Comanche/Soule - Pacing Guide 2011-2012

6thGrade Math

STANDARDS / #1 / #2 / #3 / #4 / #5 / #6 / #7 / #8
Sept. 19-23 / Nov.1-4 / Nov.17-22 / Dec. 15-21 / Jan.25-31 / Feb.15-21 / Mar. / May
7-11
▲6.1.3.A2 / The student adjusts original rational number estimate of a real-world problem based on additional information (a frame of reference). / x
▲6.1.4.K2a / The student performs and explains dividing whole numbers through a two-digit divisor and a four-digit dividend and expresses the remainder as a whole number, fraction, or a decimal / x / --Review for State Testing--
6.1.4.4
6.1.4.5 / The student identifies and explains the prime factorization of whole numbers
The student finds prime factors, greatest common factor, multiples and the least common multiples. / x
▲6.1.4.A1b / The student generates and/or solves one- and two-step real-world problems with rational numbers using these computational procedures:
Addition, subtraction, multiplication, and division of decimals
through hundredths place. / x
▲6.1.1.K2
6.3.4.1 / The student compares and orders
a. integers,
b. fractions greater than or equal to zero,
c. decimals greater than or equal to zero through thousandths place.
The student uses a number line (horizontal/vertical) to order integers and positive rational numbers (in both fractional and decimal form). / x
▲6.1.4.2f / The student adds, subtracts, and multiplies fractions (including mixed numbers) expressing answers in simplest form. / x
▲6.1.1.K4 / The student knows and explains numerical relationships between percents, decimals, and fractions between 0 and 1. / x
6.2.1.2
▲6.2.1.4 / The student generates a pattern (repeating, growing).
The student states the rule to find the next number of a pattern with one operational change (addition, subtraction, multiplication, division) to move between consecutive terms. / x
▲6.2.2.A1
6.2.2.6 / The student writes and/or solves one-step equations (addition, subtraction, multiplication, and division).
The student finds the value of algebraic expressions using whole numbers. / x
▲6.3.2.A1
6.3.1.8
6.3.1.10 / The student solves real-world problems by applying these measurement formulas:
a. perimeter of polygons using the same unit of measurement.
b. area of squares, rectangles, and triangles using the same unit of
measurement.
The student identifies and defines circumference, radius and diameter of circles.
The student determines the radius or diameter of a circle given one or the other. / x
▲6.3.4.K3 / The student uses all four quadrants of the coordinate plane to a. identify the ordered pairs of integer values on a given graph;
b. plot the ordered pairs of integer values. / x
▲6.3.2.K3b / The student converts within the metric system using the prefixes: kilo, hecto, deka, deci, centi, and milli. / x
▲6.3.1.K7 / The student classifies
a. angles as right, obtuse, acute, or straight.
b. triangles as right, obtuse, acute, scalene, isosceles, or equilateral. / x
▲6.3.3.K1 / The student identifies, describes, and performs one or two transformations (reflection, rotation, translation) on a two-dimensional figure. / x
▲6.4.1.K2 / The student lists all possible outcomes of an experiment or simulation with a compound event composed of two independent events in a clear and organized way / x
▲6.4.1.K4 / The student represents the probability of a simple event in an experiment or simulation using fractions and decimals. / x
CCSS-6.EE3 / Apply properties of operations to generate equivalent expressions / x
CCSS-6.NS7 / Understand ordering and absolute value of rational numbers / x
CCSS-6.SP4 / Display numerical data in plots on a number line, including dot plots, histograms, and box plots. / x
CCSS-6.RP1
CCSS-6.RP2
CCSS-6.RP3 / Understandtheconceptofaratioanduseratiolanguagetodescribearatio
relationshipbetweentwoquantities.Forexample,“Theratioofwingstobeaks
inthebirdhouseatthezoowas2:1,becauseforevery2wingstherewas1
beak.”“ForeveryvotecandidateAreceived,candidateCreceivednearlythreevotes.”
Understandtheconceptofaunitratea/bassociatedwitharatioa:bwith
b≠0(bnotequaltozero),anduseratelanguageinthecontextofaratio
relationship.Forexample,"Thisrecipehasaratioof3cupsofflourto4cups
ofsugar,sothereis3/4cupofflourforeachcupofsugar.""Wepaid$75for15hamburgers,whichisarateof$5perhamburger."(Expectationsforunitrates
inthisgradearelimitedtonon‐complexfractions.)
Useratioandratereasoningtosolvereal‐worldandmathematicalproblems,
e.g.,byreasoningabouttablesofequivalentratios,tapediagrams,double
numberlinediagrams,orequations.
a.Maketablesofequivalentratiosrelatingquantitieswithwhole‐number
measurements,findmissingvaluesinthetables,andplotthepairsofvalues
onthecoordinateplane.Usetablestocompareratios.
b.Solveunitrateproblemsincludingthoseinvolvingunitpricingandconstant
speed.Forexample,Ifittook7hourstomow4lawns,thenatthatrate,how
manylawnscouldbemowedin35hours?Atwhatratewerelawnsbeing
mowed?
c.Findapercentofaquantityasarateper100(e.g.,30%ofaquantitymeans30/100timesthequantity);solveproblemsinvolvingfindingthewholegivenapartandthepercent.
d.Useratioreasoningtoconvertmeasurementunits;manipulateandtransformunitsappropriatelywhenmultiplyingordividingquantities. / x