2Nd Nine Weeks Room for You to Do Problem Solving, Review, Testing, Etc
Grade and Subject *29 lessons are included in the pacing guide. There are 45 instructional days in this nine weeks. This leaves
2nd Nine Weeks room for you to do problem solving, review, testing, etc.
Lesson / Standard / Learning Targets / Student Friendly Statements / Essential Question / Tennessee Academic Vocabulary / Additional Resources / AssessmentsHolt 3-7 / NS.6.1 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.
NS.6.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
SPI0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals. / · Students must add, subtract, multiply, and divide decimals. / · I can add, subtract, multiply, and divide decimals. / What does accurately completing calculations allow us to do? / · / http://www.swisd.net/hip/Hip_Units/6th%20Grade%20Math/6MathMod4.pdf
Holt 3-8 / SPI 0606.1.2 – Judge the reasonableness of the results of rational number estimates and/or computations. / · Students must use estimation strategies in mathematical situations.
· Students must use estimation strategies in practical situations.
· Students must select the estimation strategy most appropriate to a situation. / · I can use estimation strategies in mathematical situations.
· I can use estimation strategies in practical situations. / Why is estimation useful in mathematical or practical situations? In what types of situations is it desirable to estimate and in what types of situations do you need exact calculations? / · / http://www.mathcantakeyouplaces.org/games.lasso / Math-1-6-6-Student Assessment.doc
Holt 3-9 / EE.6.7
SPI 0606.3.3 / · Students must be able to solve equations with one variable. / · I can solve equations with one variable. / · / http://betterlesson.com/lesson/12439/solve-one-step-multiplication-division-equations / Math-2-6-2-a-Student Assessment.doc
Holt 4-1 / NS.6.2 Fluently divide multi-digit numbers using the standard algorithm.
Grade 5: (SPI 0506.2.4) / · Students must understand that a prime number is a natural number divisible only by numbers 1 and itself. / · I know the definition of a prime number.
· Iknowthe definition of a composite number. / How are the concepts of number theory applied in the real world? / · Divisible
· Composite number
· Prime number / /www.internet4classrooms.com
Holt 4-2 / NS.6.4 Finding the greatest common factor of two whole numbers less than or equal to 100. / · Students must know every positive integer greater than 1 is either prime or can be expresses as the product of two or more positive prime numbers. / · I can use divisibility to find the prime factorization of a number. / How are the concepts of number theory applied in the real world? / · Factor
· Prime factorization / http://www.uen.org/Lessonplan/preview?LPid=18882
Holt 4-3 / NS.6.4 Finding the greatest common factor of two whole numbers less than or equal to 100. / · Students must comprehend multiplication as a tool to determine what numbers divide evenly into another number. / · I can find the greatest common factor for a set of numbers. / How are the concepts of number theory applied in the real world? / · Greatest common factor (GCF) / Number theory: Greatest common factor
Holt 4-4 / RP.6.3
NS.6.5
NS.6.6
NS.6.6.c
NS.6.7
NS.6.7a
NS.6.7b
SPI 0606.2.5
SPI 0606.2.7 / · Students must know that fractions, decimals, and percents can be translated among each other.
· Students must know that fractions can be modeled as decimals; decimals can be modeled as fractions.
· Students must know that decimals can be modeled as percents; percents can be modeled as decimals.
· Students must know that fractions can be modeled as percents; percents can be modeled as fractions. / · I can translate fractions, decimals, and percents among each other. / Why do we need to know how to compare and order groups of fractions, decimals, and percents? / · Mixed number
· Terminating decimal
· Repeating decimal / www.betterlesson.com / Math-1-6-2-Student Assessment.docx
Holt 4-5 / NS.6.1 / · Students must recognize equivalent fractions.
· Students must write equivalent fractions using acommon denominator. / · I can write equivalent fractions using acommon denominator.
· I can recognize fractions that are less than, greater than, or equal to a half. / When might it be necessary to order a group of numbers made up of fractions, decimals, and percents?
What does that help us to achieve? / · Equivalent fractions
· Simplest form / http://mathjourneys.com/mathsix.html / Math-1-6-3-Student Assessment.docx
Holt 4-6 / RP.6.3
SPI 0606.2.5 / · Students must convert between mixed numbers and improper fractions / · I can change an improper fraction to a mixed number and back. / When might you need to convert a mixed number to an improper fraction? / · Improper fraction
· Proper fraction / http://www.helpingwithmath.com/by_subject/geometry/geo_similar_triangles_8g4.htm / http://www.ixl.com/math/standards/tennessee/grade-6
Holt 4-7 / NS.6.5
NS.6.6
NS.6.6.c
NS.6.7
NS.6.7a
NS.6.7b
SPI 0606.2.7 / · Students must find a common denominator when given two or more fractions. / · I can find a common denominator when given two or more fractions / Why do we need to know how to compare and order groups of fractions, decimals, and percents? / · Like fractions
· Unlike fractions
· Common denominator / http://www.math-play.com/6th-grade-math-games.html / http://www.ixl.com/math/standards/tennessee/grade-6
Holt 4-8 and 4-9 / Review 4-8 and 4-9 / · Students must correctly estimate using fractions. / · I can correctly estimate using fractions. / How can estimating with fractions, decimals, and percents impact your life? / · / Add and subtract fractions: Add and subtract fractions with like denominators (Sixth grade - U.1)
Holt 5-1 / 5-1 Review / · Students must know that they can add or subtract fractions with unlike denominators using the Least Common Multiple (LCM).
· Students mustdetermine thecommon denominator using Least Common Multiple or by multiplying the denominators. / · Iknow how toadd or subtract fractions with unlike denominators using the Least Common Multiple (LCM). / Why do we need to know how to add and subtract fractions? / · Least common multiple / http://www.swisd.net/hip/Hip_Units/6th%20Grade%20Math/6MathMod2.pdf / Math-1-6-2-Student Assessment.docx
Holt 5-2 / · Iknow denominators of two or more fractions must be alike in order to perform addition or subtraction of fractions. / · I know how to add and subtract mixed numbers with regrouping.
· I know how to multiply and divide fractions and mixed numbers. / What does accurately completing calculations allow us to do? / · Least common denominator / http://exchange.smarttech.com/search.html?q=%22least%20common%20denominator%22 / Math-1-6-7a-Student Assessment.doc
Holt 5-3 / NS.6.1 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.
SPI0606.2.2 Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers. / · Students must know how to add and subtract mixed numbers with regrouping.
· Students must know how to multiply and divide fractions and mixed numbers. / · I know how to add and subtract mixed numbers with regrouping.
· I know how to multiply and divide fractions and mixed numbers. / What does accurately completing calculations allow us to do? / · / http://exchange.smarttech.com/search.html?q=mixed%20numbers / Math-1-6-7a-Student Assessment.doc
Holt 5-4 / NS 6.1
SPI 0606.2.2 / · Students must know how to add and subtract mixed numbers with regrouping.
· Students must know how to multiply and divide fractions and mixed numbers. / · I can regroup mixed numbers to add and subtract fractions. / Why is it sometimes necessary to regroup fractions? / · / http://web.ccsd.k12.wy.us/techcurr/math/math3_6.html
Holt 5-5 / NS 6.1
SPI 0606.2.2 / · Students must be able to solve equations with one variable.
· Students must know that denominators of two or more fractions must be alike in order to perform addition or subtraction of fractions. / · I can solve equations with one variable.
· Iknow denominators of two or more fractions must be alike in order to perform addition or subtraction of fractions. / Why do we need to know how to add and subtract fractions? / · / http://www.math-aids.com/Fractions/ / Math-1-6-2-Student Assessment.docx
Holt 5-6 / NS.6.1
SPI 0606.2.1 / · Students must know they need to write a whole number as a fraction before they multiply or divide.
· Students must know they can simplify fractions being multiplied, before they multiply.
· Students must know to multiply the numerators.
· Students must know to multiply the denominators. / · I can simplify fractions being multiplied, beforeI multiply.
· I can multiply the numerators.
· I can multiply the denominators. / Name a situation in which you would multiply or divide fractions using a model, drawing, or digits. / · / http://mdiffey.net/assets/actaap2/nov22/simpfracs.pdf / Math-1-6-2-Student Assessment.docx
Holt 5-7 / NS.6.1
SPI 0606.2.1 / See Lesson 5-6 / See Lesson 5-6 / See Lesson 5-6 / ·
Holt 5-8 / NS 6.1
SPI 0606.2.2 / See Lesson 5-6 / See Lesson 5-6 / See Lesson 5-6 / ·
Holt 5-9 / NS 6.1
SPI 0606.2.2 / See Lesson 5-6 / See Lesson 5-6 / See Lesson 5-6 / · Reciprocal
· Multiplicative inverse / http://www.studyzone.org/mtestprep/math8/e/multinv36l.cfmhttp://www.studyzone.org/mtestprep/math8/e/multinv36l.cfm
Holt 5-10 / NS.6.1
SPI 0606.2.1 / See Lesson 5-6 / See Lesson 5-6 / See Lesson 5-6 / ·
Holt 11-1 / NS.6.5; NS.6.6; NS.6.6.c; NS.6.7; NS.6.7.a; NS.6.7.b
SPI 0606.2.8 Locate integers on the number line. / · Students must comprehend absolute value as a distance from zero.
· Students must know negative numbers are less than zero. / · I can place positive and negative integers on a number line.
· I know absolute value shows how far a number is from zero. / Why do we need to know how to place numbers in different formats on a number line? / · Positive number
· *Negative number
· Opposites
· *Integer
· *Absolute value / Simple addition of integers within -10 to 10
Holt 11-2 / NS.6.5; NS.6.6; NS.6.6.c; NS.6.7; NS.6.7.a; NS.6.7.b
NS.6.7.c; NS.6.7.d
SPI 0606.2.8 / · Students must be able to compare and order positive and negative integers. / · I can compare and order integers. / Why is it necessary to use negative numbers?
Holt 11-3,
6-6 / RP.6.3.a; NS.6.6.b
NS.6.8 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.
G.6.3 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. / · Students must locate and graph points on a coordinate plane. / · I can graph points on the coordinate plane. / In what way can graphing in a coordinate plane help you in the real world? / · *Cartesian Coordinate system
· Coordinate plane
· Axes
· x-axis
· y-axis
· quadrants
· origin
· coordinates
· x-coordinate
· y-coordinate / http://www.eduplace.com/math/mathsteps/4/c/index.html
Holt
11-5 / NS.6.5; NS.6.6; NS.6.6.c; NS.6.7; NS.6.7.a; NS.6.7.b / · Student must add positive and negative integers. / · I can add positive and negative numbers. / Why might you need to understand how to add and subtract negative numbers? / ·
Holt 11-6 / NS.6.5; NS.6.6; NS.6.6.c; NS.6.7; NS.6.7.a; NS.6.7.b / · Students must subtract positive and negative integers. / · I can subtract positive and negative numbers. / Why might you need to understand how to add and subtract negative numbers? / ·
Holt 11-7 / NS.6.5; NS.6.6; NS.6.6.c; NS.6.7; NS.6.7.a; NS.6.7.b / · Students must multiply positive and negative integers. / · I can multiply positive and negative numbers. / Why might you need to understand how to multiply negative numbers? / ·
Holt 11-8 / NS.6.5; NS.6.6; NS.6.6.c; NS.6.7; NS.6.7.a; NS.6.7.b / · Students must divide positive and negative integers. / · I can divide positive and negative numbers. / Why might you need to understand how to divide negative numbers? / ·
Holt 11-9 / EE.6.5 / · Students must solve equations containing integers. / · I can solve an equation with positive and negative numbers. / When might you need to solve an equation including positive and negative numbers? / · Identity Property / http://www.elemedu.ccs.k12.nc.us/Resources/Math_Newsletters/Grades_3-5_Order_of_Operations_and_Basic_Properties.pdf
http://rpdp.net/show.php?type=math&cat=195&lvl=Middle+School