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RAPID CITY AREA SCHOOLS
6TH GRADE MATH
CURRICULUM MAP
Ideas
for this curriculum map were pulled from the National
Council for Teachers of Mathematics, the South Dakota Content
Standards, and
various other resources. This map is
meant to be used as a guide for teachers in planning for math
instruction
throughout the school year.
The
timeline designates the number of weeks to be spent on
each area and aligns itself with Core Content standards from South
Dakota and
the Rapid City Area School District. The
key content standards describe in greater detail what is to be covered
during
those weeks. Essential questions seek
to give the teacher further thinking to pose to their students and
during the
teacher’s reflection on the instruction.
Assessment strategies are only suggestions for assessment as the
instructor can decide what forms of assessment will be used in the
classroom,
how often the assessment will be administered, and to what degree and
weight
each assessment will have on the students overall grade.
Reference to Instructional Resources should
be used as a guide for teachers to find further information regarding
the
teaching of this content that will aid them in the delivery of the
curriculum. Activities are listed as
suggestions for
further knowledge enhancement on the part of the student.
Teachers
should find this curriculum map as a guide for
knowing where the students are headed concerning content and where they
will be
at the end of the year to ensure that no content is left out from
instruction
during the year.
**The
following resources and activities below are only an
example and are not a true example of what is offered in the Rapid City
Area
Schools or in the state. Each district
and building should be responsible for outlining the manipulatives,
resources,
and various technology pieces that are available to them.
These may be resources provided by district
funds, through written grants in individual buildings, and through
independent
purchase by the teacher. Each building
should take the time to outline these resources and it would also be
helpful to
note the teachers that have specific resources available to them that
may be
shared within the building.
|
Timeline |
Core Content # |
Core Content Standard
(Skills) |
Essential QuestionS |
Assessment |
**Instructional Resources |
**Activities |
|
1 week |
5TH Grade
Review |
PROBLEM SOLVING INCLUDING: ·
Use different problem
solving strategies including working backwards, make a list, solve an
easier problem, draw a picture ·
Use proper techniques
including mental math, paper and pencil, technology to solve problems ·
Both solve and check for
logical reasoning |
How reasonable are your
answers in problem situations? Which problem-solving
strategy is appropriate to use when solving a variety of problems? |
·
Pre/Post Testing ·
Open Response ·
Unit Tests Performance events Observation Checklists Cooperative Learning
Projects |
The
Problem Solver Grade 6; Puddle Problems; Big
Book of Puzzlers by Karen
Anderson; Fun With Math: Problem
Solving
by Lakshmi ; Troll Sports Math: Math
word Problems for grades 4-6; Figure It Out (series) from Curriculum
Associates, Inc. |
Fibonacci
sequence-investigating patterns Pascal’s triangle-look
for patterns, application to probability, make predictions |
|
4 weeks |
6.A.1.1 6.A.1.2 6.A.2.1 6.A.3.1 6.A.3.2 6.A.4.1 6.N.1.1 |
·
Estimating/rounding whole
numbers and decimals ·
Read and write numbers
from
hundred thousandths to billions. ·
Order of operations ·
Simple Algebraic
Expressions ·
Write and solve equations
with one
variable ·
Whole # Place Value |
How do you relate
properties among numbers and orders of operations? How do you represent very
large and very small numbers? How can you represent
problems with equations and find solutions? What do you understand
about operations with numbers? |
·
Pre/Post Testing ·
Open Response ·
Unit Tests ·
Pre/Post Testing ·
Open Response ·
Unit Tests |
Developing Number Sense,
(NCTM Addenda Series); Hands on Equations manipulatives
How the West
Was One + Three x four software from
Sunburst
|
·
Interpret and explore
everyday problems using advertisements ·
Compare sides of
equations to determine if they are equal (#13 in Developing Number
Sense) ·
How large would a pile of
a million pennies be? ·
How big is a million? (#7
in Developing Number Sense) ·
Hands on Math for Active
Learning with Marcy Cook ·
Marilyn Burns’ Math
Solutions: The Place Value Game ·
Use area model to
represent decimals. |
|
2 weeks |
6.S.1.1 6.S.1.2 6.S.2.1 |
·
Interpret bar graphs and
pictographs ·
Choose appropriate scales
and intervals of frequency tables ·
Construct bar and line
graphs ·
Measures of central
tendency ·
Create, evaluate and
solve problems with graphs, charts and tables ·
Use different
representations of data (tables, graphs, charts) to compare the same
data |
How do you decide which
graph to use to display your data? How can you use data to
draw inferences and conclusions? ·
|
·
Pre/Post Testing ·
Open Response ·
Unit Tests Projects Performance Events |
|
The Means Justify the End
activity and How Long Is a Name from Family Math.
|
|
3 weeks |
6.N.1.1 6.N.2.1 6.N.3.1 6.M.1.1 6.M.1.2 |
·
Decimals:
·
Metric Measurement ·
Changing between metric
units ·
Perimeter |
How do you use
measurement tools to find measurements using metric measurements? |
·
Pre/Post Testing ·
Open Response ·
Unit Tests |
http://www.eduref.org/cgi-bin/lessons.cgi/Mathematics
|
·
Two disks with one number
on each side are flipped and the numbers facing up are added together. The sum is always one of the following
numbers: 1, .23, .87, and .1. Decide which
numbers could be on each face of the two disks. Change
sums and write rules for placing numbers on disks. |
|
2 weeks |
6.A.1.1 6.A.1.2 6.N.2.1 6.N.3.1 6.M.1.1 6.M.1.2 |
·
Positive whole number
exponents ·
Multiplication: §
Distributive property §
Decimals §
How multiplication
inversely relates to division ·
Area of rectangles/squares |
|
·
Pre/Post Testing ·
Open Response ·
Unit Tests Connected Math Series
Performance Investigations |
The Middle
Grades Mathematics Project series
Mouse
and Elephant: Measuring Growth, Addison-Wesley
Publishing company
|
|
|
2 weeks |
6.N.2.1 6.M.1.1 |
·
Division: §
Divisibility §
Decimals §
Repeating Decimals §
Rounding Quotients §
Estimate solutions in
standard measurement §
Dividing decimals by
decimals §
How division relates to
fractions ·
Read
and use metric measurement tools ·
Metric units of mass,
volume, linear measurement ·
Changing Metric units ·
Estimate solutions in
metric measurements |
|
·
Pre/Post Testing ·
Open Response ·
Unit Tests Student Interviews Multiple Choice Performance Events ·
Pre/Post Testing ·
Open Response ·
Unit Tests Projects |
http://www.doe.mass.edu/mcas/guides/math/mmcas03.html Massachusetts released
test items |
|
|
9 weeks |
6.N.1.1 6.N.1.2 6.N.1.1 6.N.1.2 6.N.2.1 6.M.1.1 6.M.1.1 6.N.1.1 6.N.1.2 6.A.1.1 6.A.1.2 6.A.3.2 |
·
Prime/composite numbers ·
Prime factorization ·
Greatest Common Factor ·
Fractions: §
Using model
representations §
Find common denominator §
Simplify §
Mixed §
Improper §
Equal §
Least common multiple §
Compare/order §
Decimals as fractions §
Add/subtract §
Estimating
sums/differences ·
Reading a ruler ·
Estimate solutions in
standard measurement ·
Solve problems using
prime/composite numbers, factors, multiples and divisibility ·
Ratios as fractions ·
Multiplying and dividing
fractions ·
Changing units in
customary system of measurement ·
Multiplying and dividing
fractions |
How do you relate whole
numbers, fractions, decimals and percents to each other? |
·
Pre/Post Testing ·
Open Response ·
Unit Tests Connected Math Series
Materials and Investigations |
http://www.visualfractions.com/ Online visual fraction
lessons. http://math.rice.edu/~lanius/fractions/index.html
fraction lessons http://mighty-mm-math.caffeinated.org Fraction lessons http://www.kenton.k12.ky.us/TR/msmath.htm
Resource for math lessons for middle school. (Kenton County) |
http://fmpweb1.jefferson.k12.ky.us/corecontent/fmpro?-db=Topic.fp5&-lay=web&-format=topics.htm&UnitID=944&-sortfield=TopicNo&-find
(Jefferson County’s activities on factors, multiples, prime
factorization http://illuminations.nctm.org//imath/6-8/FactorGame/index.html Lesson plan http://illuminations.nctm.org/lessonplans/6-8/factorgame/index.html
0verview Factor game-prime,
composite, factors, multiples, divisibility http://www.k111.k12.il.us/king/math.htm#Factors/ On-line fraction lessons |
|
3 weeks |
6.G.1.1 6.6.1.2 6.6.2.1 |
·
Geometry: §
Vocabulary §
Identify characteristics
of two shapes §
3 dimensional (cone,
cube, cylinder) §
Basic elements (segment,
ray, plane) §
Angles/measure, classify,
construct §
Lines/perpendicular,
parallel and intersecting §
Triangles/classify §
Quadrilaterals/polygons, §
Congruent/similar figures
– identify by attributes §
Symmetry §
Area and perimeter of
irregular polygons by subdividing §
Solve problems using
simple formulas |
·
How can you recognize
different characteristics of geometric representations,
including special triangles and
quadrilaterals that you see in your surroundings? How do
you analyze shapes in your world? |
·
Pre/Post Testing ·
Open Response ·
Unit Tests AIMS
(Activities Integrating Math & Science) Performance
Events/Projects |
Navigating
through Geometry in Grades 6-8- NCTM
|
|
|
2 Weeks |
6.S.1.1 6.S.1.2 6.S.2.1 |
Statistics ·
Find mean, median, mode
and range ·
Make predictions and draw
conclusions from statistical data ·
How data gathering
affects interpretations and conclusions about data |
|
·
Pre/Post Testing ·
Open Response ·
Unit Tests Figure This
NEA website Student Journal Writing
and Self-Reflection |
|
|
|
2 weeks |
6.A.1.1 6.A.1.2 6.A.2.1 6.A.3.1 6.A.3.2 6.A.4.1 |
Algebra:
another quantity |
How can you represent
problems with equations and find solutions? |
·
Pre/Post Testing ·
Open Response ·
Unit Tests NCTM Assessment Standards
for School Mathematics Performance Events Learning Logs |
Patterns and
Functions, NCTM Addenda Series
Grades
5-8
Www/ediref/prg/Virtual/Lessons/Mathematics.html Algebra Tiles
manipulatives Hands-On-Equation
manipulatives |
Create distance versus
time graphs of two students running races at different speeds. |