JCPS Grade 6- KCAS Curriculum Resource Map Weeks 6-17 Unit 2: Rational Number 48 instructional days + 12 additional days that could be used for assessment, intervention, and enrichment Standards with red keys are priority standards. Standard Lessons Teacher Notes 6.NS.4 Find the greatest common factor of two whole numbers less than or CMP2: Prime Time KCAS Notes: 6.NS.4 Be deliberate about equal to 100 and the least common multiple of two whole numbers less Investigation 2.3 & 3 representing sum of two whole numbers than or equal to 12. Use the distributive property to express a sum of two with a common factor using the distributive whole numbers 1-100 with a common factor as a multiple of a sum of two property. Also teachers should be CLICK HERE FOR whole numbers with no common factor. For example, express 36 + 8 as intentional about teaching GCF and LCM. FORMATIVE 4(9+2). 1 ASSESSMENTS Learning Targets: I can determine the Greatest Common Factor of two whole numbers less than or equal to 100. I can determine the Least Common Multiple of two whole numbers less than or equal to 12. I can apply the Distributive Property to rewrite addition problems by factoring out the Greatest Common Factor of two whole numbers 1-100 and multiplying the Greatest Common Factor by the sum of the two remaining factors. 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. Learning Targets: I can write numerical expressions involving whole number exponents I can evaluate numerical expressions involving whole number exponents. 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fractions 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 Recommended Assessments FA Opportunity 6.RP.3c FA Opportunity 6.NS.1 FA Opportunity 6.NS.2 FA Opportunity 6.NS.5 FA Opportunity 6.NS.8 Weeks 6-17 Sample Unit Resource Plan 2 Vocabulary: algebraic expressions, absolute value, distributive property, equivalent ratios, greatest common factor, inequality, integer, least common multiple, negative number, opposite, percent, positive number, rational number, solution CMP2: Bits & Pieces II Investigation 4 2 Analytical an Applied Sciences KAG: MS Math 2012-13 *Standard Progression/CMP2 Alignment Strength 1 JCPS Grade 6- KCAS Curriculum Resource Map Weeks 6-17 Unit 2: Rational Number Standard land with length 3/4 mi and are 1/2 square mi? 48 instructional days + 12 additional days that could be used for assessment, intervention, and enrichment Standards with red keys are priority standards. Lessons Teacher Notes KCAS Notes: 6.NS.2 These sites show examples of how to step students through the standard algorithm of division. Learning Targets: I can compute quotients of fractions divided by fractions. I can interpret quotients of fractions. I can solve word problems involving division of fractions by fractions by using multiple representations. 6.NS.2 Fluently divide multi-digit numbers using the standard algorithm. Learning Target: I can divide multi-digit numbers using the standard algorithm with speed and accuracy. 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Learning Targets: · I can add multi-digit decimals using the standard algorithm for each operation with accuracy. · I can subtract multi-digit decimals using the standard algorithm for each operation with speed and accuracy. · I can multiply multi-digit decimals using the standard algorithm for each operation with speed and accuracy. · I can divide multi-digit decimals using the standard algorithm for each operation with speed and accuracy. 6.RP.3 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. 6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100times the quantity); solve problems involving finding the Gap Lessons http://www.coolmath4kids.com/longdivision/long-division-lesson-1.html or http://homeschoolmath.net/teaching/ 0 CMP2: Bits & Pieces III Investigation 1-5 omit 1.1, 1.3 and 5.3 2 CMP2: Common Core Investigations Grade 6: Investigation 3, Omit 3.6 This game steps students through the standard algorithm. The difficulty level should be set to a three digit number or higher. http://www.kidsnumbers.com/longdivision.php Analytical an Applied Sciences KAG: MS Math 2012-13 *Standard Progression/CMP2 Alignment Strength 2 JCPS Grade 6- KCAS Curriculum Resource Map Weeks 6-17 Unit 2: Rational Number Standard whole, given a part and the percent. 48 instructional days + 12 additional days that could be used for assessment, intervention, and enrichment Standards with red keys are priority standards. Lessons Teacher Notes 2 Learning Targets: Given a real word and mathematical problem, I can find a percent of a number as a rate per 100. Given a part and a percent in a real-world or mathematical problem, I can find the whole. 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, 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. CMP2: Bits & Pieces III Investigation 1-5 omit 1.1, 1.3 and 5.3 CMP2: Common Core Investigations Grade 6: Investigation 3, Omit 3.6 KCAS Notes: 6.NS. 5 Teachers will need to be intentional about teaching absolute value in context (i.e. credit/debit, above/below sea level, account balance, temperature). 1 Learning Targets: I can identify a negative number as being to the left of zero on a number line and a positive integer as being to the right on a number line. I can use integers to represent quantities in real world situations. I can explain the meaning of zero in real-world problems. 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. 6.NS.6a 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. 2 Learning Target: I can identify a number and its opposite on a number line. Analytical an Applied Sciences KAG: MS Math 2012-13 *Standard Progression/CMP2 Alignment Strength 3 JCPS Grade 6- KCAS Curriculum Resource Map Weeks 6-17 Unit 2: Rational Number 48 instructional days + 12 additional days that could be used for assessment, intervention, and enrichment Standards with red keys are priority standards. Standard Lessons Teacher Notes I can recognize that the opposite of the opposite of a number is itself. I can recognize that 0 is its own opposite. 6.NS.6 Understand a rational number as a point on the number line. Extend CMP2: Bits & Pieces III number line diagrams and coordinate axes familiar from previous grades to Investigation 1-5 represent points on the line and in the plane with negative number omit 1.1, 1.3 and 5.3 coordinates. 6.NS.6b Understand signs of numbers in ordered pairs as indicating locations CMP2: Common Core Investigations in quadrants of the coordinate plane; recognize that when two ordered pairs Grade 6: Investigation 3, 2 differ only by signs, the locations of the points are related by reflections Omit 3.6 across one or both axes. Learning Target: I can identify the location in all quadrants of the coordinate plane based on the sign of the numbers in the ordered pair. I can determine that when two ordered pairs differ only by signs, the location of the points are related by reflections across one or both axes. 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. 6.NS.6c 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. 2 Learning Target: I can find and position ordered pairs of rational numbers in the coordinate plane. I can find and position rational numbers on a number line diagram. 6.NS.7 Understand ordering and absolute value of rational numbers. 6.NS.7a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret - KCAS Notes: 6.NS.7a Teachers should be intentional when teaching Common Core Investigation 3.1 regarding relative position Analytical an Applied Sciences KAG: MS Math 2012-13 *Standard Progression/CMP2 Alignment Strength 4 JCPS Grade 6- KCAS Curriculum Resource Map Weeks 6-17 Unit 2: Rational Number 48 instructional days + 12 additional days that could be used for assessment, intervention, and enrichment Standards with red keys are priority standards. Standard Lessons Teacher Notes 3 > -7 as a statement that -3 is located to the right of -7 on a number line of two numbers on a number line diagram. oriented from left to right. Learning Target: I can interpret an inequality as a statement of location on a number line diagram. 6.NS.7 Understand ordering and absolute value of rational numbers. 6.NS.7b 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. 1 CMP2: Bits & Pieces III Investigation 1-5 omit 1.1, 1.3 and 5.3 CMP2: Common Core Investigations Grade 6: Investigation 3, Omit 3.6 Learning Target: I can write statements of order for rational numbers in a real-world context. I can interpret statements of order for rational numbers in a real-world context. I can explain statements of order for rational numbers in a real-world context. 6.NS.7 Understand ordering and absolute value of rational numbers. 6.NS.7c 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. 2 Learning Target: I can interpret absolute value of a rational number as distance from "0" on a number line. I can apply the ideas of absolute value to real-world quantities, when appropriate. 2 Analytical an Applied Sciences KAG: MS Math 2012-13 *Standard Progression/CMP2 Alignment Strength 5 JCPS Grade 6- KCAS Curriculum Resource Map Weeks 6-17 Unit 2: Rational Number 48 instructional days + 12 additional days that could be used for assessment, intervention, and enrichment Standards with red keys are priority standards. Standard Lessons Teacher Notes 6.NS.7 Understand ordering and absolute value of rational numbers. KCAS Notes: 6.NS.7d Teachers should be 6.NS.7d Distinguish comparisons of absolute value from statements about intentional when teaching Common Core order. For example, recognize that an account balance less than -30 dollars Investigation 3.1 regarding relative position represents a debt greater than 30 dollars. of two numbers on a number line diagram 1 Learning Target: CMP2: Bits & Pieces III I can tell the difference between statements of absolute value and Investigation 1-5 statements of order. omit 1.1, 1.3 and 5.3 6.NS.8 Solve real-world and mathematical problems by graphing KCAS Notes: 6.NS.8 Teachers will need to points in all four quadrants of the coordinate plane. Include use of include all exercises in this investigation. For CMP2: Common Core Investigations coordinates and absolute value to find distances between points 6.NS.8 include exercise #47. Grade 6: Investigation 3, with the same first coordinate or the same second coordinate. Omit 3.6 1 Learning Target: I can solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. I can use the coordinates and absolute value to find the distance between points that have the same first or second coordinate. 6.G.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. Learning Targets: Given coordinates for the vertices, I can draw polygons in the coordinate plane. I can use coordinates where either the x or y coordinate are the same to find the side length of a polygon in a coordinate plane to solve real-world and mathematical problems. 2 Analytical an Applied Sciences KAG: MS Math 2012-13 *Standard Progression/CMP2 Alignment Strength 6
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