Common Core State Standards Curriculum Guide for Sixth Grade

Transcription

Common Core State Standards
Curriculum Guide for Sixth Grade
Revised Summer 2013
Table of Contents
Sixth Grade
Introduction ........................................................................................................................................................ 3
Sixth Grade Common Core English Language Arts Overview Quarter 1............................................................... 4
Sixth Grade Common Core English Language Arts Overview Quarter 4............................................................. 11
Sixth Grade ELA CCSS Map ................................................................................................................................ 13
Sixth Grade Common Core Math Overview....................................................................................................... 14
ELA Resources ................................................................................................................................................... 2Ϯ
Math Resources ................................................................................................................................................ 2ϯ
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 2
Common Core State Standards (CCSS) Introduction
This grade-level overview is a companion piece to be used in tandem with the CCSS ELA and Math Standards. Teachers should refer to the actual
standards frequently to ensure full implementation, as well as using CCSS academic language when creating daily objectives, rubrics and
assessments.
Purpose of Grade-Level Overviews
• Provides a year-long plan to guide teacher implementation of curriculum aligned to the CCSS
• Assists in weekly grade-level team planning
• Provides a consistent suggested sequence of instructional delivery throughout SFPS
• Provides ways to check for understanding/essential learning targets that serve as the basis for assessment
Organization
• Series of units/quarters divided into suggested weekly and or daily increments
• Series of units/quarters are based on CCSS driven skills and concepts
• Embedded/Recurring Standards (e.g. those taught frequently throughout the year) listed in separate section (ELA only)
• Essential learning targets serve as ways to check for understanding and provide a basis for assessment
• Essential learning targets are presented as “I Can” statements or objectives
• Assessment/Evidence of mastery is required, but can be customized by each grade-level team
• Core instructional resources may differ by school sites or grade-level teams
Time Frame
• Units/Quarters encompass approximately 30 weeks of instruction per academic school year
o Please Note: There are approximately 125 instructional days prior to the state mandated standardized assessment.
• Recognizes time required for mandated assessments, parent-teacher conferences, and any additional non-instructional days
• Additional time can be used for re-teaching, enriching, extending learning
“What am I learning...Why is it important...How do I know when I know it?”
Sixth Grade Common Core English Language Arts Overview
Quarter 1
Embedded Standards: These standards are year-long ongoing standards that should be taught to mastery by the end of the year.
For Reading and Writing in each Unit
Cite Evidence
Analyze Content
RI.6.1
W.6.8
SL.6.2
RI.6.10, RL.6.10
Study & Apply
Grammar
L.1 (a.-e.), L.2 (a.-b.)
L.3 (a.-b.)
Study & Apply
Vocabulary
RI.6.4,
L.6.4, L.6.5, L.6.6
Conduct Discussions
Report Findings
SL.6.1 (a.-d.)
SL.6.4, SL.6.5, SL.6.6
W.6.2, W.6.6, W.6.10
Essential Question: What’s my purpose for reading and writing, and how do I develop it?
Final Product/Assessment: Narrative and expository pieces of writing that apply the writing process.
Standards
Week 2
Week 1
RL. 6.3
Describe how a story’s plot unfolds using a series of episodes and explain how
characters respond or change as the plot advances.
Assessments of Essential Learning Targets
•
A written personal narrative in response to a
prompt with appropriate academic vocabulary.
A student-created story map describing a story’s
plot and/or change in characters or plot
An editing exercise completed by students
(diagnostic)
L. 6.2
Correctly spell, use punctuation, and capitalize. (year-long)
•
W. 6.3
Write a personal narrative based on real experience with descriptive details
and effective technique.
•
Standards
RL. 6.3
Student Learning Target:
RL 6.6
Explain how an author develops the point of view of a narrator or text’s
characters.
L. 6.1. a.
W.6.3 (a., c.)
Standards
Week 3
RL 6.4
Describe how a story’s plot unfolds using a series of episodes and explain how
characters respond or change as the plot advances.
•
•
Use pronouns in the proper case (subjective, objective, and possessive). (year- •
long)
Establish a context, introduce a narrator and/or characters, and organize
logical events in writing using transitional words, phrases, and clauses to
convey sequence.
DEA Assessment A – Aug. 26 – Sept. 6
Analyze and determine the figurative and literal meaning of words and
phrases based on how they are used in a text.
L. 6.1. b.
Use intensive pronouns (e.g. myself, ourselves). (year-long)
W6.3 (b.)
Use dialogue, descriptions, and pacing to develop events and characters.
A graphic organizer that illustrates how a plot
unfolds.
Guided small group or book club discussions that
describe how characters change over time
A written summary of a story that includes plot
development, characters, and/or sequence of
events including transitional words.
•
•
•
Reader’s Theater selections
A written narrative using only dialogue
A graphic organizer (T-chart) that identifies literal
versus figurative meanings of common phrases,
e.g. “water under the bridge”
Standards
Week 5
Week 4
RL 6.4
L. 6.1. (c.-d.)
Week 6
Analyze the impact of specific word choice on the meaning and tone of the
passage.
Correct vague pronouns, and inappropriate shifts in pronoun number and
person. (year-long)
•
•
•
In writing, students will identify antecedents from
a given passage.
Activities that help create class word banks,
e. g. synonyms, antonyms, etc.
Graphic organizers that support vocabulary
development
Given a topic, students write introductory and
concluding paragraphs with a focus on word
choice.
W. 6.3. (d., e.)
Use precise words and phrases and language to convey experiences and
events and provide a conclusion.
•
Standards
RI. 6.4
L. 6.3 (a. - b.)
Determine the figurative, connotative, and/or technical meaning of words or
phrases in a grade 6 text.
Vary sentence patterns while maintaining consistency in style and tone in
writing. (year-long)
W.6.2
Write an informative piece, which examines a topic and conveys ideas.
Standards
RI.6.5
Analyze how a sentence or chapter fits into the structure of a text and
contributes to the development of the ideas.
•
•
A cloze activity that demonstrates appropriate
word meaning and usage.
A written/typed three-part essay in response to an
assigned, non-fiction text.
•
•
Given pieces of text that are out of order, students
will organize in a logical sequence.
Given pieces of authentic texts, students will
analyze and describe reasons the text is effective
and informative.
A student produces a digital document (e.g.
presentation, slideshow) that focuses on a topic
with appropriate formatting and graphics.
L. 6.3 (a. - b.)
Vary sentence patterns while maintaining consistency in style and tone in
writing. (year-long)
W.6.2 a.
Introduce a topic, organize ideas with appropriate structure including
formatting and graphics when useful.
•
Standards
RI 6.7
Week 7
Quarter 1 Continued
W 6.2. b.
SL 6.2
Develop a coherent understanding of a topic or issue using information
presented in different media or formats.
Use facts, definitions, details, and quotations, or other examples to develop
the topic in writing.
Interpret information presented in diverse formats and explain how it
contributes to the topic under study.
•
•
A student produces a piece of writing that draws
information from multiple resources that are cited
appropriately.
In small groups, students produce and share a
graphic organizer that interprets information from
different formats.
Week 8 and 9
Standards
RI 6.8
Trace and evaluate the argument and claims in a text.
Quarter 1 Continued
•
W 6.4
Produce clear, coherent writing in which the development, organization, and
style are appropriate to the assignment.
•
SL 6.4
Present claims and findings by sequencing ideas logically and using important
facts and descriptions.
•
Students highlight selected text that identifies
central ideas and supporting evidence and rank the
evidence in order of importance.
Students produce a self/peer edited piece of
writing that is coherent, well-developed and
organized.
Students use editing checklist that covers the
writing process.
Quarter 2
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Cite Evidence
Analyze Content
RI.6.1
W.6.8
SL.6.2
RI.6.10, RL.6.10
Study & Apply
Grammar
L.1 (a.-e.), L.2 (a.-b.)
L.3 (a.-b.)
Study & Apply
Vocabulary
RI.6.4,
L.6.4, L.6.5, L.6.6
Conduct Discussions
Report Findings
SL.6.1 (a.-d.)
SL.6.4, SL.6.5, SL.6.6
W.6.2, W.6.6, W.6.10
Week 4
Week 3
Weeks 1 and 2
Essential Question: How am I sure what I’ve learned, and how do I demonstrate that learning?
Final Product/Assessment: A student-produced research paper.
Standards
RI.6.8
Identify claims that are supported with reasons and those that are not.
•
A written one-paragraph response to a read-aloud
or cold prompt to identify fact versus opinion.
A digital presentation on an assigned topic
Produce a multi-paragraph piece of writing with
effective transitions.
W.6.6
W.6.2 (c.)
Use digital tools to produce and publish work. (year-long)
Use appropriate transitions to clarify relationships among ideas in writing.
•
•
Standards
RI.6.1
W.6.2 (c., d.)
Cite textual evidence and make inferences based on the text.
Use precise language and vocabulary to explain the topic in writing.
W.6.8
Father relevant information from multiple print and digital sources and cite
resources.
Standards
RI.6.2
Determine the main idea of a text and explain how it is supported by key
ideas.
•
•
•
Establish and maintain formal style in writing.
Quote or paraphrase information found for a finished work.
•
RI.6.2
Summarize informational text while leaving out personal opinion.
•
•
W.6.2 (e., f.)
Provide a concluding statement in one’s writing.
W.6.8
Provide basic bibliographic information for sources.
Students will restate and answer a question with
explanation, while citing evidence from the text
In whole-class, small-group, and/or pair-share
discussions, students will share sources that
support positions on a given topic.
W.6.2 (d., e.)
W.6.8
Standards
Week 5
Student paraphrases a selected piece of complex
text, verbally or in writing.
A student produced graphic organizer that shows
main idea and supporting details.
•
A typed summary of a piece of informational text.
Given a piece of text, students will write a relevant
concluding statement or paragraph.
A student-prepared annotated bibliography from
multiple sources that supports an assigned
research topic.
Essential Question: How am I sure what I’ve learned, and how do I demonstrate that learning?
Final Product/Assessment: A student-produced research paper.
Standards
Week 6
RI.6.4
Determine the figurative, connotative, and/or technical meaning of words or
phrases in a grade 6 text.
RI.6.6
Determine the author’s point of view and explain how it is conveyed through
the text.
W.6.2 (c. – f.)
Standards
SL.6.2
Week 7
contributes to the topic of study.
RI.6.2
Summarize informational text while leaving out personal opinion.
W.6.2 (c. – f.)
Quarter 2 Continued
•
•
Students will produce a response that explains the
figurative, connotative, or technical meaning of
selected readings. (e.g. poetry, lyrics, rap, reader’s
theater, etc.)
Students will verbally explain an author’s point of
view with text examples.
•
•
•
Students will produce a response to an assigned
topic using digital media.
Students write a summary of selected text.
After viewing a topic in different formats, students
will explain similarities and differences, such as
comparing a book with a film version.
DEA Assessment B – Dec. 16 –Jan. 10
Week 8 and 9
Standards
RI.6.5
W.6.7
W.6.4
Analyze how a sentence or chapter fits into the structure of a text and
contributes to the development of the ideas.
Conduct a short research project that uses several resources to answer a
specific question.
Produce clear, coherent writing in which the development, organization, and
style are appropriate to the assignment.
•
•
•
A student produced graphic organizer that
illustrates the structure of the main idea.
Students produce a research paper that is
coherent, well-developed and organized.
A student-friendly rubric used by students and
peers to review each others’ work.
Quarter 3
Embedded Standards: These standards are yearlong, ongoing standards that should be taught to mastery by the end of the year.
Cite Evidence
Analyze Content
RI.6.1
W.6.8
SL.6.2
RI.6.10, RL.6.10
Study & Apply
Grammar
L.1 (a.-e.), L.2 (a.-b.)
L.3 (a.-b.)
Study & Apply
Vocabulary
RI.6.4,
L.6.4, L.6.5, L.6.6
Conduct Discussions
Report Findings
SL.6.1 (a.-d.)
SL.6.4, SL.6.5, SL.6.6
W.6.2, W.6.6, W.6.10
Essential Question: What is my position, and how do I support it with evidence?
Final Product/Assessment: A typed three-part argumentative essay on an assigned topic with an annotated bibliography.
Standards
Week 1
RI.6.2
Week 2
Determine a central idea and summarize a text based on textual evidence.
•
A written one-paragraph response to a cold
prompt with appropriate academic/content
vocabulary.
Produce a graphic organizer that identifies details
that support the central idea of a passage.
A short oral presentation using content-specific
vocabulary.
L.6.6
Effectively use appropriate academic and content vocabulary in speaking and
writing.
•
W.6.4
Produce a piece of clear and coherent expository writing in response to a
prompt.
•
Standards
RI.6.1
W.6.7
Conduct a short research project to answer a question using several
resources.
W.6.8
Gather relevant information from multiple print and digital sources and cite
resources.
Standards
RI.6.3
Week 3
Analyze how an individual or event is developed in a text.
L.6.4
Appropriately use multiple-meaning words and phrases to clarify writing.
W.6.5
Edit and revise work with input from peers and adults.
•
•
•
Two-column notes or note cards that summarize
research from various sources.
A student-prepared bibliography from multiple
sources that supports an assigned research topic.
A rough draft of a research paper that illustrates
the writing process.
•
•
•
A student-produced timeline that illustrates the
development of an individual/event in a text.
A self and/or peer edited three-part report for an
assigned research project with appropriate
vocabulary.
A formal rubric used by students and peers to
review each others’ work.
Quarter 3 Continued
Essential Question: What is my position, and how do I support it with evidence?
Final Product/Assessment: A typed three-part argumentative essay on an assigned topic with an annotated bibliography.
Standards
Week 6
Week 5
Week 4
RI.6.9
Week 7
Compare and contrast information from several resources on the same topic.
•
A graphic organizer that shows similarities and
differences on an assigned topic.
A typed three-part (introduction, body, conclusion)
research paper on an assigned topic.
Presentation of research highlights on an assigned
topic.
W.6.2 (a.-f.)
Write an informative essay to examine a topic and convey ideas.
•
SL.6.4, 5, 6
Clearly present information to an audience using appropriate language and
visuals.
•
Standards
RI.6.8
Identify claims that are supported with reasons and those that are not.
RI.6.7
Utilize media or graphics to develop coherent understanding of a topic.
W.6.1 (a.)
Produce a clear and coherent written claim in response to a prompt.
Standards
RI.6.2
Determine a central idea and summarize a text based on textual evidence.
W.6.1 (b.)
W.6.1 (c.)
Support claims with clear reasons and relevant evidence.
Write to clarify relationships among claims and reasons.
Standards
RI.6.3
Weeks 8 and 9
Analyze how an individual or event is developed in a text.
•
•
Students differentiate between fact and opinion as
demonstrated on a graphic organizer or piece of
writing.
Students highlight selected text to identify central
ideas and supporting evidence.
•
•
•
Students write a summary of selected text.
Students produce outlined notes of a selected text.
Use of a graphic organizer to compare and contrast
relationships, claims and reasons.
•
A student produced graphic organizer that
illustrates the development of an argument.
Students produce a written conclusion based on
presented argument(s).
Students produce a self/peer edited concluding
paragraph.
W.6.1. (e.)
Write a conclusion that flows from the presented argument.
•
W.6.5
•
Standards
RI.6.1
W.6.4
Write an argumentative essay to support claims with clear reasons and
relevant evidence.
•
SL.6.3
Identify a speaker’s argument and claims that are supported by
reasons/evidence and those that are not.
•
•
Students produce three-part argumentative essays
on an assigned topic with an annotated
bibliography.
A student prepared graphic organizer in response
to a presentation
Students deliver a persuasive speech on an
assigned topic.
Quarter 4
Embedded Standards: These standards are yearlong, ongoing standards that should be taught to mastery by the end of the year.
Cite Evidence
Analyze Content
RI.6.1
W.6.8
SL.6.2
RI.6.10, RL.6.10
Study & Apply
Grammar
L.1 (a.-e.), L.2 (a.-b.)
L.3 (a.-b.)
Study & Apply
Vocabulary
RI.6.4,
L.6.4, L.6.5, L.6.6
Conduct Discussions
Report Findings
SL.6.1 (a.-d.)
SL.6.4, SL.6.5, SL.6.6
W.6.2, W.6.6, W.6.10
Weeks 1 and 2
Essential Question: What makes a story great, and how can I tell one of my own?
Final Product/Assessment: Students will produce and present an original literary piece (narrative, poetry, or drama).
Standards
RL.6.2
RL.6.9
W.6.9 (a.)
Standards
Week 3
RL.6.5
RL.6.1
Determine a central idea or theme and summarize a text without
personal opinion.
Compare and contrast texts of different forms on their treatment of the
same topic.
Use evidence from literature to compare and contrast themes from
different genres.
Explain how a particular sentence, chapter, scene, or stanza fits into the
overall structure of a text and contributes to the development of the
theme, setting, or plot.
Cite evidence from the text to support an analysis of what the text says
and inferences made.
•
•
•
A graphic organizer, e.g. Venn diagram, that illustrates
similarities and differences
A short, three-part compare-contrast essay
A student-created pictorial chart illustrating the central
idea or theme
•
•
•
Given a narrative poem, students will rewrite it from a
different point of view.
Students highlight selected text to identify transitional
words, phrases, and clauses to convey sequence.
Given pieces of text that are out of order, students will
organize in a logical sequence.
In whole-class, small-group, and/or pair-share
discussions, students will share evidence that supports
the inferences they make.
W.6.3 (a., c.)
Establish a context, introduce a narrator and/or characters, and organize
logical events in writing using transitional words, phrases, and clauses to
convey sequence.
•
Standards
L.6.5 (c.)
Distinguish among connotations and denotations of words.
•
W.6.3 (d., e.)
Use precise words and sensory details and language to convey
experiences and events, and provide a conclusion.
RL.6.4
Week 4
SBA – Mar. 10 – Apr. 4
Analyze the impact of specific word choice on the meaning and tone of
the passage.
•
•
Given a piece of selected text, students will identify
impactful words and describe how they contribute to
the tone of the piece.
After reading an editorial, students will identify the
words that convey multiple meanings.
Given a simple statement, students will rewrite it to
convey a more complex mental image (show instead of
tell)
Quarter 4 Continued
Essential Question: What makes a story great, and how can I tell one of my own?
Final Product/Assessment: Students will produce and present an original literary piece (narrative, poetry, or drama).
Standards
Week 6
Week 5
RL. 6.3
Describe how a story or drama’s plot un-folds using a series of episodes
and explain how characters respond or change with the plot.
•
A graphic organizer, e.g. a flow map, that illustrates
how a character evolves over time
Students will record themselves retelling a story using
only dialogue
Students produce a typed three-part narrative, a
poem, or a drama
W.6.3 (b.)
Use dialogue, descriptions, and pacing to develop events and characters.
•
W.6.4
Produce clear, coherent writing in which development, organization, and
style are appropriate for sixth grade tasks and audiences.
•
Standards
RL.6.6
Explain how an author develops the point of view of a narrator or text’s
characters.
W.6.5
W.6.6
Use digital tools to produce and publish work and collaborate with peers.
Standards
•
•
Student work edited by peers utilizing a rubric
developed by the class
Students demonstrate effective use of a digital
presentation medium to share original work
DEA Assessment C – Apr. 28 – May 2
Week 8-9
Week 7
RL.6.7
Compare and contrast the experience of reading a story/drama/poem to
viewing or listening to the same story/drama/poem.
W.6.3
Write a literary piece with descriptive details and effective techniques.
SL.6.5
Include multimedia projects of visual displays when they will be helpful in
clarifying information.
Standards
SL.6.4
Use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.6
Adapt my speech to a variety of tasks and contexts.
SL.6.2
contributes to the topic under study.
•
•
A student-produced literary piece that incorporates
grade six reading and writing standards specific to the
genre chosen.
A student-selected multimedia presentation based on
the student’s literary piece.
•
•
A student-created drama presented through a readers’
theater.
Students critique and provide feedback on
presentations by peers.
Sixth Grade ELA CCSS Map
6th grade ELA CCSS
Standards
Reading for Literature
(RL)
Quarter 1
6.3
6.6
6.10
Reading for
Informational Text
(RI)
Writing
(W)
6.2
6.3
6.4
6.1
6.2
6.3
Quarter 3
6.4
6.8
Quarter 4
6.1
6.3
6.5
6.7
6.1
6.4
6.6
Speaking & Listening
(SL)
Language
(L)
Quarter 2
6.2
6.5
6.8
6.2
6.4
6.6
6.9
6.1
6.3
6.8
6.2
6.7
6.9
6.2
6.6
6.8
6.1
6.4
6.7
6.2
6.5
6.8
6.3
6.5
6.2
6.2
6.4
6.3
6.5
6.2
6.5
6.6
6.4
6.6
Year-long
6.10
6.4
6.10
6.9
6.4
6.6
6.4
6.6
6.5
6.6
6.10
6.1
6.4
6.1
6.3
6.5
6.6
6.2
6.5
6.2
6.4
6.6
Sixth Grade CCSSM Overview
Essential Learning Area: Students will understand fractions and decimals - ±16 Days
Week 2
Week 1
Standards
Over-arching concepts
and estimated number
of days to achieve them.
Instructional
Emphases
6.NS.2
MP = 2, 4, 7, 8
1,
Reinforce
6.NS.3
1,
Reinforce
MP = 2, 4, 7, 8
± 2 Days
Dividing multi-digit
numbers
Major
•
•
•
± 5 Days
Adding, subtracting,
multiplying, and dividing
decimals
Major
•
•
•
•
•
UNDERSTAND operations
INTERPRET products and quotients, sums and differences, and divisor and dividend
in context.
APPLY properties of operations as strategies
SOLVE and ASSESS reasonableness of answers
DRAW visual models
UNDERSTAND operations
INTERPRET products and quotients, sums and differences, and divisor and dividend
in context.
APPLY properties of operations as strategies
DRAW visual models
DEA Assessment A – Aug. 26 – Sept. 6
DOK and
Level of
Learning
6.NS.1
1,
Develop/
Reinforce
± 6 Days
Quotients of fractions
(Review other operations
with fractions)
Major
6.NS.4
2,
Develop/
Reinforce
± 3 Days
Greatest Common Factor
(GCF)
Major
MP = 2, 4, 7, 8
Assessed learning targets that students will know and be able to do
•
•
Initial assessments of
student knowledge
Standards
Week 3 & 4
DOK and
Level of
Learning
Quarter 1
Least Common Multiple
(LCM)
Instructional
Emphases
•
•
•
•
•
•
•
•
•
•
FIND common denominators
REDUCE fractions
SOLVE equations of fractions
REDUCE fractions
FIND reciprocals
FIND least common multiple and greatest common factor
USE distributive property
FIND prime and composite numbers
DRAW visual models
Essential Learning Target: Students will understand ratio concepts - ±12 Days
Standards
Week 5
6.RP.1
6.RP.2
DOK and Level of
Learning
2, Introduce
2, Introduce
Over-arching concepts and
estimated number of days
to achieve them.
± 1 Day
Ratio terminology and
quantities
Instructional
Emphases
Major
± 3 Days
Unit Rate
Major
± 8 Days
Make a table
Major
Plot Values on coordinate
plane
Major
Find percent of ratios
Major
Converting measurements
Major
Weeks 6 & 7
MP -1, 2, 4, 6, 7, 8
6.RP.3.a
2, Introduce
6.RP.3.b
2, Introduce/
Develop
6.RP.3.c
1, Introduce/
Develop
6.RP.3.d
MP -1, 2, 4, 6, 7, 8
2, Introduce
Quarter 1 Continued
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
KNOW ratio as a vocabulary word and relationship
COMPARE ratios
DESCRIBE relationships
DRAW or construct examples of ratio
SIMPLIFY ratios
IDENTIFY ratio relationships
KNOW how to solve ratios
RECOGNIZE equivalent ratios in multiple forms
CONSTRUCT tables to compare ratios
CREATE diagrams
SOLVE unit rate problems
FIND percent
USE ratios to convert units of measure
SOLVE missing value problems
DEMONSTRATE unit rates to name the amount of either quantity in terms of the other quantity
KNOW why the unit is attached to the ratios
PRECISION in use of unit rates
EXPLAIN the importance of unit rates in ratio
Essential Learning Target: Students will understand statistics, probability and plotting data - ±20 Days
Standards
Weeks 8 & 9
6.SP.1
6.SP.2
MP - 1, 2, 3, 4, 5, 6,
7, 8
DOK and Level of
Learning
2, Introduce
1,
Introduce
to achieve them.
± 2 Days
Recognize statistical
questions
± 5 Days
Analyze data for
Distribution
Spread
Shape
Instructional
Emphases
Supporting
•
•
UNDERSTAND that a statistical question results in a data set
DESIGN a survey question that results in variability in the data set
Supporting
Quarter 2
Essential Learning Target: Students will understand statistics, probability and plotting data - ±20 Days (cont’d)
Weeks 3 & 4
Week 2
Week 1
Standards
DOK and Level of
Learning
to achieve them.
Supporting
2, Introduce
± 5 Days
Analyze data for
Mean
Median
Mode
Range
Outlier
2, Introduce
± 5 Days
*Plotting data on a number
line
Additional
± 3 Days
Summarizing numerical
data sets
Additional
Additional
Additional
Additional
6.SP.3
MP - 1, 2, 3, 4, 5, 6,
7, 8
6.SP.4
MP - 1, 2, 3, 4, 5, 6,
7, 8
6.SP.5.a
6.SP.5.b
6.SP.5.c
6.SP.5.d
MP - 1, 2, 3, 4, 5, 6,
7, 8
1, Introduce
3,
Introduce
3, Introduce
3, Introduce
Instructional
Emphases
•
•
CREATE a frequency table and identify data landmarks
CALCULTE and ANALYZE the measure of center and the measures of
variation
•
DISPLAY numerical data on a number line
•
CREATE a histogram (with appropriate intervals, scale factors and
labels)
CREATE box and whisker plot with all appropriate labeling
SYNTHESIZE the use of statistical question, performing random
samples and constructing appropriate display of data, and drawn
conclusion.
•
•
Quarter 2 Continued
Essential Learning Target: Students will understand expressions and equations - ±32 Days
Weeks 5 - 6
Standards
6.EE.1
1, Develop
6.EE.2.a
1, Develop/
Reinforce
6.EE.2.b
1, Introduce/
Develop
6.EE.2.c
1,
Introduce/Develo
p
Week 7
MP - 2, 3, 4,
5, 6, 7, 8
6.EE.3
MP - 2, 3, 4,
5, 6, 7, 8
6.EE.4
Week 8
DOK and Level of
Learning
6.EE.5
MP - 2, 3, 4,
5, 6, 7, 8
to achieve them.
±3 Days
Expressions with whole
exponents
Instructional
Emphases
Major
•
± 8 Days
Variables
PEMDAS
Translating expressions
into equations
Evaluating given values for
variables
Major
•
•
•
±4 Days
Distributive Property
Commutative Property
Major
2,
Introduce/Develo
p
±1 Day
Equivalent expressions
with variables
Major
2, Introduce
±3 Days
Inequalities
2,
Introduce/Develo
p
KNOW the difference between associative, commutative, and
distributive properties
SIMPLIFY expressions using the properties
EXPLAIN the properties
COMPARE the expressions for equivalency
Major
Major
Major
• KNOW the difference between associative, commutative, and
• SIMPLIFY expressions using the properties
• EXPLAIN the properties
• COMPARE the expressions for equivalency
DEA Assessment B – Dec. 16 – Jan. 10
Week 9
6.EE.6
MP - 2, 3, 4, 5, 6, 7,
8
3,
Introduce
±6 Days
One-step linear equations
Major
Quarter 3
Essential Learning Area: Students will apply and extend previous understandings of numbers to the system of
rational numbers and reason about and solve one-variable equations and inequalities - ±16 Days
DOK and
Level of
Learning
3,
Introduce
±7 Days
Writing and solving
equations
6.NS.6.a
1,
Introduce
/Develop
6.NS.6.b
2,
Introduce
/Develop
±5 Days
Integers on a number
line
Opposites
Coordinate pairs/plane
Week 3
Week 2
Week 1
Standards
6.EE.7
Instructional
Emphases
Major
MP - 2, 3, 4, 5, 6, 7, 8
6.NS.6.c
MP - 2, 3, 4, 5, 6, 7, 8
1,
Introduce
/Develop
6.NS.5
2,
Introduce
/ Develop
MP - 2, 3, 4, 5, 6, 7, 8
Major
Major
Major
• KNOW the difference between associative, commutative, and distributive
properties
•
•
•
•
•
•
±4 Days
*Integers in real-world
contexts
Major
•
•
•
•
•
•
Locate positive and negative numbers on a number line
Apply positive and negative numbers to real world contexts
Extend the understanding points on a line to ordered pairs on a coordinate plane
Understand that the distance from zero is the absolute value
Recognize absolute value in real-world context (temperature, depth, debt,
elevation, etc.)
Graph ordered pairs on a coordinate plane related to real-world contexts (maps)
elevation, etc.)
Quarter 3 Continued
Essential Learning Area: Students will apply and extend previous understandings of numbers to the system of
rational numbers and reason about and solve one-variable equations and inequalities Continued - ±16 Days
Standards
Week 4
6.NS.7.a
6.NS.7.b
6.NS.7.c
6.NS.7.d
Week 5
MP - 2, 3, 4, 5, 6, 7, 8
6.EE.8
MP - 2, 3, 4, 5, 6, 7, 8
DOK and
Level of
Learning
1,
Introduce
/Develop
2,
Introduce
/Develop
2,
Introduce
/Develop
±3 Days
Absolute value with
regard to zero
Reading inequalities on a
number line
Expressing inequalities
using real-world
scenarios
Instructional
Emphases
Major
Major
Major
Major
•
•
•
•
•
•
elevation, etc.)
2,
Introduce
/Develop
3,
Introduce
±4 Days
Graphing inequalities on
a number line
Major
•
•
•
•
•
•
elevation, etc.)
Quarter 3 Continued
Essential Learning Target: Students will understand coordinate planes and relationship of variables - ±7 Days
Week 7
Week 6
Standards
6.NS.8
MP - 1, 2, 3, 4, 5, 7, 8
6.EE.9
DOK and
Level of
Learning
2,
Introduce
/ Develop
3,
Introduce
/ Develop
MP - 1, 2, 3, 4, 5, 7, 8
±5 Days
Function tables
Graphing functions
Rate of change
Distance=Rate*Time
(d=rt)
Instructional
Emphases
Supporting
•
•
•
WRITE an equation
SOLVE for different values of that equation (know which is x and which is y)
GRAPH coordinate points on a Cartesian plane
Major
•
•
Use variables to represent quantities to solve real world problems.
Use function tables to solve problems.
Essential Learning Area: Geometry - ±17 Days
Week 8
Standards
6.G.1
MP - 1, 2, 3, 4, 5, 6, 7, 8
6.G.2
Week 9
DOK and
Level of
Learning
6.G.3
MP - 1, 2, 3, 4, 5, 6, 7, 8
2,
Introduce
/ Develop
2,
Develop
2,
Develop/
Introduce
±4 Days
*Area and perimeter of
triangles and
quadrilaterals
*(Good time to teach
triangle types)
±3 Days
*Volume of rectangular
prisms
±2 Days
*Polygons on the
coordinate plane
Instructional
Emphases
Supporting
Major
• Use the formulas to solve area, perimeter, and volume problems.
• Decompose and transform polygons into quadrilaterals and triangles.
• Label with units.
• Use the formulas to solve area, perimeter, and volume problems.
• Graph polygons on a coordinate plane.
• Label with units.
Supporting
Quarter 4
Preview
SBA – March 10 – April 4
DOK and
Level of
Learning
6.G.4
MP - 1, 2, 3, 4, 5, 6, 7,
8
Instructional
Emphases
Supporting
• Draw nets of 3D shapes.
• Use nets to solve problems.
Introduce
Ratios and Proportional
Relationships
Preview
• Analyze proportional relationships and sue them to solve real-world and
mathematical problems.
Introduce
The Number System
Preview
• Apply and extend previous understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers.
Introduce
Expressions and
Equations
Preview
• Use properties of operations to generate equivalent expressions.
• Solve real-life and mathematical problems using numerical and algebraic
expressions and equations.
Introduce
Geometry
Preview
• Draw, construct, and describe geometrical figures and describe the relationships
between them.
• Solve real-life and mathematical problems involving angle measure, area, surface
areas, and volume.
Introduce
Statistics and Probability
Preview
• Use random sampling to draw inferences about a population.
• Draw informal comparative inferences about two populations.
• Investigate chance processes and develop, use, and evaluate probability models.
Week 3
Week 4
Week 5
Week 6
±8 Days
*3D nets
*Surface area of 2D and
3D figures
3,
Develop
Week 2
Week 1
Standards
DEA Assessment C – April 28 – May 2
Resources for Sixth Grade ELA/CCSS
Print resources:
• Treasures/Tesoros
• Benchmark Leveled Reader Series
• Newspapers (Local and online)
• Step Up to Writing
• Literature Circles: Voice and Choice in Book Clubs and Reading Groups
• Crosswalk Coach for the Common Core Standards; ISBN: 978-0-7836-7880-1
Web based resources:
• State Library (elportal.org)
• Smart Exchange (smartexchange.com)
• Teacherspayteachers.com
• Edhelper.com
• Abcteach.com
• Purdueowl.com
• Webenglishteacher.com
• Readingrockets.org
• Streaming.discoveryeducation.com
• 95percentgroup.com
• Newmexicocommoncore.org
• http://www.bibme.org/
• http://citationmachine.net/
• http://www.gutenberg.org/
• http://www.typeonline.co.uk/
• http://www.bbc.co.uk/schools/typing/
• http://www.ala.org/aasl/
• http://www.school.eb.com/ Check if your site has a site license with your librarian!
• http://www.ncte.org/
• Destiny.sfps.info – SFPS library catalog for CCS searching collection materials, web searching, citation creation
List of Suggested Resources for Mathematics
Pre-CCSS
Post-CCSS
Everyday Math
Everyday Mathematics is a comprehensive Pre-K through 6th grade
mathematics curriculum developed by the University of Chicago School
Mathematics Project and published by McGraw-Hill Education.
www.everydaymath.com
DEA
Discovery Education Assessment provides educators with tools needed
to inform instruction and drive student achievement.
http://www.discoveryeducation.com/
Investigations
Investigations is a K-5 mathematics curriculum, developed at TERC in
Cambridge, Massachusetts. It is designed to help all children understand
fundamental ideas of number and operations, geometry, data,
measurement and early algebra
http://investigations.terc.edu/
Common Core Coach
http://www.triumphlearning.com/common-core-coach-24901.html
Scott Foresman/Addison Wesley http://www.pearsonsuccessnet.com
Glencoe
http://glencoe.com/
Connected Math
Connected Mathematics . The next generation of your favorite NSFfunded middle school program provides students with an investigative
approach to learning mathematics.
http://www.phschool.com/cmp2/
DynaMath
DynaMath magazine makes math meaningful and accessible to
students by applying core math concepts to high-interest, real-world
topics.
http://dynamath.scholastic.com/
Holt
http://holtmcdougal.hmhco.com/hm/math.htm
Pictorial Math
Meaningful Learning, the parent company of
Pictorial Mathematics
is dedicated to providing teachers, schools, districts and parents with the
best active learning tools to teach and learn mathematics. Our philosophy
is grounded on the latest research on how students best learn
mathematics. http://www.pictorialmath.com/Home.html
Online Resources for Math Instruction
1. Math Goodies is your free math help portal featuring
interactive lessons, worksheets, and homework help.
www.mathgoodies.com
3. Teacher Created Materials publishes quality research-based
educational resources for teachers and students. (For
purchase)
www.teachercreatedmaterials.com
5. An extensive collection of free resources, math games, and
hands-on math activities aligned with the Common Core State
Standards for Mathematics.
www.k-5mathteachingresources.com
2. Approach each math concept from all angles, offering visual
representations, word problems, interactive activities, and more.
(Subscription required)
www.ixl.com
4. Printable informal math assessments
www.helpingwithmath.com
6. Math terminology, practice and exemplars.
www.mathbugsme.com
7. Math worksheets, videos & practice.
www.adaptedmind.com
9. 800 Worksheets for Children
www.wondrousworksheets.com
11. Videos for Math Instruction.
www.teachingchannel.org
8. Free online tutorials for students K-12
www.thefreemathtutor.com
10. Provides teachers with resources and information
www.coolmath.com
12. Printable math worksheets
www.worksheetworks.com
13. Teaching videos and interactive lessons.
www.khanacademy.org
14. Activities, standards, lessons and web links
http://illuminations.nctm.org/
15. Game-style activities ensure that students engage in active
practice required for skill retention. (Subscription required)
www.firstinmath.com
16. Features a comprehensive set of thousands of interactive arithmetic
lessons grades K-8.
http://aaamath.com/index.html
17. An animated interactive online math dictionary which explains
over 600 common mathematical terms.
www.amathsdictionaryforkids.com
18. Algebra Story and Word Problems.
http://www.hawaii.edu/suremath/intro_algebra.html
19. Online interactive math lesson-geometry, data, numbers,
algebra, puzzles.
www.mathsisfun.com
20. Flash cards, math games and homework help.
http://www.aplusmath.com/
21. Develop mathematical thinking and problem-solving skills.
http://nrich.maths.org/frontpage
22. Lesson plans, resources and links.
http://www.canteach.ca/elementary/math.html
Online Resources for Math Instruction
23. A website designed to help students enjoy their “maths” a bit
more.
www.mrbartonmaths.com
24. A comprehensive list of resources for teaching math in Spanish or English.
http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
25. Free worksheets and games for children of all ages.
www.math-salamanders.com
26. Each field trip provides quick suggestions for using targeted websites to
teach math subjects. This site is designed as a lesson planning tool for
teachers.
http://teacher.scholastic.com/fieldtrp/math.htm
27. Fostering cooperative learning, discussion and critical thinking
in elementary math.
www.pbs.org/teachers
28. Activities, lesson plans, and links to text books. (Marilyn Burns)
www.mathsolutions.com
29. Everyday Mathematics is a comprehensive Pre-K through 6th
grade mathematics curriculum developed by the University of
Chicago School Mathematics Project and published by
McGraw-Hill Education.
www.everydaymath.com
30. Kathy Schrock
As an educational technologist, I keep learning each day. As I develop
new presentations or interests, I create a page of support resources.
http://www.schrockguide.net/
31. Develop schedules, view and print lesson, create class
templates, allow students to view plans online and share your
plans with other teachers. (subscription)
https://www.planbook.com/
Online Math Resources-Spanish
1. Online math dictionary and games. Geared towards higher level math. (Spain)
http://www.matematicas.net/
2. Mathematics Enhancement Programme Primary Extension
Spanish Translated Version (Chile)
http://www.cimt.plymouth.ac.uk/projects/mepres/primary/spanish/default.htm
3. AAA Math presenta una amplia variedad de lecciones interactivas de aritmética. La práctica ilimitada en cada tema facilita alcanzar un
amplio dominio de los conceptos. La variada gama de lecciones (de jardín de infantes a octavo grado) posibilita el aprendizaje o la revisión
para cualquier alumno en su propio nivel. Respuestas inmediatas previenen la práctica y el aprendizaje de métodos incorrectos, algo que
sucede frecuentemente con las tradicionales hojas de ejercicios o deberes para la casa. http://www.aaamatematicas.com/
4. A comprehensive list of resources for teaching math in Spanish or English. http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
5. Spanish language booklet that is made up of fun activities that parents can use with children from preschool age through grade 5 to
strengthen their math skills and build strong positive attitudes toward math.
http://www2.ed.gov/espanol/parents/academic/matematicas/index.html
6. Math tricks, riddles, magic squares, Natural numbers, and many more fun math activities for young children.
http://www.elhuevodechocolate.com/mates.htm
7. This on line exercise tests for geometry vocabulary, giving the initial word in
English and 5 different options in Spanish. This quiz has 21 questions.
http://iteslj.org/v/s/ab-geometry.html
8. WIDA advances academic language development and academic achievement for linguistically diverse students through high quality
standards, assessments, research, and professional development for educators.
http://www.wida.us/
Publishers of Spanish Language Materials
Carson-Dellosa Publishing
http://www.edumart.com/carson/
The Spanish Home Workbooks series for Pre K – grade 4 are activity books for use at home or school that reinforce basic skills
including math skills.
Also available are Spanish posters, bulletin board sets, and workbooks to build and reinforce Spanish vocabulary. Math
vocabulary is limited to numbers and basic shapes.
Consortium for Mathematics and Its Applications COMAP
http://www.comap.com/about/
Consortium for Mathematics and Its Applications, is an award-winning nonprofit organization whose mission is to improve
mathematics education for students of all ages. Since 1980, COMAP has worked with teachers, students, and business people
to create learning environments where mathematics is used to investigate and model real issues in our world.
Globe Fearon
http://www.pearsonlearning.com/pacemaker/index.cfm
Globe Fearon publishes the Pacemaker® series which targets special education and ESL/ELL students. Currently Practical Math
for Consumers is the only mathematics text in the Pacemaker series for which a ESL/ELL teacher’s guide is available. No
Spanish materials are available for any of the pacemaker mathematics texts; although Spanish supplements are available for
other subject area books in the series.New Jersey 07054 (800)526-9907
Great Source
www.greatsource.com
The Every Day Counts® Math Kits for grades Pre K–6 are calendar activity kits used to provide supplementary instruction. The
calendar and bulletin
board elements are provided in English and Spanish. The ACCESS Math program is a student text and supplementary materials
all in English that are designed to make math accessible for ELL and build language skills. The program is designed for grades
5-12. A workshop titled ACCESS: “Building Literacy Through Learning”, is also available. The Summer Success® Math Series is a
summer school math program. Student books, pre- and posttests, and CD-ROMs are available in Spanish.
Grupo Editorial Iberoamerica
http://www.engrupo.com.mx/menu.html
Geometer Sketchpad software program in Spanish that is used for exploring geometry; developed by Key Curriculum Press in
the U.S.A.
Grupo Patria Cultural
www.patriacultural.com.mx/index1.htm
Math text books in Spanish for grades K-16. These textbooks are intended to be used with the Mexican National Curriculum
Standards.
Hampton-Brown
www.hapmpton-brown.com
Seven Spanish language storybooks for math content areas are available for grades PreK-3.
Harcourt School Publishers
www.harcourtschool.com/marketplace
Harcourt Matemáticas is a K-6 Spanish math program. Student and teacher editions, Workbooks, Assessment Guides, and
Teacher Resource Books are available. For grades K-2, math literature and manipulatives can be purchased. Electronic
resources in Spanish include math CD-ROMs for grades 1-6 and math newsroom videos for grades 3-6.
Houghton Mifflin
www.schooldirect.com
The Houghton Mifflin Matemáticas series is a Spanish math program for grades K-6. The instruction and resources parallel the
Houghton Mifflin
Mathematics English program. The student book, ancillary materials, and teacher’s guide are all available in Spanish. An
English Language Learners
handbook, written in English, can also be purchased. Libreros de Matemáticas are classroom sets of children’s literature that
link to mathematics content. Sets are available for each grade level 1-6.
Lectorum
www.lectorum.com
Lectorum is a U.S. Spanish-language book distributor. For grades 9-12, three Spanish mathematics textbooks by Dr. Aurelio
Baldor are available:
Aritmética, Álgebra, and Geometría y Trigonometría. For grades K-8, math literature and activity books can be purchased.
Pearson Longman
http://www.longman.com/ae/contentmath/
Pearson Longman publishes texts and dictionaries for middle school, high school and adult ELL classrooms. The text, Longman
Mathematics, is designed for students in grades 6-12 as an introduction to understanding mathematical concepts in English.
The text includes eight units: Base-ten
Number System, Operations with Whole Numbers, Number Theory, Operations with Decimal Numbers, and Operations with
Fractions, Ratios, Operations with Integers, and Geometry and Measurement.
Santillana USA
www.santillanausa.com
Spanish mathematics programs for elementary, middle school, and secondary and Spanish classroom literature that highlight
math topics are available. Mundo Matemático is the K-6 program, Estructuras Matemáticas is the middle school program,
and Matemáticas Serie 2000 is a high school program. The books are in Spanish, with English versions available for K-6 and
middle school. The K-6 and middle school books are aligned to NCTM standards. Levels 1 and 2 are available for middle school
and levels 1-3 are available for high school. For grades K-6 there are several classroom literature books that highlight math
concepts. Books are available individually or, for K-2, a 17-book math thematic library can be purchased.

Common Core State Standards Curriculum Guide for Sixth Grade

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