Q3 6th Grade Math Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 3 Overview

Rational Numbers:

Students extend the number line (both horizontally and vertically) in Module 3 to include the opposites of whole numbers. The number line serves as a model to relate integers and other rational numbers to statements of order in real-world contexts. In this module's final topic, the number line model is extended to two-dimensions, as students use the coordinate plane to model and solve real-world problems involving rational numbers.

Topic C: Rational Numbers and the Coordinate Plane

 

Advanced Preparation

  • Suggested tools and representations:
  • Horizontal and vertical number lines
    Coordinate Plane

 

Module 4 Overview

Expressions and Equations:

Students extend their arithmetic work to include using letters to represent numbers. Students understand that letters are simply ‘stand-ins’ for numbers and that arithmetic is carried out exactly as it is with numbers. Students explore operations in terms of verbal expressions and determine that arithmetic properties hold true with expressions because nothing has changed – they are still doing arithmetic with numbers. Students conclude that in word problems, each letter (or variable) represents a number, and its meaning is clearly stated. Topic B: Special Notations of Operations

Topic A: Relationships of the Operations

Topic B: Special Notations of Operations

Topic C: Replacing Letters and Numbers

Topic D: Expanding, Factoring, and Distributing Expressions

Topic E: Expressing Operations in Algebraic Form

Topic F: Writing and Evaluating Expressions and Formulas

Topic G: Solving Equations

Topic H: Applications of Equations

 

Advanced Preparation

  • Bar model
  • Geometric figures

 

2017-2018 Math Schedule of Assessed Standards (SAS)

  • Module Tip Sheet for Parents

    These documents provide parents an opportunity to see what their children are learning in the current module including:

    • Standards
    • Key vocabulary
    • Example Problems
    • Pictorial Models
    • Ideas for how to can help children at home
    • Coherence of learning with past and future modules
  • Week 1: February 5

    Module

    3

    4

    Topic

    C

    A

    Lesson

    18 / 19

    1

    2

    Assessment:

    End of Module 3 Assessment

    Standards Addressed in Week's Lessons

    Topic C

     6.NS.C.6b

     6.NS.C.6c

     6.NS.C.8

     Topic A

     6.EE.A.3

    Standards Assessed in Assessment

    End of Module

    5.NF.A.1

    5.NF.A.2

    Notes:

    Lesson 18 (P) & 19 (E) Combine

    Lessons address same standard (6.NS.C.8). Include opening exercise and example 3 of lesson 18. Begin lesson 19 with exploratory challenge and focus on #2 of lesson 19 exit ticket.

     

    Administer End of Module Assessment

     

    Begin Module 4 with lessons 1 and 2

     

    Lesson 1 (S)

    To prepare, cut out 10 squares for each student found at end of lesson.

     

    Lesson 2 (E)

    To prepare, have students use 10 squares from previous lesson and cut out additional 10 squares. Have large paper ready for students to complete Exploratory Challenge.

  • Week 2: February 12

    Module

    4

    Topic

    A

    B

    Lesson

    3

    4

    5

    6

    Assessment:

    Biweekly 1: Lesson 5 Exit Ticket

    Standards Addressed in Week's Lessons

    Topic A

    6.EE.A.3

    Topic B

    6.EE.A.1

    6.EE.A.2c

    Standards Assessed in Assessment

    Biweekly 1

    Topic A

    6.EE.A.3

    Notes:

    Lesson 3 (S)

    Students continue to use the squares from Lessons 1 and 2 to create tape diagrams. Each pair of students need 30 squares to complete the activities.

     

    Lesson 4 (S)

    Students continue to use the squares from Lessons 1–3 to create tape diagrams. Each pair of students need 30 squares to complete the activities.

     

    Lesson 5 (S)

    To prepare, have white boards ready for fluency activity. Use anchor charts or word walls to emphasize new terms: base, exponent, power, squared, and cubed. Practice moving between exponential notation, expanded notation, and standard notation.

     

    Lesson 6 (P)

    This lesson uses the term ‘powerful’ to determine order of operations computed. For example, division has more power than subtraction so you divide before you subtract.

  • Week 3: February 19

    Module

    4

    Topic

    C

    D

    Lesson

    7 / 8

    9

    10

    Standards Addressed in Week's Lessons

    Topic B

    6.EE.A.2c

    Topic C

    6.EE.A.4

    Topic D

    6.EE.A.2a

    6.EE.A.3

    Notes:

    Lesson 7 (P) & Lesson 8 (S) Combine

    Begin with sprint from lesson 8 on division of fractions. Use exercise 2 and example 3 in lesson 7. Create anchor chart with area, volume, and perimeter examples. Begin lesson 8 with opening exercise. For time, skip example 4. Create anchor chart that includes the identities using letters, proofs using numbers, and a visual representation of the proof. Use exit ticket from lesson 7 on area and perimeter.

     

    Lesson 9 (P)

    Use bar diagrams to help students to differentiate between the mathematical terms subtract and subtract from. For instance, when subtracting b from a, they know they must first represent a in order to take away b, leading to an understanding that the expression must be written ab.

     

    Lesson 10 (P)

    To prepare, create bingo cards for lesson exercise on matching expressions. To scaffold #2 of exit ticket, include word bank with coefficient, variable, term, and product.

  • Week 4: February 26

    Module

    4

    Topic

    D

    E

    Lesson

    11

    12

    13 / 14

    15

    Assessment:

    Biweekly 2: Lesson 12 Exit Ticket

    Notes:

    Lesson 11 (P)

    Support development of distributive property by activating prior knowledge around GCF during sprint exercises.

     

    Lesson 12 (P)

    Use model to construct factored form given expanded form. Help students understand expanded and factored forms are equivalent by substituting values for variables.

     

    Lessons 13 (P) and 14 (P) Combine

    Lessons have same objectives on writing division expressions in two forms. From Lesson 13, complete Examples 1–3, and then move into Example 1 from Lesson 14. Have students complete the Exercises, Exit Ticket, and Problem Set from Lesson 14.

     

    Lesson 15 (P)

    Be careful not to solely emphasize a key terms approach to problem solving. Help students use a quantitative reasoning approach where students are able to identify the relationship between the quantities in the problems and connect these to the appropriate operations.

    Standards Addressed in Week's Lessons

    Topic D

    6.EE.A.3

    6.EE.A.4

    6.EE.A.2a

    Topic E

    6.EE.A.2a

    6.EE.A.2b

    Standards Assessed in Assessment

    Biweekly 2

    Topic D

    6.EE.A.4

  • Week 5: March 5

    Module

    4

    Topic

    E

    F

    Lesson

    16

    18

    19

    Assessment:

    Mid Module Assessment

    Notes:

    Lesson 16 (M)

    In general, key word readings should be avoided. However, at this initial phase, it is important for students to understand the direct relationship between words in a written phrase and their appearance in an algebraic expression.

     

    Omit Lesson 17 (P)

    Lesson 17 is the same objective as lesson 16.

     

    Administer Mid Module Assessment

     

    Lesson 18 (P)

    Help students understand that a letter (variable) represents an actual number by ensuring they say/write ‘let k represent Karol’s weight in pounds’ instead of ‘let k represent Karol’s weight.'

     

    Lesson 19 (P)

    Use data tables to help students discover that addition and subtraction are inverse operations.

    Standards Addressed in Week's Lessons

    Topic E

    6.EE.A.2a

    6.EE.A.2b

    Topic F

     6.EE.A.2a

     6.EE.A.2c

     6.EE.B.6

    Standards Assessed in Assessment

    Mid Module Assessment

    Topic B

    6.EE.A.1

    Topic B – D

    6.EE.A.2

    Topic A & D

    6.EE.A.3

    Topic C & D

    6.EE.A.4

  • Week 6: March 12

    Module

    4

    Topic

    F

    G

    Lesson

    20 / 21

    22

    23

    25

    Notes:

    Lesson 20 (P) & 21 (M) Combine

    Lessons have same objectives. Prepare for lesson 21 with bags of 5 square tiles per student. Begin lesson 20 with exercise 2 and continue in lesson 21 with the mathematical model exercise. Complete lesson 20 exit ticket.

     

    Lesson 22 (P)

    To prepare, have blank sheet of paper ready for each student for folding activity and complete ahead of time as practice.

     

    Lesson 23 (P)

    Create an anchor chart using the equal or inequality signs with a visual image illustrating the concept that students can refer back to.

     

    Omit Lesson 24 (P)

    Lesson 24 has same objective as lesson 23.

     

    Lesson 25 (P)

    To prepare, have matching game materials ready.

    Assessment:

    Biweekly 3: Lesson 20 Exit Ticket

    Standards Addressed in Week's Lessons

    Topic F

    6.EE.A.2a

    6.EE.A.2c

    6.EE.B.6

    Topic G

    6.EE.B.5

    Standards Assessed in Assessment

    Biweekly 3

    Topic F

    6.EE.A.2c

    6.EE.B.6

  • Week 7: March 19

    Module

    4

    Topic

    G

    Lesson

    26

    27

    Notes:

    *Only two lessons due to consideration of PARCC Administration

     

    Lesson 26 (M)

    This lesson purposefully omits focus on the actual properties of equality to solve equations, which is reserved for Grade 7.

     

    Lesson 27 (E)

    Continue use of tape diagrams to solve algebraic equations. Poster paper is needed for this lesson. Posters need to be prepared ahead of time, one set of questions per poster.

    Assessment:

    Biweekly 3: Lesson 20 Exit Ticket

    Standards Addressed in Week's Lessons

    Topic G

    6.EE.B.5

    6.EE.B.6

  • Week 8: April 2

    Module

    4

    Topic

    G

    H

    Lesson

    28

    29

    30

    Notes:

    Lesson 28 (M)

    If whole class movement will be a challenge, consider allowing students to work in small groups at their tables and instead only the teacher will circulate around the room to check in with groups as they complete each problem.

     

    Lesson 29 (P)

    Allow time to answer student questions and discuss answers. In particular, encourage students to compare solution methods with one another, commenting on the accuracy and efficiency of each (solving through models or algebraically).

     

    Lesson 30 (P)

    In Lesson 30, students use prior knowledge from Grade 4 to solve missing angle problems as one step equations. Create anchor chart with angles given in opening exercise.

     

    Administer ANET assessment.

    Assessment:

    ANet

    Standards Addressed in Week's Lessons

    Topic G

    6.EE.B.5

    6.EE.B.6

    6.EE.B.7

    Topic H

    6.EE.B.7

    Standards Assessed in Assessment

    ANET 3

    6.EE.A.1

     6.EE.A.2a

     6.EE.A.2b

     6.EE.A.2c

     6.EE.A.3

     6.EE.A.4

     6.EE.B.5

     6.EE.B.6

     6.EE.B.7

     6.EE.B.8

     6.EE.C.9

  • Week 9: April 9

    Module

    4

    Topic

    H

    Lesson

    31

    32

    33 / 34

    Standards Addressed in Week's Lessons

    Topic H

    6.EE.B.5

    6.EE.B.6

    6.EE.B.7

    6.EE.B.8

    6.EE.C.9

    Notes:

    Lesson 31 (P)

    Lesson 31 involves students using their prior knowledge from Module 1 to construct tables of independent and dependent values in order to analyze equations with two variables from real-life contexts.

     

    Lesson 32 (P)

    In lesson 32, students represent equations by plotting values from the tables on a coordinate grid. Create anchor chart defining parts of coordinate grid as outlined in example one.

     

    Lesson 33 (P) & 34 (P) Combine

    Begin with example 2 and exercises in lesson 33. Continue with example 1 -3 and exercises 1 – 5 in lesson 34. Use exit ticket in lesson 34 to check for understanding.

     

    {end of Module 4; begin quarter 4 with end of module assessment}