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 6.6.D Represent a problem situation, describe the process used solve the problem, and verify the reasonableness of the solution. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 20

21 Unit Name: Covering and Surrounding [Starting Date] [Ending Date] Identify the ratio of the Covering and Surrounding 1 Investigation 7 ACE 1-5, 9- Problem E circumference to the diameter of a circle as the constant π, and recognize 22/7 and 3.14 as common approximations of π. 6.4.A Determine the circumference and area of circles. 6.4.C Solve single- and multi-step word problems involving the relationships among radius, diameter, circumference, and area of circles, and verify the solutions. Main purpose is to familiarize kids with vocabulary Single- and multi-step word problems involving the relationships among radius, diameter, circumference, and area of circles Covering and Surrounding Problem Investigation 7 ACE 1-5, 9-15 Very limited Must be implied by teacher Recognize 22/7 and 3.14 as common approximations of π is only present in a Did you know? box in Investigation 7 ACE questions Very limited Must be implied by teacher Measuring objects to derive at the ratio of the circumference to the diameter of a circle as the constant π Covering and Surrounding 7.3 Exploring the area of a circle Covering and Surrounding 7.4 Squaring a circle to derive at pi 1 Investigation 7 ACE 1-5, Investigation 7 ACE 1-5, 9-15 *Add a column in Question A that has students write a ratio of circumference over diameter for each measurement 21

22 Practice for determining the circumference and area of a circle is needed 4 *CMP2 Skills sheet from CMP2 disc *Prentice Hall Intervention Kit Determine the perimeter and area Accumulate additional practice for finding area and perimeter of composite figures. Prentice Hall Intervention Kit Identify parts of existing OSPI modules that meet 6.4.B. 6.4.B of a composite figure that can be divided into triangles, rectangles, and parts of circles. Gap Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 6.6.D Represent a problem situation, describe the process used solve the problem, and verify the reasonableness of the solution. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 22

23 Unit Name: Filling and Wrapping [Starting Date] [Ending Date] 6.4.G Describe and sort polyhedra by their? GLAD pictorial input attributes: parallel faces, types of faces, number chart for introducing of faces, edges, and vertices. vocabulary for Gap polyhedra. Provide teachers with cardstock polyhedra or purchase 7 sets with nets for each teacher? Develop a lesson where students would identify the attributes for each polyhedra listed in the standard, then use those to sort into groups. Prentice Hall Intervention Kit 6.4.D Recognize and draw twodimensional representations of three- Filling and Wrapping dimensional figures. Recognize and draw twodimensional 6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work. representations of cube Filling and Wrapping 1.2 Recognize and draw twodimensional representations of rectangular prism 2 23

24 Filling and Wrapping Investigation 1 ACE 2-7, 8, 10 Conceptual development for surface area and volume Filling and Wrapping Determine the surface area and volume of rectangular prisms to begin seeing patterns Filling and Wrapping 2.2 & Follow-Up Determine the surface area and volume of rectangular prisms to derive at the formula Filling and Wrapping 3.1 & Follow-Up Finding volumes of boxes helps derive at volume formula Additional practice is necessary for volume and surface area of prisms 2 Investigation 2 ACE 2 Investigation 3 ACE 4 *2 days spent on conceptual piece where students are working with hands on materials *2 days of practice using formulas 24

25 6.4.F pyramid. Gap Determine the surface area of a? Review formulas for area of a triangle and square/rectangle. Relationship between the 3-D form of triangular and square pyramids and nets. Accumulate additional practice for finding surface area of pyramids. (Ochoa) Prentice Hall Intervention Kit Glencoe website Process Standards Addressed: 6.6.A Analyze a problem situation to determine the question(s) to be answered. 6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem. 6.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 6.6.D Represent a problem situation, describe the process used solve the problem, and verify the reasonableness of the solution. 6.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 6.6.F Apply a previously used problem-solving strategy in a new content. 6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. 6.6.H Make and test conjectures based on date (or information) collected from explorations and experiments. Assessment: Common Assessment (needs to be developed) 25

26 Unit Name: Additional Key Content [Starting Date] [Ending Date] 6.5.C Compare and order positive and negative integers using the number line, lists, and the symbols <, >, or =. 6.5.A Use strategies for mental? *Number Talks - buy book computations with non-negative whole numbers, fractions, and decimals. (Gap needs to be filled) for each teacher or grade level? *Professional development on how to do and write number talks. *CMP does not focus on mental computations, but does encourage students to explore multiple strategies. 6.5.B Locate positive and negative Accentuate the Negative 1 Investigation 1 ACE *Be intentional about integers on the number line and use integers to represent quantities in various contexts. Problem 1.1 students identifying points as positive or negative Identify integers in a real- integers. life context. Accentuate the Negative Problem 1.2 & Follow-Up *Introduce the number line. 1 Investigation 1 ACE *Have students order the team points on number line. Compare and order positive and negative integers using the number line, lists, and the symbols <, >, or =. Accentuate the Negative Problem 1.3 & Follow-Up 2 Investigation 1 ACE Locate positive and negative integers on the number line and use integers to represent quantities in various contexts. Process Standards Addressed: NONE Assessment: Common Assessment (needs to be developed) 26

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