Curriculum Framework For Mathematics School: Kuumba Academy Charter School Curricular Tool: Singapore Math Grade: 6 Teacher:

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1 F-1 Curriculum Framework For Mathematics School: Kuumba Academy Charter School Curricular Tool: Singapore Math Grade: 6 Teacher: Unit One: Algebra Timeline : 13 days Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. Write and evaluate numerical expressions involving wholenumber exponents. CC.6.EE.1 Write, read, and evaluate expressions in which letterstand for numbers. CC.6.EE.2 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. CC.6.EE.2a 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. CC.6.EE.2b 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). CC.6.EE.2c Reason about and solve one-variable equations and inequalities. Mathematical expressions can be used to represent and solve real-world and mathematical problems. Flexibility in manipulating expressions to suit a particular purpose (rewriting an expression to represent a quantity in a different way to make it more compact or to feature different information) helps with solving problems efficiently. How are letters used to represent unknown numbers? How is an equation written and evaluated using substitution? How is an equation simplified using addition and subtraction? : Write algebraic expressions using addition, subtraction, multiplication and division. Write and solve one-step algebraic equations. Write an algebraic expression with two variables. Add and subtract algebraic expressions with two variables. Evaluate algebraic expressions with two variables. Draw bar models to represent simple algebraic expressions. Write an algebraic expression using up to three variables. Textbook Tasks Workbook Exercises Vocabulary checks: Horizontally Vertically Table Bar model Express Solve Graph Coordinate Ordered pairs Integer Graphing activities Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Task

2 F-2 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 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. CC.6.EE.6 Add and subtract algebraic expressions with up to three variables. Evaluate algebraic expressions with up to three variables. Identify points on the coordinate plane. Complete table of values and graph linear equations. Solve algebraic equations graphically. 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. CC.6.EE.7 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 infinitely many solutions; represent solutions of such inequalities on number line diagrams. CC.6.EE.8 Represent and analyze quantitative relationships between dependent and independent variables. 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. CC.6.EE.9

3 F-3 Unit Two: Fractions and Decimals Timeline: 7 days The Number System Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? CC.6.NS.1 Compute fluently with multi-digit numbers and find common factors and multiples. Fluently divide multi-digit numbers using the standard algorithm. CC.6.NS.2 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. CC.6.NS.3 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. For example, express as 4 (9 + 2). CC.6.NS.4 Understand a rational number as a point on the number There are multiple ways to represent the same number. Fractions and decimals are parts of a whole. What happens when fractions/decimals are compared? Why are fractions/decimals compared? What are the relationships between fractions and decimals? What are the processes for adding fractions/decimals? What are the processes for subtracting fractions/decimals? What are the processes for multiplying decimals? What strategies are used to solve a problem involving fractions/decimals? How is this concept alike/different from solving problems with whole numbers? : Write a fraction as a decimal. Represent positive and negative fractions on a vertical line. Represent positive and negative decimals on a Textbook Tasks Workbook Exercises Vocabulary checks: Fraction Decimal Tenths Hundredths Express Simplify Simplest form Negative Vertical number line Horizontal number line Conversion activities Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks

4 F-4 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. CC.6.NS.6 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, e.g., -(-3) = 3, and that 0 is its own opposite. CC.6.NS.6a horizontal or vertical number line. Compare positive and negative fractions and decimals. Write a decimal as a fraction, and vice versa. 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. CC.6.NS.6b 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. CC.6.NS.6c Unit Three: The Four Operations of Fractions Timeline: 9 days Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read, and evaluate expressions in which letters stand for numbers. CC.6.EE.2 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. CC.6.EE.2a 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 Equivalent fractions represent the same quantities. The concept of equivalent fractions is very useful when comparing, ordering, simplifying, and operating with fractions. Addition and subtraction of fractions requires common denominators. Equivalent fractions represent the same What operation is needed to find the answer to mathematical problems? What different symbols are used to indicate different operations? How can prediction help determine whether the answer to a problem using fractions or decimals will be an increase or a decrease of the original value? Textbook Tasks Workbook Exercises Vocabulary checks: Fraction Numerator Denominator Unlike fraction Mixed number Equivalent fraction Improper fraction Common multiple

5 F-5 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. CC.6.EE.2b 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). CC.6.EE.2c 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. CC.6.EE.3 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 number y stands for. CC.6.EE.4 quantities. Estimation strategies for these two operations are based on using benchmarks like 0, ¼, ½, ¾, etc. How is estimation used to determine reasonableness? : Add and subtract mixed numbers. Solve word problems that involve addition and subtraction of fractions. Solve word problems that involve algebra and fractions. Find the fraction of a mixed number. Solve word problems that involve multiplication of fractions. Multiply mixed numbers by fractions. Solve word problems that involve division of fractions. Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks Unit Four: Percentage Timeline: 8 days The Number System Compute fluently with multi-digit numbers and find common factors and multiples. Fluently divide multi-digit numbers using the standard algorithm. CC.6.NS.2 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Percentage is a part of a whole. Percentage may be expressed as a fraction or a decimal. There are several methods used to convert between fractions, decimals, and What methods can be used to calculate percentages? How is the percentage of a whole value calculated? How a value is found when a percentage is given? Textbook Tasks Workbook Exercises Vocabulary checks: Percent increase Percent decrease Interest

6 F-6 CC.6.NS.3 Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. CC.6.RP.3 Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. CC.6.RP.3c Unit Five: Ratio and Proportion Timeline: 14 days Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems. 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, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." CC.6.RP.1 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. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." CC.6.RP.2 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, percentages. Equivalent equations and proportions are equal. Equivalent ratios are equal. Ratios and proportions are used to compare quantities. There is a proportional relationship between parts of a ratio. A ratio has the same part/whole relationship even when applied to different situations. : Find the value for a percentage part given the value for the whole. Percentage change refers to percent increase and percent decrease. Define interest, sales tax, and discount. Solve word problems involving interest, sales tax, and discount. How can problems involving ratios and rates be solved without using a proportion? What is the relationship between a ratio and a proportion? How does a proportion compare two equivalent ratios? How are ratios different from fractions? : Compare two quantities using ratio. Express a ratio of two quantities in its simplest Sales Tax Discount Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks Textbook Tasks Workbook Exercises Vocabulary checks: Simplest form Common factor Highest (greatest) common factor Units of measure (cm, ft, kg, mile, etc.) Direct proportion Equivalent ratios Equivalent fractions

7 F-7 or equations. CC.6.RP.3 Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. CC.6.RP.3a Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? CC.6.RP.3b Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. CC.6.RP.3c form. Compare two quantities expressed in units of measurement. Compare three quantities using ratio. Express a ratio of three quantities in its simplest form. Solve word problems involving ratio. Solve problems involving proportion. Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CC.6.RP.3d The Number System Compute fluently with multi-digit numbers and find common factors and multiples. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. CC.6.NS.3 Unit Six: Rate and Speed Timeline: 11 days Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems. 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. For example, "This recipe has a ratio of 3 cups of Rate is a measure of one quantity per unit value of another quantity. Speed is the rate of distance traveled per unit of time. How is average speed calculated without conversion units? How average speed is calculates using conversion units. Textbook Tasks Workbook Exercises Vocabulary checks: Per

8 F-8 flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." CC.6.RP.2 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. CC.6.RP.3 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. CC.6.RP.3a Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? CC.6.RP.3b Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. CC.6.RP.3c Average speed is calculated by finding the mean of a set a data (various speeds traveled). How is time calculated by applying average speed? : Understand rate as a measure of one quantity per unit value of another quantity. Solve word problems involving rate. Understand speed as the rate of distance traveled per unit of time. Solve word problems involving speed. Understand average speed. Solve word problems involving average speed. Rate Part thereof Distance Time Speed Average speed Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks Unit Seven: Circles Timeline: 9 days Expressions and Equations Apply and extend previous understanding of arithmetic to algebraic expressions. Write, read, and evaluate expressions in which letters stand for numbers. CC.6.EE.1 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 The measure of diameter varies when calculating diameter of different sized circles. The measure of circumference varies when calculating the circumference of different sized circles. There is a relationship How is the diameter of a circle measured? How is the circumference of a circle calculated? How do the circumference and area of a circle relate? What is the formula for calculating the circumference of a circle? Textbook Tasks Workbook Exercises Vocabulary checks: Circle Circumference Constant Diameter Radius

9 F-9 (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. CC.6.EE.2c between diameter and circumference. A standard formula is used to find the circumference of a circle when the diameter is given. What is the formula for calculating the diameter of a circle? : Discuss the relationship between the circumference and diameter of a circle. Discuss the concept of a constant such as pi. Find the radius of a circle given its diameter and vice versa. Find the circumference of a circle given its radius or diameter. Find the perimeter of parts of circles. Understand the relationship between the radius and diameter of a circle. Discuss the relationship between the area and radius of a circle. Find the area of a circle given the radius or diameter. Find the area and perimeter of parts of circles. Find the area of composite figures that have a curved side using the 'addition' or 'subtraction' approach. Find the area of composite figures that have a curved side using the Quarter circle Semicircle Composite figure Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks

10 F-10 'transformation' approach. Find the perimeter of composite figures that have a curved side. Solve problems involving the area and perimeter of composite figures that have a curved side. Unit Eight: Volume of Prisms and Cylinders Timeline: 6 days Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. 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). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. CC.6.EE.2c Geometry Solve real-world and mathematical problems involving area, surface area, and volume. 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 real-world and mathematical problems. CC.6.G.1 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 Rectangular and triangular prisms share similar properties. Surface area is used to calculate the volume of both rectangular and triangular prisms. Radius/diameter and the height of a circle are used to calculate volume of a cylinder. In what ways are solids the same, and in what ways are they different? How can the volume of a triangular prism be calculated using the area of a triangular surface and the height of a prism? How can the volume of a cylinder be calculated given the area of a circular base and height of the cylinder. : Discuss the relationship between a rectangular and a triangular prism. Find the volume of rectangular prisms and triangular prisms using surface area. Solve word problems involving volumes of prisms. Textbook Tasks Workbook Exercises Vocabulary checks: Cube Rectangular prism Triangular prism Volume Cylinder Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks

11 F-11 same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. CC.6.G.2 Discuss the relationship between the area of a circle and the volume of a cylinder. Find the volume of a cylinder given the radius or diameter and height of a circle. Solve word problems involving the volume of cylinders, composite solids, and prisms. Find the volumes of solids such as rectangular prisms, triangular prisms and cylinders. Unit Nine: Angles Timeline: 8 days Geometry Solve real-world and mathematical problems involving area, surface area, and volume. 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 real-world and mathematical problems. CC.6.G.1 There are three types of angles: right angles, obtuse angles, acute angles. Adjacent angles share a common vertex and a common side. Vertically opposite angles are formed when two straight lines cross each other. Vertically opposite lines are equal. The sum of angles at a point is always 360 degrees. How are angles identified by measure? What is the relationship between angles and the measures 90 degrees, 180degrees, and 360 degrees? How do lines relate to angles? What are complimentary and supplementary angels? How are triangles classified as equilateral, isosceles, right, or scalene? Textbook Tasks Workbook Exercises Vocabulary checks: Acute angle Adjacent angle Common side Obtuse angle Right angle Straight line Vertex Problem Solving challenges Exit tickets - Mental Math questions

12 F-12 Complimentary angles are two angles that add up to 90 degrees. Supplementary angles are two angles that add up to 180 degrees. Triangles are identified as equilateral, isosceles, right, or scalene. : Identify a right angle as an angle measuring 90 degrees. Identify an acute angle as an angle that is less than 90 degrees. Identify an obtuse angle as an angle that is more than 90 degrees but less than 180 degrees. Identify adjacent angles as angles sharing a common side. Identify vertically opposite angles as angles formed when straight lines cross each other. Identify angles at a point as angles sharing a common vertex and the sum of the angles is 360 degrees. Discuss adjacent angles in relation to perpendicular lines and right angles. Find unknown angles using the properties of complementary angles, angles on a straight line, vertically opposite angles, and angles at a point. Identify equilateral triangle, isosceles triangle, right triangle, and scalene triangle. Solve problems involving Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Cumulative Test B Performance Tasks

13 F-13 angles and polygons. Unit Ten: Construction of Triangles and Quadrilaterals Timeline: 6 days Geometry Solve real-world and mathematical problems involving area, surface area, and volume. 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 real-world and mathematical problems. CC.6.G.1 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 lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. CC.6.G.2 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find 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. CC.6.G.3 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. CC.6.G.4 Lines are measured using a ruler and angles are constructed using a protractor. Trapezoids can be constructed based on given measurements. Standard angles are used to estimate other angles measures. Triangles can be constructed based on given measurements. Quadrilaterals can be constructed based on given measurements. How are quadrilaterals identified? Why are protractors used to construct angles and rulers used to draw lines? How are trapezoids, triangles, and quadrilaterals constructed based on given measurements? : Identify quadrilaterals such as parallelograms and trapezoids. Draw lines given the measurements. Draw angles given the measurements. Draw lines parallel to given lines that pass through a point. Draw lines perpendicular to given lines and passing through a point. Construct a trapezoid based on given measurements. Construct a triangle based on given measurements. Construct quadrilaterals based on given measurements. Textbook Tasks Workbook Exercises Vocabulary checks: Parallel line Parallelogram Protractor Quadrilateral Set-square Trapezoid Ray Compass Ruler Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Cumulative Test B Performance Tasks

14 F-14 Unit Eleven: Data Handling Timeline: 14 days Statistics and Probability Develop understanding of statistical variability. 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. CC.6.SP.1 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. CC.6.SP.2 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. CC.6.SP.3 Summarize and describe distributions. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. CC.6.SP.4 Summarize numerical data sets in relation to their context, such as by: CC.6.SP.5 Reporting the number of observations. CC.6.SP.5a Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. CC.6.SP.5b Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute Misleading data must be identified in order to accurately interpret data displays. Calculating the mean of a set of data is the same as calculating the average. The mean of a set of data is used to formulate a reasonable conclusion about the given data set. Sampling methods, random and convenient, are used to interpret data. The median of a set of data is the middle value when the values in a set of data are arranged in numerical order. The mode of a set of data is the value that occurs most frequently. The range of a set of data changes when extreme values are represented in a set of data, How does skewed data affect outcomes? How are the mean, median, mode, and range calculated for a set of data? How are samplings representative of data sets? Which measure of central tendency provides the most useful information in a given context? Why is it important to interpret graphs accurately? : Identify misleading data displays. State reasonable conclusions about the mean. Interpret data displays correctly, Compute the mean, median, mode and range of data sets. Explain representative sample and sampling bias. Interpret data displays correctly. Interpret graphs for the range of a set of data. Textbook Tasks Workbook Exercises Vocabulary checks: Average Mean Set of data Bias Convenient sampling Measuring Population Random sampling Sample Sampling Survey Median Mode Range Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A

15 F-15 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. CC.6.SP.5c Solve problems involving mean, median mode and range. Cumulative Test B Performance Tasks 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. CC.6.SP.5d Unit Twelve: Probability Timeline: 11 days Statistics and Probability Develop understanding of statistical variability. 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. CC.6.SP.1 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. CC.6.SP.2 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. CC.6.SP.3 Summarize and describe distributions. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. CC.6.SP.4 Summarize numerical data sets in relation to their context, such as by: CC.6.SP.5 Reporting the number of observations. CC.6.SP.5a Chance affects probability. Theoretical probability can be found without performing experiments. Disjoint events are events that cannot occur at the same time. Possibility diagrams are used to find the theoretical probability of independent events. Tree diagrams are used to find the theoretical probability of independent events. Determine if events are dependent events or independent events. How can information be gathered, recorded, and organized? How does the type of data influence interpretation ns display of that data set? How is the probability of an even determined and described? How do independent and dependent events affect the probability outcome? : Understand that if P is the probability of an event occurring, then 1 - P is the probability of an event not occurring. Identify independent events. Discuss the theoretical probability of independent events using possibility diagram and tree diagram Textbook Tasks Workbook Exercises Vocabulary checks: Experiment Experimental probability Event Outcome Probability Randomly Trial Favorable Simple event Theoretical probability Disjoint events Combined events Independent events Possibility diagram Tree diagram

16 F-16 Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. CC.6.SP.5b 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. CC.6.SP.5c 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. CC.6.SP.5d Determine if two events are dependent or independent events. Find the theoretical probability of independent and dependent events. Unbiased Dependent events Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks Unit Thirteen: Negative Numbers Timeline: 13 days The Number System Apply and extend previous understandings of numbers to the system of rational numbers. 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 0 in each situation. CC.6.NS.5 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. CC.6.NS.6 Understand the absolute value of a rational number as its A number line can be used to model integers. Order and compare positive and negative numbers. Add and subtract positive and negative numbers. Multiple and divide positive and negative integers. Identify number sentences and tell whether they are true or false. Understand and apply order of operations to evaluate expressions and solve When are negative numbers used and why are they important? Why is it useful for me to know the absolute value of a number? What strategies are most useful when adding, subtracting, multiplying and dividing positive and negative numbers? : Add a negative integer to a positive integer. Add a negative integer Textbook Tasks Workbook Exercises Vocabulary checks: Negative number Number line Dividend Divisor Quotient Order of operations Corresponding value Horizontal

17 F-17 distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write -30 = 30 to describe the size of the debt in dollars. CC.6.NS Understand ordering and absolute value of rational numbers. CC.6.NS.7 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. CC.6.NS.7a Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3oC > - 7oC to express the fact that -3oC is warmer than -7oC. CC.6.NS.7b 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. For example, for an account balance of -30 dollars, write -30 = 30 to describe the size of the debt in dollars. CC.6.NS.7c 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. CC.6.NS.7d 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. CC.6.NS.8. number sentences. Understand and apply the use of parentheses in number sentences. to another negative integer. Solve word problems involving addition of negative integers. Subtract a negative integer from a greater integer. Subtract a greater integer from a negative integer. Solve problems involving subtraction of negative integers. Multiply negative integers with positive integers. Solve problems involving multiplying negative integers with positive integers. Multiply negative integers with negative integers. Solve problems involving multiplying negative integers. Divide negative integers.. Use order of operations to solve algebraic expressions without/with parentheses involving negative numbers. Linear graph Vertical Problem Solving challenges Exit tickets - Mental Math questions Chapter Test A Chapter Test B Cumulative Test A Cumulative Test B Performance Tasks

18 F-18 Curriculum Framework For Mathematics School: Kuumba Academy Charter School Curricular Tool: Singapore Math Grade: 7 Teacher: Unit One: Whole Numbers Timeline : 15 days The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. CC.7.NS.1 Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. CC.7.NS.1a Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. CC.7.NS.1b Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. CC.7.NS.1c Apply properties of operations as strategies to add and subtract rational numbers. CC.7.NS.1d Numerals are symbols used to represent numbers. Digit are the basic number symbols:0,1,2,3,4,5,6,7,8 and 9 Values are assigned to positions occupied by the digit of a number line. Order of Calculation Factors of a number divide that number exactly without a remainder. Multiples of a number can be divided exactly by that number. A number that has only two factors, 1 and itself, is prime number, and number that has more than to factors is a composite number (1 is neither prime nor composite). There are five basic number laws. How is place value determined? How are addition, subtraction, multiplication, and division used to solve mathematical problems containing whole numbers? How is the highest common factor of a given set of numbers found? How is the lowest common multiple of a given set of numbers found? How are terms of a sequence represented by algebraic expressions? What are the commutative, associative, and distributive laws? : Understand place value. Use the four operations for calculations with whole numbers, applying the order of operations. Identify the highest Class Activity Exercises Challenger Problem Solving Test Paper 1 Application assessment Calculator quiz Performance Task

19 F-19 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. CC.7.NS.2 Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. CC.7.NS.2a common factor and lowest common multiple of two to four given numbers. Recognize prime numbers. Use prime factorization to solve problems. Continue a given sequence. Represent the general term of a sequence by algebraic expressions. Understand the commutative, associative, and distributive laws. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. CC.7.NS.2b Apply properties of operations as strategies to multiply and divide rational numbers. CC.7.NS.2c Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. CC.7.NS.2d Solve real-world and mathematical problems involving the four operations with rational numbers. CC.7.NS.3 Expressions and Equations Use properties of operations to generate equivalent expressions. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational

20 F-20 coefficients. CC.7.EE.1 Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. CC.7.EE.3 Unit Two: Fractions, Decimals and Approximation Timeline: 12 days The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. CC.7.NS.2 Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. CC.7.NS.2a Expressions and Equations Use properties of operations to generate equivalent expressions. The four operations can be used to solve problems with fractions and decimals. Fractions can be converted to decimals and decimals can be converted to fractions. The first non-zero digit in a rounded decimal is called a significant digit. Zeros may or may not be significant digits. What does it mean to express fraction in simplest form? How is an improper fraction converted to a mixed number and vice versa? How are the four operations used to solve problems involving fractions and decimals? What determines the rounded value of a number when a specific degree of accuracy is specified? How are fractions converted to decimals and vice versa? Exercises Challenger Problem Solving Test Paper 1 Application assessment Calculator quiz Performance Task Solve multi-step real-life and mathematical problems posed How is estimation used to

21 F-21 with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. CC.7.EE.3 check for reasonable answers. : Express a fraction in simplest form. Convert improper fractions to mixed numbers and vice versa. Add, subtract, multiply, and divide with fractions and with decimals. Round a number or quantity to a specific number of decimal places. Determine the number of significant digits in a number. Convert fractions to decimals and vice versa. Make estimations to check reasonableness of answers. Unit Three: Arithmetic Problems Timeline: 11 days Expressions and Equations Use properties of operations to generate equivalent expressions. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. CC.7.EE.1 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05." CC.7.EE.2 Word problems can be simple or multi-step. Simple word problems consist of several parts, each of which is a one-step problem. Multi-step word problems consist of several missing parts. How are units of measure converted? How are simple word problems solved? How is missing information identified, and multi-step word problems solved? How is estimating quantities used in practical situations? Class Activity Exercises Challenger Problem Solving Test Paper 2 Application assessment Calculator quiz

22 F-22 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. CC.7.EE.3 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. CC.7.EE.4 : Understand the units in the metric system of measurement. Convert units of measure. Solve simple and multistep word problems. Make estimation of quantities in practical situations. Performance Task Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach CC.7.EE.4a Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. CC.7.EE.4b Expressions and Equations Use properties of operations to generate equivalent expressions. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. CC.7.EE.1 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. CC.7.EE.2

23 F-23 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. CC.7.EE.3 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. CC.7.EE.4 Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. CC.7.EE.4a Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. CC.7.EE.4b Unit Four: Real Numbers Timeline: 12 days The Number System Apply and extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. CC.7.NS.2 All numbers, positive and negative, are integers. There are general rules on the four operations with integers. Squares and square roots share the same relationship as cubes and cube roots. How are integers used in practical situations? How can prime factorization be used to find the square roots and cube rots of given numbers? Class Activity Exercises Challenger Problem Solving

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