6th Grade

6th Grade

Math – 1st Semester

Beaumont ISD

6th grade

Revision Date:  6/13/2016

1st  Nine Weeks    August 24 – October 14

(37  School Days)

34 instructional days, 3 test days

Flex Days 0

Pretest – August 24th or 25th           

Universal Screener August 29th through September 9th

Mid 9 Weeks Test – September 16th

9 Weeks Test – October 10th – October 14th

 

2nd  Nine Weeks          October 17 – December 16

(39 School Days)

36 instructional days, 3 test days

Flex Days 0

Pretest – October 17th

Mid 9 Weeks Test – November 11th

Universal Screener November 28th through December 2nd

9 Weeks Test – December 12th through December 16th

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:  Blue= STAAR Readiness Standard

                                              Yellow= STAAR Supporting Standard

                                                         Bold= Highest Stakes TEKS (greatest need)

                           Italics= High Stakes TEKS

 

 

Process TEKS:

(6.1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student

         is expected to

 (A) apply mathematics to problems arising in everyday life, society, and the workplace;

 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the  

       solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math,

      estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and

      language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

 

Units

Unit 1: Rational Numbers and the Coordinate Plane

(14 days)

Identifying Integers and Their Opposites, Comparing and Ordering Integers, Absolute Value, Classifying Rational Numbers,  Identifying Opposites and Absolute Value of Rational Numbers, Comparing and Ordering Rational Numbers, Graphing on a Coordinate Plane

 

Unit 2: Multiplying and Dividing Fractions and Decimals

 (14 days)

Multiplying Fractions and Mixed Numbers, Dividing Fractions and Mixed Numbers, Multiplying and Dividing Decimals, Applying Multiplication and Division of Rational Numbers

 

Unit 3: Adding and Subtracting Integers

(6 days)

Adding and Integers with like and unlike signs, Subtracting Integers with like signs, Applying Addition and Subtraction of Integers

 

 

 

 

 

 

 

 

 

 

 

 

TEKS/SEs

 

Unit 1:

6.2A(S)  classify whole numbers, integers, and rational numbers

 using a visual representation such as a Venn diagram to

 describe relationships between sets of numbers

6.2B(S)  identify a number, its opposite, and its absolute value

6.2C(S)  locate, compare, and order integers and rational

 numbers using a number line

6.2D(R)  order a set of rational numbers arising from mathematical and real-world contexts

6.2 E(S) extend representations for division to include fraction

 notation such as a/b represents the same number as a ÷ b

 where b ≠ 0.

6.11A (R) graph points in all four quadrants using ordered pairs of rational numbers.

 

 

Unit 2:

6.2 A(S)  recognize that dividing by a rational number and

 multiplying by its reciprocal result in equivalent values

6.3 A(S)  recognize that dividing by a rational number and  multiplying by its reciprocal result in equivalent values

6.3 B(S)  determine, with and without computation, whether a

quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one

6.3 E(R)  multiply and divide positive rational numbers fluently.

 

Unit 3:

6.3 C(S) represent integer operations with concrete models and

connect the actions with the models to standardized         algorithms

6.3 D(R) add, subtract, multiply, and divide integers fluently

 

            

         

 

Units

Unit 4: Multiplying and Dividing Integers (6 days)

Multiplying and Dividing Integers, Applying Integer Operations

 

Unit 5: Representing Rates and Ratios (6 days)

Ratios, Rates, Using Ratios and Rates to Solve Problems

 

Unit 6: Applying Ratios and Rates  (8 days)

Comparing Additive and Multiplicative Relationships,  Ratios, Rates, Tables, and Graphs, Solving Problems with Proportions,  Converting Measurements

 

Unit 7:  Percents (6 days)

Understanding Percent,  Percents, Fractions, and Decimals, Solving Percent Problems

 

Unit 8: Generating Equivalent Numerical Expressions  (6 days)

Exponents, Prime Factorization, Order of Operations

 

Unit 9: Becoming a Knowledgeable Consumer and Investor (4 days)

Choosing A Bank, Protecting Your Credit

 

TEKS/SEs

 

Unit 4 (continued):

6.3 C(S) represent integer operations with concrete models and

connect the actions with the models to standardized algorithms

6.3 D(R) add, subtract, multiply, and divide integers fluently

 

Unit 5

6.4 B (R)  apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates

6.4 C (S)  give examples of ratios as multiplicative comparisons of two quantities describing the same attribute

6.4 D (S) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients

6.4 E (S) represent ratios and percents with concrete models, fractions, and decimals

 

 

Unit 6:

6.4 A (S) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships

6.4 H (R) convert units within a measurement system, including t he use of proportions and unit rates

6.5A (S)  represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions

 

Unit 7: 

6.4 E (S) represent ratios and percents with concrete models, fractions, and decimals

6.4 F (S) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers

6.4 G (R) generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money

6.5 B (R) solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models.

6.5 C (S) use equivalent fractions, decimals, and percents to show equal parts of the same whole

Unit 8: 

6.7 A (R) generate equivalent numerical expressions using order of operations, including whole n umber exponents, and prime factorization

 

Unit 9: 

6.14 A(S) compare the features and costs of a checking account and a debit card offered by different local financial institutions

6.14 B(S) distinguish between debit cards and credit cards

6.14 C(S) balance a check register that includes deposits

6.14 E (S) describe the information in a credit report and how long it is retained

6.14 F (S) describe the value of credit reports to borrowers and to lenders

Beaumont  22nd Century Skills

 

Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

 Information Literacy: Untangling the Web

 Collaboration: Working Together, Learning Together

 Self-Direction: Own Your Learning

 Invention: Creating Solutions

 

 

 

Math – 2nd Semester

Beaumont ISD

6th grade

Revision Date:  6/13/2016

3rd Nine Weeks

January 3 – March 10

(47  School Days)

44 instructional days, 3 test days

Flex Days 0

Pre Test – January 3rd

Mid 9 Weeks Test – February 3rd

9 weeks Test – March 6th through 10th

 

4th Nine Weeks

March 20 – June 1

(52 School Days)

47 instructional days, 5 testing days

Flex Days 0

Pre Test – March 30th

Mid 9 Weeks Test – April 7th

Universal Screener – April 3rd through 14th

9 Weeks Test – May 30th through June 1st

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:  Blue= STAAR Readiness Standard

                                               Yellow= STAAR Supporting Standard

                                                          Bold= Highest Stakes TEKS (greatest need)

                            Italics= High Stakes TEKS

 

 

Process TEKS:

(6.1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student

         is expected to

 (A) apply mathematics to problems arising in everyday life, society, and the workplace;

 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the  

       solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math,

      estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and

      language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

 

Units

Unit 10: Generating Equivalent Algebraic Expressions

 (12 days)

Expressions, Prime Factorization, Order of Operations, Modeling Equivalent Expressions, Evaluating Expressions, Generating Equivalent Expressions

 

Unit 11: Equations and Relationships (6 days)

Write Equations to Represent Situations, Adding and Subtracting Equations, Multiplication and Division Equations

 

Unit 12: Inequalities and Relationships (8 days)

Writing Inequalities, Addition and Subtraction Inequalities, Multiplication and Division Inequalities with positive numbers, Multiplication and Division Inequalities with rational numbers.

 

Unit 13:  Relationships with Two Variables (8 days)

Graphing on the coordinate plane,  Independent and Dependent Variables in Tables and Graphs,  Writing Equations from Tables,  Representing  Algebraic Relationships in Tables and Graphs        

Unit 14: Angles, Triangles and Equations ( 6 days)

Determining When Three Lengths Form a Triangle Sum of Angle Measures in a Triangle, Relationships Between Sides and Angles in a Triangle

 

 

 

 

 

 

 

 

TEKS/SEs

 

Unit 10:

6.7 A (R) generate equivalent numerical expressions using order of operations, including whole n umber exponents, and prime factorization

6.7 C (S) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations

6.7 D (R) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties

Unit 11:

6.7 B (S) distinguish between expressions and equations verbally, numerically, and algebraically

6.9 A (R) write one-variable, one-step equations and inequalities to represent constraints or conditions within problems

6.9 B (S) represent solutions for one-variable, one-step equations and inequalities on number lines

6.9 C (S) write corresponding real-world problems given one-variable, one-step equations or inequalities

6.10 A (R) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts

6.10 B (S)  determine if the given value(s) make(s) one-variable, one-step equations or inequalities true

 

Unit 12: 

6.9 A (R) write one-variable, one-step equations and inequalities to represent constraints or conditions within problems

6.9 B (S) represent solutions for one-variable, one-step equations and inequalities on number lines

6.9 C (S) write corresponding real-world problems given one-variable, one-step equations or inequalities

6.10 A (R) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts

6.10 B (S)  determine if the given value(s) make(s) one-variable, one-step equations or inequalities true

 

Unit 13:

6.6 A (S) identify independent and dependent quantities from tables and graphs

6.6 B (S) write an equation that represents the relationship between independent and dependent quantities from a table

6.6 C (R) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b

6.11 A (R) graph points in all four quadrants using ordered pairs of rational numbers

 

 

Unit 14:

6.8 A (S) extend previous knowledge of triangles and their properties to include the s um of angles of a triangle, the

 relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle

Units

Unit 15:  Area and Volume Equations (8 days)

Area of Quadrilaterals and Triangles, Solving Area Equations, Solving Volume Equations

 

Unit 16:  Displaying, Analyzing, and Summarizing Data (10 days)

Measure of Center, Box Plots, Dot Plots and Data Distribution, Stem-

and-Leaf Plots and Histograms, Categorical Data

 

Unit 17:  Becoming a Knowledgeable Consumer and Investor (4days)

Paying for College, Wages, Salaries, and  Careers

 

Unit 18:  STAAR Review (12 days)

Test taking strategies and a lead4ward based review.

 

Unit 19:  Numbers and Operations (13 days)

Add, Subtract, Multiply and Divide Rational NumbersAdd, Subtract, Multiply and Divide whole numbers, fractions, decimals and integers.

    

 

 

 

TEKS/SEs

 

Unit 15:

6.8 B (S)  model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes

 6.8 C (S) write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers

6.8 D (R) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers

 

 

 

Unit 16: 

6.12 A (S) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots

6.12 B (S) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution

6.12 C (R) summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and inter-quartile range

( IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution

6.12 D (R) summarize categorical data with numerical and graphical summaries, including the m ode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution

6.13 A (R)  interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots

6.13 B (S) distinguish between situations that yield data with and without variability

 

Unit 17: 

6.14 G (S) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study

6.14 H (S) compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income

 

 

Unit 18:  District mandated STAAR Review

 

Unit 19:

7.3 A (S) add, subtract, multiply, and divide rational numbers fluently

               Add, subtract, multiply and divide whole numbers, decimal numbers

               fractions and integers.

 

Beaumont  22nd Century Skills

 

Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions