, Sixth Grade Mathematics, Quarter 2

Transcription

1 , Sixth Grade Mathematics, Quarter 2 The following practice standards will be used throughout the quarter: 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 mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Ongoing Standards Note to Teachers: The following ongoing and fluency standards will be practiced all year long and embedded into your instruction instead of being taught in isolation. 6. NS.2 Fluently divide multi-digit numbers using the standard algorithm (without the use of a calculator). 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation ( without the use of a calculator) 6. WCE.M.1 Fluently add, subtract, multiply, and divide fractions and mixed numbers without the use of a calculator. 6. WCE.M. 2 Solve real-world problems by adding, subtracting, multiplying and dividing decimals. 6. WCE.M.3 Recognize and represent the commutative, associative, and distributive properties. 6. WCE.M.4 Recognize equivalences and convert between fractions (mixed numbers), decimals, and percents as representing parts of a whole. 6. WCE.M.5 Recognize that there are numbers that are square numbers as evidenced by having two of the same factors, (i.e. 25, 49,100) and that these numbers have a square root. *Unless otherwise noted, all resources are from the Glencoe Mc-Graw Hill Course 1, 2015 Edition. Page 1 of 5

2 Standards Student Friendly I Can Statements Unit 2 The Number System ( con t) 6.NS.1 Interpret and compute quotients of fractions, and I can solve word problems involving the division of fractions by fractions. solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations I can create a model of fractional division in a word problem. 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? 6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. 6. WCE.M.10 I can use the standard conversions for length, I know the following standard conversions: time and weight and use them in problems. 1 foot = 12 inches, 1 yard = 3 feet, 1 day = 24 hours, 1 meter =1000 millimeters, 1 gram = 1000 milligrams, 1 liter=1000 cubic centimeters. I can perform conversions on both standard and metric units. Page 2 of 5

3 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. I can use integers to describe quantities having opposite directions or values. I can use integers to represent quantities in real-world context, while 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. I can describe a rational number as a point on a number line and graph both positive and negative numbers on the same axes. 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, e.g., ( 3) = 3, and that 0 is its own opposite. I can describe the ways that a negative sign, as an opposite, affects a number and its location on the number line. 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. I can locate and describe the position of rational numbers in all four quadrants of the coordinate plane. I can recognize that when only the sign changes in an ordered pair, the points relate by reflections across axes. Page 3 of 5

4 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. 6.NS.7 Understand ordering and absolute value of rational numbers. I can find, plot and describe the position of integers and rational numbers on horizontal and vertical number lines and on the coordinate plane. I can order rational numbers and their absolute values on a number line. a. 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. I can interpret and describe that an inequality can represent the position of two numbers on a number line. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 3 C > 7 C to express the fact that 3 C is warmer than 7 C. I can write, interpret, and explain the order of 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 realworld situation. For example, for an account balance of 30 dollars, write 30 = 30 to describe the size of the debt in dollars. I can describe how the absolute value of rational numbers relates to its distance from zero. I can describe and use magnitude to represent the absolute value in the realworld. Page 4 of 5

5 6.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 distances between points with the same first coordinate or the same second coordinate. I can graph points in all four quadrants of the coordinate plane to solve a realworld problem. I can find either a vertical or horizontal distance between points on the coordinate plane. 6. WCE.M.6 Compare, order and locate all positive and negative rational numbers on a number line. I can compare, order and locate all positive and negative rational numbers on a number line. Page 5 of 5