# Campbellsport School District Understanding by Design (UbD) Template

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Campbellsport School District Understanding by Design (UbD) Template Class Curriculum/Content Area: Math Course Length: 1 year Course Title: 6 th Grade Math Date last reviewed: April 24, 2015 Prerequisites: 5 th Grade Math Board approval date: pending Desired Results: Course description and purpose: Course Description Mathematics at the Sixth grade level focuses on: Ratios and Proportional Relationships Understand Ratio Concepts; Use Ratio Reasoning The Number System Perform Fraction and Decimal Operations; Understand Rational Numbers Expressions and Equations Write, Interpret, and Use Expressions, Equations, and Inequalities Geometry Solve Problems Involving Area, Surface Area, and Volume Statistics and Probability Summarize and Describe Distributions; Understand Variability Purpose Understand and demonstrate basic math computational skills and apply understandings to higher level mathematical concepts and reasoning, as well as apply mathematical skills to real-world phenomenon. Enduring Understandings (EUs) The student will: 1. Write and evaluate mathematical expressions and equations in real-world situations. 2. Use formulas to solve problems involving area and perimeter of polygons and circumference and area of circles. 3. Describe mathematical relationships using expressions and visual representations. 4. Use order of operations to evaluate expressions. 5. Add, subtract, multiply, and divide multi-digit numbers efficiently, including real-world problems. 6. Add, subtract, multiply, and divide fractions and decimals efficiently, including real-world problems. 7. Explain and justify procedures for adding, subtracting, multiplying, and dividing fractions and decimals. 8. Verify reasonableness of answers using various strategies, such as estimating. 9. Compare and order fractions, decimals, and percents. 10. Construct and analyze tables and graphs. 11. Determine measures of central tendency. (mean, median, mode) 12. Use reasoning to solve rate and ratio problems. 13. Write and solve one-step and two-step equations. 14. Write, solve, and graph one-step and two-step Essential Questions (EQs) 1. How do you write and solve mathematical expressions and equations? 2. What formulas are used to find the area and perimeter of polygons? 3. How do change mathematical sentences into expressions and visual representations? 4. What is the order of operations and how is it used to evaluate expressions? 5. What are the mathematical processes for adding, subtracting, multiplying, and dividing multi-digit numbers, fractions and decimals? 6. Why is it important to verify the reasonableness of an answer? 7. How do you compare and order fractions, decimals, and percents? 8. Why is it important to construct and analyze tables and graphs? 9. How do you determine measures of central tendency? 10. How do you solve rate and ratio problems? 11. What is the process in writing and solving equations? 12. What is the process in writing, solving, and graphing inequalities? 13. How do you calculate dimensions for plane figures and prisms? 14. How do you use tables and graph to write and

2 inequalities. 15. Find dimensions of plane figures and prisms. 16. Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations. 17. Write, interpret, understand, and explain concepts involving all rational numbers.(positive and negative) 18. Understand and use the coordinate plane to solve real-world and mathematical problems. solve linear functions? 15. What are the rules for adding, subtracting, multiplying, and dividing positive and negative numbers? 16. How can you use mathematical expressions and equations to represent real-world situations? 17. How do you use the coordinate plane to solve mathematical problems? Assessment Evidence Performance assessments: Other assessments: Formative assessments (classroom observations, quizzes, tests, projects) Numerical Expressions and Factors A. Whole Number Operations B. Powers and Exponents C. Order of Operations D. Prime Factorization E. Greatest Common Factor F. Least Common Multiple G. Adding and Subtracting Fractions 6.NS.2 Fluently divide multi-digit numbers using the standard algorithm. 6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor. 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. b. 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. 1. I can divide multi-digit numbers. 2. I can find the greatest common factor and least common multiple of two or more numbers. 3. I can read, write and evaluate numerical expressions. 4. I can use Order of operations to solve numerical expressions. Fractions and Decimals A. Multiplying Fractions B. Dividing Fractions C. Dividing Mixed Numbers D. Adding and Subtracting Decimals E. Multiplying Decimals

3 F. Dividing Decimals 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions. 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 1. I can add and subtract fractions, mixed numbers, and decimals. 2. I can multiply and divide fractions, mixed numbers, and decimals. Algebraic Expressions and Properties A. Algebraic Expressions B. Writing Expressions C. Properties of Addition and Multiplication D. The Distributive Property E. Factoring Expressions 6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor. 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. b. 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. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used 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). 6.EE.3 Apply the properties of operations to general equivalent expressions. 6.EE.4 Identify when two expressions are equivalent 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. 1. I can read, write and evaluate numerical expressions as well as identify components of algebraic expressions. 2. I can identify equivalent expressions using basic math properties (identity, commutative, associative, distributive). 3. I can use variables and numbers to read and write algebraic expressions. 4. I can use Order of operations to simplify numerical expressions. Areas of Polygons A. Areas of Parallelograms

4 B. Areas of Triangles C. Areas of Trapezoids D. Areas of Composite Figures E. Polygons in the Coordinate Plane 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge length of the prism. Apply the formulas V =lwh and V = bh to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to fi nd the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. 1. I can calculate area of geometric figures using formulas for parallelograms, triangles, trapezoids, and composite figures. 2. I can graph ordered pairs in a coordinate plane to calculate area of geometric figures. Ratios and Rates A. Ratios B. Ratio Tables C. Rates D. Comparing and Ordering Ratios E. Percents F. Solving Percent Problems G. Converting Measures Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.) 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a : b with b 0, and use rate language in the context of a ratio relationship. 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. c. Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. 1. I can recognize and compare ratios and rates. 2. I can calculate unit rates. 3. I can solve real-world problems involving rates and ratios. 4. I can use ratios to convert measurements.

5 5. I can find percent of numbers. Integers and the Coordinate Plane A. Integers B. Comparing and Ordering Integers C. Fractions and Decimals on a Number Line D. Absolute Value E. The Coordinate Plane F. Reflecting Points in a Coordinate Plane 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, and that 0 is its own opposite. b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c. 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. NS.7 Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. c. 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 real-world situation. d. Distinguish comparisons of absolute value from statements about order. 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 distance between points with the same first coordinate or the same second coordinate. 1. I can describe quantities with positive and negative numbers. 2. I can compare and order integers and absolute value numbers with and w/o a number line. 3. I can graph ordered pairs in all four quadrants of a coordinate plane and find distances between two points. 4. I can understand integers to solve real-life applications. 5. I can reflect points in a coordinate plane. Equations and Inequalities A. Writing Equations in One Variable B. Solving Equations Using Addition and Multiplication C. Solving Equations Using Multiplication and Division D. Writing Equations in Two Variables E. Writing and Graphing Inequalities F. Solving Inequalities Using Addition and Subtraction

6 G. Solving Inequalities Using Multiplication and Division 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. 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. 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. 6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infi nitely many solutions; represent solutions of such inequalities on number line diagrams. 6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 1. I can determine if a value is a solution. 2. I can write word sentences as equations and inequalities. 3. I can solve one-step equations and inequalities using addition, subtraction, multiplication, and division. 4. I can represent inequalities and recognize the many solutions. 5. I can write equations and inequalities to solve real-world problems. 6. I can identify independent and dependent variables. 7. I can use tables and graphs to analyze information. 8. I can use a number line to graph the solution set of inequalities. Surface Area and Volume A. Three-Dimensional Figures B. Surface Area of Prisms C. Surface Area of Pyramids D. Volumes of Rectangular Prisms 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge length of the prism. Apply the formulas V =lwh and V = bh to fi nd volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. 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. 1. I can find area of triangles, special quadrilaterals, and polygons 2. I can use nets made up of rectangles and triangles to find surface area. 3. I can find the volume of prisms and pyramids.

7 4. I can classify plane and solid figures. 5. I can draw three-dimensional figures. 6. I can identify faces, edges, and vertices of prisms and pyramids. 7. I can use surface area and volume to solve real-world problems. Statistical Measures A. Introduction to Statistics B. Mean C. Measures of Center D. Measures of Variation E. Mean Absolute Deviation 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. 6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 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. 6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 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 its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability(interquartile 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 were gathered. 1. I can recognize statistical questions. 2. I can understand data to answer statistical questions. 3. I can use measures to summarize values in a data set. 4. I can use dot plots to display numerical data. 5. I can find the mean, median, mode, and range of a set of data. 6. I can compare the mean, median, and modes of a set of data. 7. I can understand mean absolute deviation. Data Displays (may not cover) A. Stem and Leaf Plots B. Histograms C. Shapes of Distributions D. Choosing Appropriate Measures E. Box and Whisker Plots 6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

8 6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms,and box plots. 6.SP.5 Summarize numerical data sets in relation to their context, such as by: c. Giving quantitative measures of center (median and/or mean) and variability(interquartile range and/or mean absolute deviation), as well as describing anyoverall pattern and any striking deviations from the overall pattern with reference to the context in which the data were 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 were gathered. 1. I can display data on a number line, including line plots, stem and leaf plots, histograms, and box and whisker plots. 2. I can describe shapes of distributions. 3. I can choose appropriate measures of center and variation to represent data sets. Scope & Sequence Numerical Expressions and Factors -17 days Fractions and Decimals -24 days Algebraic Expressions and Properties 18 days Areas of Polygons 18 days Ratios and Rates 25 days Integers and the Coordinate Plane 20 days Equations and Inequalities 23 days Surface Area and Volume 15 days Statistical Measures 20 days ************************ 180 days Data Displays 15 days **may switch last 2 units around**

### Mathematics. Mathematical Practices

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with

### 6 th Grade Math. Understand ratio concepts and use ratio reasoning to solve problems.

6 th Grade Math Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

### Grade 6 Mathematics Performance Level Descriptors

Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this

### Grade 6 Mathematics Common Core State Standards

Grade 6 Mathematics Common Core State Standards Standards for Mathematical Practice HOW make sense of problems, persevere in solving them, and check the reasonableness of answers. reason with and flexibly

### Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

### Grade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate

### Florida Department of Education/Office of Assessment January 2012. Grade 7 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012 Grade 7 FCAT 2.0 Mathematics Grade 7 FCAT 2.0 Mathematics Reporting Category Geometry and Measurement Students performing at the mastery

### Assessment Anchors and Eligible Content

M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings

### Math. MCC6.RP.1 Understand the concept of a ratio and use

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1,

### Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

### Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

### Utah Core Curriculum for Mathematics

Core Curriculum for Mathematics correlated to correlated to 2005 Chapter 1 (pp. 2 57) Variables, Expressions, and Integers Lesson 1.1 (pp. 5 9) Expressions and Variables 2.2.1 Evaluate algebraic expressions

### Number Sense and Operations

Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

### New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator

### Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers

### Greater Nanticoke Area School District Math Standards: Grade 6

Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place

### Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School

Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education

### Measurement with Ratios

Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve real-world and mathematical

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

### Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

A Correlation of Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers

### CCGPS Curriculum Map. Mathematics. 7 th Grade

CCGPS Curriculum Map Mathematics 7 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Unit 1 Operations with Rational Numbers a b

### Curriculum Map Grade: _7 th Basic Math School: _ Middle Date: Oct. 31/2009

August/ September Review basic skills of add, subtract, multiply, and divide whole numbers and fractions. (skill with a # assessed locally.) Students will add, subtract, multiply, and divide positive rational

### Common Core State Standards for Mathematics Accelerated 7th Grade

A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

### Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.

Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used

### Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

### GRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES Add linear expressions with rational coefficients. 7.EE.1

Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS Expressions & Equations What are the 7.EE properties of Use properties of operations? operations to generate equivalent expressions.

### Florida Department of Education/Office of Assessment January 2012. Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012 Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions Grade 6 FCAT 2.0 Mathematics Reporting Category Fractions, Ratios, Proportional

### Voyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8

Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

### Mathematics Interim Assessment Blocks Blueprint V

6-7 Blueprint V.5.7.6 The Smarter Balanced Interim Assessment Blocks (IABs) are one of two distinct types of interim assessments being made available by the Consortium; the other type is the Interim Comprehensive

### MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab

MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring non-course based remediation in developmental mathematics. This structure will

### Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)

New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

### COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving

### Higher Education Math Placement

Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication

### INDIANA ACADEMIC STANDARDS. Mathematics: Grade 6 Draft for release: May 1, 2014

INDIANA ACADEMIC STANDARDS Mathematics: Grade 6 Draft for release: May 1, 2014 I. Introduction The Indiana Academic Standards for Mathematics are the result of a process designed to identify, evaluate,

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

### MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education)

MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,

### Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:

### Grade Level Expectations for the Sunshine State Standards

for the Sunshine State Standards Mathematics Grades 6-8 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands

### of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

### Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade)

Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade) Teacher: School Phone: Email: Kim Schnakenberg 402-443- 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application

### NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

### Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

### LESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,

Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Integer Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions

Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.

### Florida Math 0018. Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower

Florida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower Whole Numbers MDECL1: Perform operations on whole numbers (with applications, including

### Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics. Eligible Content

Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics Eligible Content Standard Area - CC.2.1: Numbers and Operations Standard - CC.2.1.5.B.1: Apply place value to show an understanding of operations

### Appendix A. Comparison. Number Concepts and Operations. Math knowledge learned not matched by chess

Appendix A Comparison Number Concepts and Operations s s K to 1 s 2 to 3 Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings. Demonstrate and use a variety of methods to

### TYPES OF NUMBERS. Example 2. Example 1. Problems. Answers

TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime

### 100 Math Facts 6 th Grade

100 Math Facts 6 th Grade Name 1. SUM: What is the answer to an addition problem called? (N. 2.1) 2. DIFFERENCE: What is the answer to a subtraction problem called? (N. 2.1) 3. PRODUCT: What is the answer

### Number and Numeracy SE/TE: 43, 49, 140-145, 367-369, 457, 459, 479

Ohio Proficiency Test for Mathematics, New Graduation Test, (Grade 10) Mathematics Competencies Competency in mathematics includes understanding of mathematical concepts, facility with mathematical skills,

### Evidence Statement Tables Grade 6 Mathematics. Evidence Statements Grade 6 Mathematics 1

Tables Grade 6 Mathematics s Grade 6 Mathematics 1 s statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the ommon ore State

### Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below.

Infinite Algebra 1 Kuta Software LLC Common Core Alignment Software version 2.05 Last revised July 2015 Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below. High School

### Grade 5 Math Content 1

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

### MATH 60 NOTEBOOK CERTIFICATIONS

MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5

### Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

### Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

### Unit 1: Integers and Fractions

Unit 1: Integers and Fractions No Calculators!!! Order Pages (All in CC7 Vol. 1) 3-1 Integers & Absolute Value 191-194, 203-206, 195-198, 207-210 3-2 Add Integers 3-3 Subtract Integers 215-222 3-4 Multiply

### Big Ideas in Mathematics

Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards

### Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

### Grade 6 Grade-Level Goals. Equivalent names for fractions, decimals, and percents. Comparing and ordering numbers

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

### Mathematics. Mathematical Practices

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with

### Apply and extend previous understandings of arithmetic to algebraic expressions. Draft

6th Grade - Expressions and Equations 1 Standard: 6.EE.1 No Calculator: Write and evaluate numerical expressions involving whole-number exponents The population of fruit flies increases by a factor of

### Georgia Standards of Excellence. Mathematics. Standards 6 th - 8 th Grade

Georgia Standards of Excellence Mathematics Standards 6 th - 8 th Grade K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of

### WORK SCHEDULE: MATHEMATICS 2007

, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

### Such As Statements, Kindergarten Grade 8

Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential

### Math Common Core Standards Fourth Grade

Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. OA.4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement

### Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

### MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

### MyMathLab ecourse for Developmental Mathematics

MyMathLab ecourse for Developmental Mathematics, North Shore Community College, University of New Orleans, Orange Coast College, Normandale Community College Table of Contents Module 1: Whole Numbers and

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### Florida Math Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper

Florida Math 0022 Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper Whole Numbers MDECL1: Perform operations on whole numbers (with applications,

### 1. Mathematics Content/Alignment with the Standards Correlation to California Algebra Readiness Standards

PROGRAM DESCRIPTION The goal of Prentice Hall Connecting to Algebra is to fully prepare students for success in Algebra 1 by thoroughly covering the Algebra Readiness standards outlined by the California

### Grade 5 Common Core State Standard

2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize

### Topic: Unit 1-Variables, Expressions, and Integers

Grade 7th Topic: Unit 1-Variables, Expressions, and Integers Essential Questions/Enduring CC.7.NS.1 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and

### Algebra I Credit Recovery

Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,

### Functional Math II. Information CourseTitle. Types of Instruction

Functional Math II Course Outcome Summary Riverdale School District Information CourseTitle Functional Math II Credits 0 Contact Hours 135 Instructional Area Middle School Instructional Level 8th Grade

### 4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS. Vocabulary. answers using mental computation and estimation strategies including rounding.

4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS Critical Area: Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### CCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks

First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multi-digit number, a digit in one place represents 10 times as much

### Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems

Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small

### In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)

Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole

### Bridging Documents for Mathematics

Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and

### KEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007

KEANSBURG HIGH SCHOOL Mathematics Department HSPA 10 Curriculum September 2007 Written by: Karen Egan Mathematics Supervisor: Ann Gagliardi 7 days Sample and Display Data (Chapter 1 pp. 4-47) Surveys and

### McDougal Littell California:

McDougal Littell California: Pre-Algebra Algebra 1 correlated to the California Math Content s Grades 7 8 McDougal Littell California Pre-Algebra Components: Pupil Edition (PE), Teacher s Edition (TE),

### EXPONENTS. To the applicant: KEY WORDS AND CONVERTING WORDS TO EQUATIONS

To the applicant: The following information will help you review math that is included in the Paraprofessional written examination for the Conejo Valley Unified School District. The Education Code requires

### Vertical Alignment Colorado Academic Standards 6 th - 7 th - 8 th

Vertical Alignment Colorado Academic Standards 6 th - 7 th - 8 th Standard 3: Data Analysis, Statistics, and Probability 6 th Prepared Graduates: 1. Solve problems and make decisions that depend on un

Grade FCAT. Mathematics Sample Answers This booklet contains the answers to the FCAT. Mathematics sample questions, as well as explanations for the answers. It also gives the Next Generation Sunshine State

0 Grade FCAT.0 Mathematics Sample Answers This booklet contains the answers to the FCAT.0 Mathematics sample questions, as well as explanations for the answers. It also gives the Next Generation Sunshine

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

Mathematics Curricular Guide SIXTH GRADE 2010-2011 SCHOOL YEAR 1 MATHEMATICS SCOPE & SEQUENCE Unit Title Dates Page 1. CMP 2 Bits and Pieces I... 3 2. How Likely Is It? (Probability)... 6 3. CMP 2 Bits

### GRADES 7, 8, AND 9 BIG IDEAS

Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for