Nine Weeks: 1st Unit: 1Date(s): 16 daysGrade: 6thDomain: NS

Content Standard
The Number System
B. Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.B.2 Fluently divide multi-digit numbers using a standard algorithm.
6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.
6.NS.B.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 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
Student Outcome/ Established Goals
TSW divide multi-digit whole numbers without a calculator.
TSW add, subtract, multiply and divide multi-digit decimals without a calculator.
TSW solve word problems using decimals for all operations.
TSW solve multi-step word problems using decimals.
TSW find the GCF and LCM of two numbers less than or equal to 100.
TSW identify the modeled property (commutative, associative, or distributive).
Carnegie Module/ Topic/ Lesson / Activity/Teacher Toolbox
Module 1: Composing and Decomposing
Topic 1: Factors and Area
Lesson: 1.4, 1.5 / Teacher Toolbox Lessons 8, 9, 10, 11
Vocabulary / i-Ready/ Mathia/ CAB / Essential Questions
Factor
Common Factor
Relatively Prime
Multiple
Greatest Common Factor (GCF)
Least Common Multiple (LCM) Commutative Property
Associative Property
Distributive Property
Performance Tasks
Assessment Percentage and Item Type
Number Relationships
14-19 Items
31-38% of Test
Assessment Example
What is the product of 3.28 and 2.9?
A. 0.618 B. 6.18 C. 9.512 D. 3.608
Select the expression that shows 54 + 48 using the greatest common factor times the sum of two numbers.
  1. 2(27 + 24) B. 3(18 + 17) C. 4(13 + 12) D. 6(9 + 8)

ACT Alignment (6th-8th)

Nine Weeks: 1st Unit: 2 Date(s): 8 days Grade: 6th Domain: NS

Content Standard
The Number System (Major Content of the Grade)
A. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
6.NS.A.1 Interpret and compute quotients of fractions, and solve contextual problems involving division of fractions by fractions (e.g., using visual fraction models and equations to represent the problem is suggested).
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 times 8/9 is 2/3 ((a/b) ÷ (c/d) = ad/bc.)
Further example: How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Student Outcome/ Established Goals
TSW solve word problems using multiplication and division of fractions.
TSW solve word problems using all operations for mixed numbers.
TSW solve multi-step word problems using fractions and mixed numbers.
Carnegie Module/ Topic/ Lesson / Activity/Teacher Toolbox
Module 1: Composing and Decomposing
Topic 2: Positive Rational Numbers
Lesson: 2.1, 2.2, 2.3 / Teacher Toolbox Lessons 6, 7
Vocabulary / i-Ready/ Mathia/ CAB / Essential Questions
Product
Dividend
Divisor
Quotient
Reciprocal
Positive Rational Number
Benchmark Fraction
Complex Fraction
Multiplicative Inverse
Multiplicative Inverse Property
Performance Tasks
Assessment Percentage and Item Type
Number Relationships
14-19 Items
31-38% of Test
Assessment Example
The area of a rectangular patio is 90 3/10 square feet. The length is 10 1/2 feet. What is the width, in feet, of the patio?
  1. 5/43 B. 8 3/5 C. 79 4/5 D. 948 3/20
Adrianna has fabric that is 3/4 yard long. She needs to cut the fabric into pieces that are 1/8 yard long.
How many 1/8 -yard-long pieces will she have?
ACT Alignment (6th-8th)