Math 6 Scope and Sequence NO Links

SCCP Math 6 Scope and Sequence 2022-2023

** To be completed for 2022-2023 - Is highlighted in Blue at the beginning of the units. LOOK AT UNITS 1, 2, 3 AND 8

Links

iM Curriculum

LAUSD Learning Targets

PLAS Pacing Recommendation

Pacing Calendar

Common Core State Standards

Grade 6 Block Schedule Guidance

SCCP 6th Grade IM Lesson Resources 2021-2022

2022-23 Testing Calendar

Unit test Folder

Illustrative Math Resources

Local District East Suggestive Scope and Sequence

Fall Semester

Spring Semester

Unit 1

Unit 2

Unit 3

Unit 4

Bookmark

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

6th Grade IM Unit 1 Pacing Guide ** COMPLETE END OF UNIT ASSESSMENT AND RUBRIC (NO MID-UNIT ASSESSMENT)

Unit 1

Unit Dates:

Assessments: End of Unit Study Guide, End of Unit Assessment, Assessment Rubric

Assessment Date(s):

Unit Topics

Reasoning to Find Area (Lesson 1 - Lesson 3)
Parallelograms (Lesson 4 - Lesson 6)
Triangles (Lesson 7 - Lesson 10)
Polygons (Lesson 11)
Surface Area (Lesson 12 - 16)
Squares and Cubes (Lesson 17 - 18)

Unit Standards

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.1.1: Tiling the Plane

MP1

MP3

MP5

I can compare areas of shapes that make up a geometric pattern to comprehend the meaning of area.

1.1 Warm-up: Which One Doesn’t Belong: Tilings (5 minutes)

1.2 Activity: More Red, Green, or Blue (25 minutes)

Includes “Are you Ready for More” Extension Problem
There is a digital applet in this activity.

Lesson Synthesis

1.3 Cool-down: What is Area? (5 minutes)

DESMOs Activity

Demos option 2

6.1.2: Finding Area by Decomposing and Rearranging

MP3

MP6

6.G.A.1

Lt 13

I can prove the area of a region by decomposing and rearranging the pieces and be able to explain the solution method of how the area of a figure is composed of other shapes.

2.1 Warm-up: What is Area? (10 minutes)

2.2 Activity: Composing Shapes (25 minutes)

Includes “Are you Ready for More” Extension Problem
There is a digital applet in this activity.

Lesson Synthesis

2.4 Cool-down: Tangram Rectangle

DESMOs Activity

Option 2

6.1.3: Reasoning to Find Area

MP3

MP7

6.G.A.1

Lt 13

I can critique reasoning strategies (decomposing, rearranging, subtracting or enclosing shape) to find the area of shapes.

3.1 Warm-up: Comparing Regions (5 minutes)

3.2 Activity: On the grid (20 minutes)

Includes “Are you Ready for More” Extension Problem

3.3 Activity: Off the grid (15 minutes)

Lesson Synthesis

3.4 Cool-down: Maritime Flag (5 minutes)

Mastery LT 13

DESMOs Activity

6.1.4: Parallelograms

MP8

MP7

6.G.A.1

Lt 13

I can synthesize reasoning strategies about the area of a rectangle to find the area of a parallelogram and know how to describe (orally and in writing) the features of a parallelogram using mathematical vocabulary.

4.1 Warm-up: Features of a Parallelogram (10 minutes)

4.2 Activity: Area of a parallelogram (15 minutes)

There is a digital applet in this activity.

4.3 Activity: Lots of parallelograms (15 minutes)

Lesson Synthesis

4.4 Cool-down: How would you find the area? (5 minutes)

DESMOs Activity

optional 2

6.1.5: Bases and Heights of Parallelograms

MP3

MP8

MP7

MP6

6.EE.A.2.c

6.EE.A.2.a

6.G.A.1

Lt 13, 9

I can apply concepts of “base” and “height” when referring to a parallelogram, and be able to identify pairs of base and height of a parallelogram with an explanation for the area formula of the parallelogram.

5.1 Warm-up: A Parallelogram and its Rectangles

There is a digital applet in this activity.

5.2 Activity: The Right Height?

Includes “Are you Ready for More” Extension Problem
There is a digital applet in this activity.

5.3 Activity: Finding the Formula for Area of Parallelograms

Includes “Are you Ready for More” Extension Problem

Lesson Synthesis

5.4 Cool-down: Parallelograms S and T

DESMOs Activity

Option 2

6.1.6 - Area of Parallelograms

MP3

MP6

6.GA.1

Lt 13

I can analyze, explain and find the area of a figure that is composed of other shapes by decomposing it and rearranging the parts.

I can understand what it means for two figures to have the same area.

6.1 Warm-Up: Missing Dots

6.2 Activity: More Areas of Parallelograms

Lesson Synthesis

6.3 Cool-down: One more Parallelogram

(Mastery LT 13)

Desmos Activity

Option 2

6.1.7: From Parallelogram to Triangles

MP7

6.GA.1

Lt 13

I can connect the special relationships between a pair of identical triangles and a parallelogram and show how any parallelogram can be decomposed into two identical triangles by drawing a diagonal and generalize this property to all parallelograms.

7.1 Warm-up: Same Parallelograms, Different Bases (5 minutes)

7.2 Activity: A Tale of Two Triangles- Part 1 (15 minutes)

There is a digital applet in this activity.
Includes “Are you Ready for More?” extension problem.

7.3 Activity: A Tale of Two Triangles- Part 2 (15 minutes)

There is a digital applet in this activity.

Lesson Synthesis

7.4 Cool-down: A Tale of Two Triangle? (5 minutes)

DESMOs Activity

Option 2

6.1.8: Area of Triangles

6.GA.1

Lt 13

I can design a diagram to show that the area of a triangle is half the area of an associated parallelogram and explain (orally and in writing) strategies for using the base and height of an associated parallelogram to determine the area of a triangle.

8.1 Warm-up: Composing Parallelograms 8.2 8.2 Activity: More Triangles

Lesson Synthesis

8.4 Cool-down: An Area of 14

DESMOs Activity

Option 2

6.1.9: Formula for the Area of a Triangle

MP3

MP8

6.GA.1

6.EE.A.2.c

6.EE.A.2.a

LT 13, 9

I can compare, contrast, and critique different strategies for determining the area of a triangle by recognizing that any side of a triangle can be considered its base and identify the corresponding height.

9.1 Warm-up: Bases and Heights of a Triangle (10 minutes)

9.2 Activity: Finding the Formula for Area of a Triangle (20 minutes)

9.3 Activity: Applying the Formula for Area of Triangles (10 minutes)

Lesson Synthesis

9.4 Cool-down: Two More Triangles (5 minutes)

DESMOs Activity

Paper Activity

Option 2

6.1.10: Bases and Heights of Triangles

MP7

6.GA.1

6.EE.A.2.c

LT 13, 9

I can draw and label the height that corresponds to a given base of a triangle and orally evaluate the different base-height pairs to find the area of a given triangle.

10.1 Warm-up: An Area of 12 (10 minutes)

There is a digital applet in this activity

10.2 Activity: Hunting for Heights (25 minutes)

Lesson Synthesis

10.4 Cool-down: Stretched Sideways (5 minutes) (Mastery LT 13)

DESMOs Cool- Down Activity

Option 2

6.1.11: Polygons

(Miranda)

* Mid-Unit after this lesson

MP1

MP6

MP7

6.GA.1

I can apply concepts of different strategies for finding the area and describe the characteristics of a polygon. I can also find the area by decomposing into rectangles and triangles of a polygon.

11.1 Warm-up: Which One Doesn’t Belong: Bases and Heights (5 minutes)

11.2 Activity: What Are Polygons? (20 minutes)

11.3 Activity: Quadrilateral Strategies (15 minutes)

Includes “Are you Ready for More?” extension problem.

Lesson Synthesis

11.5 Cool-down: Triangulation (5 minutes)

DESMOs Cool- Down Activity

Optional Activity

6.1.12: What is surface area?

(Kertnoi)

MP1

MP7

6.GA.4

LT 14

I can comprehend that the term “surface area” refers to how many square units it takes to cover all the faces of a three- dimensional object and calculate the surface area of a rectangular prism.

12.1 Warm-up: Covering the Cabinet- Part 1 (5 minutes)

12.2 Activity: Covering the Cabinet- Part 2 (15 minutes)

Includes “Are you Ready for More?” extension problem.

12.3 Activity: Building with Snap Cubes (20 minutes)

There is a digital applet in this activity.

Lesson Synthesis

12.4 Cool-down: A Snap Cube Prism (5 minutes)

DESMOs Cool- Down Activity

6.1.13: Polyhedra

(Coronel)

6.G.A.4

LT 14

I can describe the features of a polyhedron using mathematical vocabulary, explain the difference between prisms and pyramids and understand the relationship between a polyhedron and its net.

13.1 Warm-up: Which One Doesn’t Belong: Twos (5 minutes)

13.2 Activity: Is the Equation True? (15 minutes)

13.3 Activity: What’s Your Reason? (15 minutes)

Includes "Are you Ready for More?" extension problem (OPTIONAL)

Lesson Synthesis

13.4 Cool-down: Coin Calculation (5 minutes)

DESMOs Cool- Down Activity

6.1.14: Nets and Surface Area

(Godoy)

MP7

6.G.A.4

LT 14

I can match polyhedra using their nets to calculate the surface area of a prism or pyramid and justify that they match by explaining the solution method.

14.1 Warm-up: Matching Nets (10 minutes)

14.2 Activity: Using Nets to Find Surface Area (25 minutes)

Includes "Are you Ready for More?" extension problem (Optional)

Lesson Synthesis

14.3 Cool-down: Unfolded (5 minutes)

DESMOs Cool- Down Activity

6.1.15: More Nets, More Surface Area

(Sandoval)

MP1

6.G.A.2

6.G.A.4

LT 14

I can calculate the surface area of prisms and pyramids.

I can draw and assemble a net for the prism or pyramid shown in a drawing given.

15.1 Warm-up: Notice and Wonder: Wrapping Paper (5 minutes)

15.2 Activity: Building Prisms and Pyramids (30 minutes)

Lesson Synthesis

15.4 Cool-down: Surface Area of a Triangular Prism (5 minutes)

DESMOs Cool- Down Activity

6.1.16: Distinguishing Between

Surface Area and Volume

(Miranda)

6.G.A.4

LT 14

I synthesize how one-, two-, and three-dimensional measurements and units are different.

I can apply concepts of how it is possible for two polyhedra to have the same surface area but different volumes, or to have different surface areas but the same volume.

16.1 Warm-up: Attributes and Their Measures (25 minutes)

Lesson Synthesis

16.4 Cool-down: Same Surface Area, Different Volumes (5 minutes) (Mastery LT 13)

DESMOs Cool- Down Activity

6.1.17: Squares and Cubes

(Kertnoi)

6.EE.A

MP8

MP7

6.EE.A.1

LT 9

I can explain the formula for the volume of a cube, including the meaning of the exponent and express the volume using appropriate units.

17.1 Warm-up: Perfect Squares (5 minutes)

17.3 Activity: Perfect Cubes (10 minutes)

17.4 Activity: Introducing Exponents (15 minutes)

Includes “Are you Ready for More?” extension problem.

Lesson Synthesis

17.5 Cool-down: Exponent Expression (5 minutes)

DESMOs Cool- Down Activity

6.1.18: Surface Area of a Cube

(Coronel)

**End of Unit Assessment after lesson 18 **

MP7

MP8

6.EE.A.2.a

6.G.A.4

6.EE.A.1

LT 9, 14

I can write and explain the formula for the surface area of a cube and when I know the edge length of a cube, I can find its surface area and express it using appropriate units.

18.1 Warm-up: Exponent Review (5 minutes)

18.2 Activity: The Net of a Cube (20 minutes)

18.3 Activity: Every Cube in the Whole World (10 minutes)

Lesson Synthesis

18.4 Cool-down: From Volume to Surface Area (5 minutes)

DESMOs Cool- Down Activity

6th Grade IM Unit 2 Pacing Guide ** NEED TO COMPLETE STUDY GUIDE FOR END OF UNIT ASSESSMENT AND RUBRIC FOR TEST(NO MID UNIT ASSESSMENT)

Unit 2

Unit Dates:

Assessments: End of Unit Study Guide, End of Unit Assessment, Assessment Rubric

Assessment Date(s):

Unit Topics

What are Ratios (Lesson 1 - Lesson 2)
Equivalent Ratios (Lesson 3 - Lesson 5)
Representing Equivalent Ratios (Lesson 6 - Lesson 10)
Solving Ratios and Rate Problems (Lesson 11 - Lesson 14)
Part-part-whole Ratios (Lesson 15- Lesson 16)

Unit Standards: 6.RP.A.2, 6.RP.A.1, 6.RP.A.3.b, 6.RP.A.3

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.2.1: Introducing Ratios and Ratio Language

6.RP.A.1

MP 1

MP 6

MP 7

LT 2

I can create (orally and in writing) a sentence that describes a ratio in the correct order between 2 quantities using the correct language; “For every a of these, there are b of those” and “The ratio of these to those is a:b (or a to b).”

1.1 Warm-Up: What Kind and How Many? (10 minutes)

1.2 Activity: The Teacher’s Collection (25 minutes)

If time permits 1.3 Activity: The Student’s Collection (20 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

1.4 Cool-Down: A Collection of Animals (10 minutes)

DESMOs Activity 6.2.1 and 6.2.2

6.2.2: Representing Ratios and Diagram

6.RP.A.1

MP 3

MP 6

LT 2

I can create labels when I draw a diagram representing a ratio, so that the meaning of the diagram is clear and

I can draw a diagram that represents a ratio and explain what the diagram means.

2.1 Warm-up: Number Talk: Dividing by 4 and Multiplying by 1/4 (10 minutes)

2.2 Optional Activity A Collection of Snap Cubes ( minutes)

2.3 Blue Paint and Art Paste (25 minutes)

If time permits 2.4 Card Sort: Spaghetti Sauce (15 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis (5 minutes)

2.5 Cool-down: Paws, Ears, and Tails (10 minutes) Mastery LT2

Lesson 2: Anchor chart with warm-up (scaling up/scaling down)

Desmos 6.2.2

6.2.3: Recipes

(Kertnoi)

6.RP.A.1

MP 7

LT 2

I can draw and use a diagram to represent a recipe and understand that doubling or tripling a recipe means to multiply the amount of each ingredient by the same number and explain the meaning of equivalent ratios using a recipe as an example.

3.1 Warm-up: Flower Pattern (10 minutes)

If time permits 3.2 Activity: Powdered Drink Mix (15 minutes)

Includes “Are you Ready for More?” extension problem.

3.3 Activity: Batches of Cookies (25 minutes)

Lesson Synthesis (5 minutes)

3.4 Cool-down: A Smaller Batch of Bird Food (10 minutes)

DESMOs Activity

Refer back to the anchor chart in lesson 2.

Batches anchor chart

6.2.4: Color Mixtures

(Garcia)

6.RP.A.1

MP 7

LT 2

I can reason what it means to double or triple a color mixture. I can use a diagram to represent a single batch, double batch, & a triple batch of a color mixture.

I can explain the meaning of equivalent ratios using a color mixture as an example.

4.1 Warm-up: Number Talk, adjusting a factor (10 min)

4.2 Activity: Turning Green (25 min)

Includes “Are you ready for more?” extension problem

4.3 Optional Activity: Perfect Purple Water (10 min)

Lesson Synthesis (5 minutes)

4.4 Cool-Down: Orange Water (10 min)

DESMOs Activity

Refer back to the anchor chart in lesson 2.

Refer to Batches anchor chart

6.2.5: Defining Equivalent Ratios

(Miranda)

6.RP.A.1

MP 2

MP 6

MP 8

LT 2

I can make a connection about equivalent ratios and justify that they are equivalent.

I can prove (in words and through other representations) a definition of equivalent ratios, including examples and non-examples.

5.1 Warm-up: Dots and Half Dots (10 minutes)

If time permits 5.2 Activity: Tuna Casserole (15 minutes)

Includes "Are you Ready for More?" extension problem

5.3 Activity: What Are Equivalent Ratios? (25 minutes)

Lesson Synthesis (5 minutes)

5.4 Cool-down: Why Are They Equivalent? (10 minutes) Mastery LT2

DESMOs Activity

6.2.6: Introducing Double Number Line Diagrams

(Mascarenas)

6.RP.A.3

MP 2

MP 3

MP 5

LT 3

I can compare and contrast (verbally and in writing) discrete diagrams and double number line diagrams representing the same situation; explain (orally) how to use a double number line diagram to find equivalent ratios; label and interpret a double number line diagram that represents a familiar context.

6.1 Warm-up: Number Talk: Adjusting Another Factor (10 minutes)

If time permits 6.2 Activity: Drink Mix on a Double Number Line (15 minutes)

Includes "Are you Ready for More?" extension problem

6.3 Activity: Blue Paint on a Double Number Line (25 minutes)

Lesson Synthesis (5 minutes)

6.4 Cool-down: Batches of Cookies on a Double Number Line (10 minutes)

DESMOs Activity

6.2.7: Creating Double Number Line Diagrams

6.RP.A.3

MP 5

LT 3

I can comprehend and use the word “per” (verbally and in writing) to mean “for each;”

create, by drawing and labeling a double number line diagram from scratch with parallel lines and equally-spaced tick marks,

and use double number line diagrams to classify a wider range of equivalent ratios.

7.1 Warm-up Optional Activity: Ordering on a Number Line (10 minutes)

If time permits 7.2 Activity: Just a Little Green (10 minutes)

7.3 Activity: Art Paste on a Double Number Line (25 minutes)

Includes "Are you Ready for More?" extension problem

7.4 Optional Activity: Revisiting Tuna Casserole (10 minutes)

Lesson Synthesis (5 minutes)

7.5 Cool-down: Revisiting Paws, Ears, and Tails (10 minutes)

DESMOs Activity 6.2.7 and 6.2.8

6.2.8: How Much for One?

(Kertnoi)

6.RP.A.3.b

MP 6

MP 7

LT 3

I can calculate equivalent ratios between prices and quantities, and unit price using the word “per.”

I understand the phrase “at this rate” indicates equivalent ratios.

8.1 Warm-up: Number Talk: Remainders in Division (10 minutes)

If time permits 8.2 Activity: Grocery Shopping (10 minutes)

Includes “Are you Ready for More?” extension problem.
Digital applet in this activity

8.3 Activity: More Shopping (25 minutes)

Digital applet in this activity

Lesson Synthesis (5 minutes)

8.4 Cool-down: Unit Price of Rice (10 minutes)

DESMOs Activity 6.2.7 and 6.2.8

Double number line anchor chart

6.2.9: Constant Speed

(Garcia)

6.RP.A.3.b

MP 2

I can calculate the distance an object travels and create diagrams to help me reason about constant speed.

I can use ratios to determine if an object is moving at a constant speed by identifying the distance it travels, and the amount of time it takes.

9.1 Warm-up: Number Talk, Dividing by Powers of 10 (10 min)

If time permits 9.2 Activity: Moving 10 Meters (25 min)

9.3 Activity: Moving for 10 Seconds (25 min)

Includes “Are you ready for more?”
* “Per” /”At this rate”

Lesson Synthesis (5 minutes)

* “Per” /”At this rate”

9.4 Cool-Down: Train Speeds (5 min)

DESMOs Activity

6.2.10: Comparing Situations by Examining Ratios

(Miranda)

6.RP.A.3.b

6.RP.A.2

6.RP.A.3

MP3

I can create diagrams to help compare two situations and explain whether they happen at the same rate.

I can prove that two situations do not happen at the same rate by finding a ratio to describe each situation where the two ratios share one value but not the other, i.e. a:b and a:c, or x:z and y:z

I can analyze that a question asking whether two situations happen “at the same rate” is asking whether the ratios are equivalent.

10.1 Warm-up: Treadmills (10 minutes)

10.2 Activity: Concert Tickets (25 minutes)

There is a digital applet in this activity.

If time permits 10.3 Activity: Sparkling Orange Juice (15 minutes)

Includes "Are you Ready for More?" extension problem
There is a digital applet in this activity.

Lesson Synthesis (5 minutes)

10.4 Cool-down: Comparing Runs (5 minutes) LT 3

DESMOs Activity

6.2.11: Representing Ratios with Tables

(Mascarenas)

6.RP.A.3.a

MP6

MP5

I can comprehend the words “row” and “column” (in written and spoken language) as they are used to describe a table of equivalent ratios.

I can explain (orally and in writing) how to find a missing value in a table of equivalent ratios.

I can Interpret a table of equivalent ratios that represents different sized batches of a recipe.

11.1 Warm-up: How Is It Growing? (10 minutes)

11.2 Activity: A Huge Amount of Sparkling Orange Juice (15 minutes)

There is a digital applet in this activity.

11.3 Activity: Batches of Trail Mix (10 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

11.4 Cool-down: Batches of Cookies in a Table (10 minutes)

DESMOs Activity

Add a table to double number line anchor chart

6.2.12: Navigating a Table of Equivalent Ratios

6.RP.A.3.a

MP8

6.RP.A.3

MP2

I can connect multipliers strategically while solving multi-step problems involving equivalent ratios;

describe (orally and in writing) how a table of equivalent ratios was used to solve a problem about prices and quantities; and recall that dividing by a whole number is the same as multiplying by an associated unit fraction.

12.1 Warm-up: Number Talk: Multiplying by a Unit Fraction (10 minutes)

If time permits 12.2 Activity: Comparing Taco Prices (10 minutes)

12.3 Activity: Hourly Wages (20 minutes)

12.4 Optional Activity If time permits: Zeno’s Memory Card (15 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

12.5 Cool-down: Price of Bagels (10 minutes)

DESMOs Activity

6.2.13: Tables and Double Number Line Diagrams

(Kertnoi)

6.RP.A.3

6.RP.A.3.a

I can create a table that represents a set of equivalent ratios that include column labels so the meaning of number is clear and explain why a table is sometimes easier to use than a double number line to solve problems involving equivalent ratios.

13.1 Warm-up: Number Talk: Constant Dividend (10 minutes)

13.2 Activity: Moving 3,000 Meters (20 minutes)

13.3 Activity If time permits: The International Space Station (15 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

13.4 Cool-down: Bicycle Sprint (10 minutes) LT 3

DESMOs Activity

Rubric for Cool-Down

6.2.14: Solving Equivalent Ratios Problems

OPTIONAL

(Garcia)

6.RP.A.3

MP1

MP3

MP6

I can determine what information is needed to solve a problem involving equivalent ratios, and ask questions to elicit that information.

I can explain my reasoning using diagrams that I choose.

14.1 Warm-up: What Do You Want to Know? (5 minutes)

14.2 Activity: Info Gap: Hot Chocolate and Potatoes (30 minutes)

14.3 Optional Activity If time permits: Comparing Reading Rates (10 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

14.4 Cool-down: Water Faucet (5 minutes)

DESMOs Activity (Cool- Down only)

6.2.15: Part- Part- Whole Ratios

(Miranda)

6.RP.A.3

I can critique the word “parts” as an unspecified unit in sentences (written and spoken) describing ratios.

I can apply concepts to draw and label a tape diagram to solve problems involving ratios and the total amount. Explain (orally) the solution method.

15.1 Warm-up: True or False: Multiplying by a Unit Fraction (10 minutes)

If time permits15.2 Activity: Cubes of Paint (10 minutes)

15.3 Activity: Sneakers, Chicken, and Fruit Juice (20 minutes)

Includes "Are you Ready for More?" extension problem

15.4 Optional Activity If time permits: Invent Your Own Ratio Problem (10 minutes)

Lesson Synthesis

15.5 Cool-down: Room Sizes (5 minutes)

DESMOs Activity

6.2.16: Solving More Ratios Problem

(Mascarenas)

**End of Unit Assessment after lesson 16**

MP1

MP5

6.RP.A.3

I can choose and create diagrams to help solve problems involving ratios and the total amount.

I can compare and contrast (orally) different representations of and solution methods for the same problem.

16.1 Warm-up: You Tell the Story (10 minutes)

16.2 Activity: A Trip to the Aquarium (20 minutes)

Includes "Are you Ready for More?" extension problem

16.3 Optional Activity If time permits : Salad Dressing and Moving Boxes (10 minutes)

Lesson Synthesis

16.4 Cool-down: Pizza-making Party (5 minutes) LT 3

DESMOs Activity

6th Grade IM Unit 3 Pacing Guide ** NEED TO COMPLETE A STUDY GUIDE FOR END OF UNIT ASSESSMENT, AND RUBRIC FOR TEST (NO MID UNIT ASSESSMENT)

Unit 3

Unit Dates:

Assessments: Assessments: End of Unit Study Guide, End of Unit Assessment

Assessment Date(s):

Unit Topics :

Units of Measurement
Unit Conversion
Rates (comparing speeds and prices, equivalent ratios, unit rate)
Percentages (Benchmark percentages, finding the percentage of a number)

Unit Standards Focus Standards: 6.RP.A.2, 6.RP.A.3, 6.RP.A.3.b, 6.RP.A.3.c, 6.RP.A.3.d

Learning Target Rubric(s): LAUSD Learning Target 3: Unit rates (Cool-down 9) Need to Review Rubric

Level

I can explain the concept of unit rate and use language in the context of a ratio relationship to solve

real-world and

mathematical problems.

I can…

●I can solve multi-step real-world problems involving unit rates using a table.

● I can describe my process in narrative form.

I can…

● I can use unit rate to answer questions about real-world situations and describe the relationship between the two quantities represented.

● I can compare unit rates and describe their relationship.

● I can describe the relationship between two quantities in a table.

● I can show my process for finding the result.

I can…

● I can determine the unit rate for a real-world situation.

● I can determine the unit price for a real-world situation.

● I can show my process for finding the result.

I can…

● I can find the missing value in a given table.

● I can graph my results on a coordinate plane.

● I can identify a unit rate.

● I can show my process for finding the result.

No Evidence

Learning Target Rubric(s): LAUSD Learning Target 3: Percent of a Quantity (Cool-down 16) Need to Review Rubric

Level

I can solve percent of a quantity problems,

including using ratio

reasoning to convert

measurement units.

I can…

● I can find a percent of a quantity as a rate per 100 in a real-world context.

● I can solve problems involving finding the

whole, given a part and the percent in a real-world context.

I can…

● I can find a percent of a quantity as a rate per 100.

● I can solve problems

involving finding the whole, given a part, and the percent.

● I can calculate a basic

unit conversion by

dividing and expressing

it in a ratio.

I can…

● I can write a percent as a fraction in two steps.

● I can write a fraction as a percent by converting

the fraction into a rate per 100.

● I can calculate a basic unit conversion by

multiplying and expressing it in a ratio.

I can…

● I can write a percent as a fraction in one step.

● I can use GCF to simplify a fraction.

● I can write a fraction as a percent.

● I can state the amount

for basic unit conversions in a ratio.

No Evidence

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.3.1 - Burj Khalifa

6.RP.A.2

LT 3

I can investigate “how much for 1” to solve different types of rate problems.

Launch- Work -Synthesis Template

1.2 Activity (Warm-up) : Window Washing (Notice and Wonder)

(10 MINUTES MAXIMUM)

1.3 Activity: Climbing the Burj Khalifa (Three Reads) (25 mins)

Lesson Synthesis

1.4 Cool-down: Going Up? (10 mins)

Desmos Activity (Original)

Desmos Activity (SCCP)

6.3.2 (Skip)

6.RP.A.3.d

6.3.3 (Skip)

6.RP.A.3.d

6.3.4 - Converting Units

6.RP.A.3.d

LT 4

I can create a double number line or table involving unit conversions involving equivalent ratios to solve problems in these situations.

4.1 Warm-up: Number Talk: Fractions of a Number (Number Talk) (10 MINUTES MAXIMUM)

4.3 Activity: Veterinary Weights (Think-pair-share) (25 minutes)

Lesson Synthesis

4.5 Cool Down - Buckets (10 minutes)

Zearn Guided Practice

Desmos Cool Down

Unit Conversion Calculator

Double Number Line (Visual)

6.3.5 - Comparing Speeds and Prices

6.RP.A.2, 6.RP.A.3.b

MP 2, 4

LT 3, 4

I can compare two different units by finding the rate per 1 and understand that if two units have the same rate per 1 that they are equivalent ratios by solving and explaining rate problems.

5.1 Warm-up: Closest Quotient (Sentence Frames)

(5 MINUTES MAXIMUM)

5.3 Activity: The Best Deal on Beans (Sentence Frames) (25 minutes)

Lesson Synthesis

5.4 Cool-down: A Sale on Sparkling Water (10 minutes)

Desmos Activity (SCCP)

Desmos Activity

SCCP 6th Grade Lesson

6.3.6 - Interpreting Rates

6.RP.A.2, 6.RP.A.3, 6.RP.A.3.b

LT 3, 4

I can calculate and interpret the two unit rates associated with a ratio, i.e., a/b and b/a for the ratio a:b. Then choose which unit rate to use to solve a given problem and explain the choice for IM

6.1 Warm-up: Something per Something (Think-Pair-Share) (5 MINUTES MAXIMUM)

6.2 Activity: Cooking Oatmeal (Three Reads) (25 minutes)

Lesson Synthesis

6.4 Cool-down: Buying Grapes by the Pound (10 minutes)

Desmos Activity (SCCP)

Desmos Activity (Sunshine)

6.3.7 - Equivalent Ratios Have the Same Units

6.RP.A.2, 6.RP.A.3, 6.RP.A.3.b

LT 3, 4

I can calculate an example of two equivalent ratios and show that they have the same unit rates, then use the unit rate to calculate missing values in a table of equivalent ratios.

7.1 Warm-up: Which One Doesn’t Belong: Comparing Speeds (Round Robin) (10 MINUTES MAXIMUM)

7.2 Activity: Price of Burritos (Think-Pair-Share) 25 minutes

Lesson Synthesis

7.5 Cool-down: Cheetah Speed (10 minutes)

Desmos Activity (SCCP)

Desmos (Original)

6.3.8 - More About Constant Speed

6.RP.A.3, 6.RP.A.3.b

LT 3

I can calculate unit rates that represent speed or pace, use them to determine unknown distances or elapsed times, and explain the solution method. Then, interpret a situation involving two objects moving at constant speeds, and create a diagram or table to represent the situation for IM.

8.1 Warm-up: Back on the Treadmill Again

(10 MINUTES MAXIMUM) (Think-Pair-Share)

8.2 Activity: Picnics on the Rail Trail (3 Reads) (25 minutes)

Lesson Synthesis

8.4 Cool-down: Penguin Speed (10 minutes)

Desmos Activity (Authored by Sunshine!)

6.3.9 - Solving Rate Problems

6.RP.A.3, 6.RP.A.3.b, 6.RP.A.3.d

LT 4

I can evaluate ratios and rates to convert and compare distances expressed in different units to solve math situations with unit rates.

9.1 Warm-up: Grid of 100 (Number Talk) (10 minutes)

9.2 Activity: Card Sort: Is it a Deal? (Poll the Class) (25 minutes)

Lesson Synthesis

9.4 Cool-down: Tacos by the Pack (10 minutes)

Desmos Activity

This is a great place to consider an assessment before proceeding

6.3.10 - What are percentages?

6.RP.A.3.c

LT 4

I can analyze the word “percentage”and the symbol % to mean a rate of 100 by using double number line diagrams to represent percentages of a dollar.

10.1 Warm-up: Dollars and Cents (Think Pair Share- 5 min max)

10.2 Activity: Coins (25 minutes)

Includes "Are you Ready for More?" extension problem (Think Pair Share)

Lesson Synthesis

10.4 Cool-down: Eight Dimes (10 minutes)

Desmos Activity

(Trying with classcraft)

Anchor Chart based on lesson synthesis slide 23 on lesson 10.

6.3.11 - Percentages and Double Number Lines

6.RP.A.3.c

LT 4

I can evaluate percentage problems like “What is 40% of 60?” or “60 is 40% of what number?” by creating double number line diagrams.

11.1 Warm-up: Fundraising Goal (Think Pair Share-5 min max)

11.2 Activity: Three-Day Biking Trip (Compare and Connect) (25 minutes)

Lesson Synthesis

11.4 Cool-down: A Medium Bottle of Juice (10 minutes)

Desmos Activity

6.3.12 - Percentages and Tape Diagrams

6.RP.A.3.c

LT 4

I can interpret and evaluate tape diagrams that represent multiplicative comparisons by drawing and labeling a tape diagram to represent a situation involving percentages.

12.1 Warm-up: Tape Diagrams (Notice and Wonder) (5 min max)

12.3 Activity: 5 Dollars (Think Pair Share) (25 minutes)

Lesson Synthesis

12.5 Cool-down: Small and Large (10 minutes)

Desmos Activity

6.3.13 - Benchmark Percentages

6.RP.A.3.c

LT 4

I can apply concepts (orally and in writing) of percentages such as 10%, 25%, 50%, and 75% while reasoning about the fractions ¼ , ½ , and ¾ by creating tape diagrams or tape diagrams.

13.1 Warm-up: What Percentage Is Shaded? (Think-Pair-Share) (10 minutes)

13.3 Activity: Nine is…… (Think-Pair-Share) (25 minutes)

Lesson Synthesis

13.5 Cool-down: Around the Clock (10 minutes)

Desmos Activity

Refer to the anchor chart from lesson 10 and add fraction pieces to it.

6.3.14 - Solving Percentage Problems

6.RP.A.3.c

LT 4

I can create a tape diagram, double number line diagram, or table to solve problems involving percentages and explain (orally) the solution method.

14.1 Warm-up: Multiplication with Decimals (Number Talk-10 min max)

14.2 Activity: Coupons (Compare Contrast or Monitor Sheets)

Lesson Synthesis

14.4 Cool-down: Walking to School (10 minutes)

Desmos Activity

6.3.15 - Finding this Percent of That

6.RP.A.3, 6.RP.A.3.c

LT 4

I can calculate and explain the process of solving A% of B by multiplying and dividing while creating diagrams of my choice.

15.1 Warm-up: Number Talk: Decimals (Number Talk-5 minutes max)

15.2 Activity: Audience Size

Includes "Are you Ready for More?" extension problem

15.3 Activity: Everything is On Sale (25 minutes)

15.4 Cool- Down (10 minutes)

Desmos Activity

6.3.16 - Finding the Percentage

6.RP.A.3.c

LT 4

I can evaluate different problems like “60 is what percentage of 40?” by dividing and multiplying to solve math situations.

16.1 Warm-up: True or False: Percentages (10 min)

16.2 Activity: Jumping Rope

16.3 Activity: Restaurant Capacity (25 minutes)

Lesson Synthesis

16.4 Cool-down: Jet Fuel (10 minutes)

Desmos Activity

6.3.17 - Painting a Room

6.G.A, 6.RP.A

LT 4, LT 13

I can apply unit rates and percentages to predict how long it will take and how much it will cost to paint all the walls in a room using a floorplan of a bedroom.

17.1 Warm-up: Getting Ready to Paint (5 minutes-Think Pair Share)

17.2 Activity: How Much It Costs to Paint (Three Reads)

Desmos Activity

Unit 3 Connections 6th Grade IM Pacing Calendar

Unit 3 Launch Agenda 6th Grade IM Lesson Resources

Grade 6 LWS Lesson 5 and Lesson 6

SCCP Mastery Learning Targets

Grade 6 IM Unit 4 Pacing Guide Unit 4 Launch Agenda

Unit 4

Unit Dates:

Assessments: Mid-Unit Assessment & Mid-Unit Study Guide, Mid-Unit Study Guide Rubric,

Mid-Unit Assessment Rubric

End of Unit Assessment & End of Unit Study Guide

End of Unit Assessment Rubric

Assessment Date(s):

Unit Topics

Making Sense of Division
Meaning of Fraction Division
Algorithm for Fraction Division
Fraction in Lengths, Areas, and Volumes

Unit Standards: 6.NS.A.1, 6.EE.A, 6.G.A.1, 6.G.A.2

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.4.1 - Size of Divisor and Size of Quotient

6.NS.A.1

LT 6

I can analyze how to estimate quotients, by comparing the size of the dividend and divisor for division problems.

1.1 Warm-up: Number Talk: Size of dividend and divisor (5 minutes) (Notice and Wonder)

1.3 Activity: All in Order (25 minutes) (Collect and Display)

Lesson Synthesis

1.4 Cool- Down: Result of division (5 minutes)

Zearn Guided Practice

Desmos Activity

Use slide 22 as anchor chart to identify dividend, divisor, and quotient (using warm up synthesis)

6.4.2 - Meanings of Division

6.NS.A.1

LT 6

I can interpret and create tape diagrams that represent situations involving equal-sized groups and use the tape diagrams to explain how multiplication and division are related.

2.1 Warm-up: A Division Expression ( 5 Minutes) (Think-Pair-Share)

2.2 Activity: Bags of Almonds (Round Robin)

Lesson Synthesis (Discussion Support)

2.3 Cool-down: Groups on A Field Trip (5 minutes)

Desmos Activity

6.4.3 - Interpreting Division Situations

6.NS.A.1

LT 6

I can create an equation and a diagram to represent a multiplication or division situation involving fractions, and find the quantity in a multiplication or division situation involving fractions.

3.1 Warm-up: Dot Image: Properties of Multiplication (5 minutes) (Think-Pair-Share)

3.3 Activity: Making Granola (25 minutes)

Lesson Synthesis

3.4 Cool-down: Rice and Beans (10 minutes)

Desmos Activity

Discussion Support for multiplication portion of activity 3.3

6.4.4 - How Many Groups (Part 1)

6.NS.A.1

LT 6

I can create a diagram to represent and solve a problem in which the divisor is a unit fraction by coordinating multiplication equations and pattern block diagrams.

4.1 Warm-up: Equal-sized Groups (Think-Ink-Pair-Share) (5 minutes)

4.2 Activity: Reasoning with Pattern Blocks (MLR3: Critique, Correct, and Clarify)

There is a digital applet in this activity.

Lesson Synthesis

4.3 Cool-down: Halves, Thirds, and Sixths (5 minutes) (Give students continued access to pattern blocks, if needed.)

Desmos Activity

Updated Desmos Activity

Emphasize part c in activity 4.2 question 4.

6.4.5 - How Many Groups (Part 2)

6.NS.A.1

LT 6

I can connect multiplication and division equations using pattern block diagrams, and create a diagram to represent and solve a problem that asks “How many groups?” where the divisor is a fraction.

5.1 Warm-up: Reasoning with Fraction Strips (10 minutes) (Think-Ink-Pair-Share)

5.3 Activity: Drawing Diagrams to Show Equal-sized Groups (Group Presentations, MLR8: Discussion Supports)

First, I _____ because…
Then/Next, I...
I noticed _____ so I…

Lesson Synthesis

5.4 Cool-down: Bags of Tangerines

Desmos Activity

Updated Desmos Activity

Emphasis on fraction stripes in warm-up to help with cool-down activity.

6.4.6 - Using diagrams to Find the Number of Groups

Focus on how many groups

6.NS.A.1

LT 6

I can analyze and justify (orally) the answers to problems for “How many groups?” where the divisor is a non-unit fraction and the quotient is a fraction greater than 1 by visualizing tape diagrams.

6.1 Warm-up: How Many of These in That? (5 minutes) (Think Pair-Share).

6.2 Activity: Representing Groups of Fractions with Tape Diagrams (MLR2: Collect and Display)

Lesson Synthesis

6.4 Cool-down: How Many in 2? Provide colored pencils

Desmos Activity

Updated Desmos Activity

6.4.7 - What Fraction of a Group?

Focus on a fraction of a group

6.NS.A.1

LT 6

I can create a tape diagram to represent and solve a problem asking “what fraction of a group?”

7.1 Warm-up: Estimating a Fraction of a Number (5 minutes) (Think-Pair-Share)

7.3 Activity: Fractional Batches of Ice Cream (Three Reads and Think-Pair-Share)

Lesson Synthesis

7.4 Cool-down: A Partially Filled Container

Desmos Activity

Emphasis goal #3 during lesson synthesis

Anchor chart:

When asked “how many parts in a whole?” use a where a > b
“What is a fraction of a group?” use b a where a > b

6.4.8 - How Much in Each Group? (Part 1)

6.NS.A.1

LT 6

I can analyze strategies for solving problems by creating a tape diagram to solve and represent the problem where the dividend, divisor, and quotient may be the fraction to the solution.

8.1 Warm-up: Inventing a Scenario (5 minutes) (Think-Pair-Share)

8.3 Activity: One Container and One Section of Highway (Notice and Wonder, MLR8: Discussion Supports)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

8.4 Cool-down: Funding a Camping Trip

Desmos Activity

6.4.9 - How Much in Each Group? (Part 2)

** After this lesson give the mid-unit assessment

6.NS.A.1

(LT 6)

I can interpret a situation involving equal-sized groups and solve a problem involving the division of fractions by using visual fraction models and equations to represent the problem.

9.1 Warm-up: Number Talk: Greater Than 1 or Less Than 1? (MLR8: Discussion Supports, Number Talk) (5 minutes)

9.2 Activity: Two Water Containers (Anticipate, Monitor, Select, Sequence, Connect)

Lesson Synthesis

9.5 Cool-down: Refilling a Soap Dispenser

Desmos Activity

6.4.10 - Dividing by Unit and Non-Unit Fractions

6.NS.A.1

LT 6

I can interpret and critique explanations orally and in writing on how to divide by a fraction by using a tape diagram to solve a unit and non-unit fraction by multiplying or dividing by a number.

10.1 Warm-up: Dividing by a Whole Number (10 minutes) (Think Pair Share)

10.2 Activity: Dividing by Unit Fractions (Think Pair Share, MLR8: Discussion Supports)

10.3 Activity: Dividing by Non-unit Fractions (MLR3: Clarify, Critique, Correct)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

10.4 Cool-down: Dividing by ⅓ and ⅗

Desmos Activity

(Calculators should not be used)

6.4.11 - Using an Algorithm to Divide Fractions

6.NS.A.1

(LT 6)

I can describe a process for dividing a number by a fraction to find the quotient of two fractions.

11.1 Warm-up: Multiplying Fractions (Think Ink Share) (5 minutes)

11.3 Activity: Using an Algorithm to Divide Fractions (Anticipate, Monitor, Select, Sequence, Connect, MLR7: Compare and Connect, Think Pair Share)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

11.4 Cool-down: Watering A Fraction of House Plants

Desmos Activity

(Calculators should not be used)

6.4.12 - Fractional Lengths

6.NS.A.1

LT 6

I can apply dividing by fractions to solve a problem about comparing lengths or measuring with non-standard units, and explain (orally and in writing) the solution method.

12.1 Warm-up: Number Talk: Multiplication Strategies (5 minutes) (Discussion Supports: Number Talk)

12.2 Activity: Info Gap: How Many Would It Take? (Part 1) (Math Language Routine: Info Gap)

Includes "Are you Ready for More?" extension problem

12.3 Activity: How Many Times as Tall or as Far? (Co-Craft Questions)

12.4 Optional Activity: Comparing Paper Rolls (Notice and Wonder)

Lesson Synthesis

12.5 Cool-down: Building A Fence (5 minutes)

Desmos Activity

(Calculators should not be used)

6.4.13 - Rectangles with Fractional Side Lengths

** Consider doing the end of unit after this lesson

6.NS.A.1

LT 6

I can apply division by fractions to calculate the side length of a rectangle given its area and the other side length while creating a diagram with labels to justify the area with fractional side lengths.

13.1 Warm-up: Areas of Squares (Think Pair Share) (5 minutes)

13.2 Activity: Areas of Squares and Rectangles (Anticipate, Monitor, Select, Sequence, Connect, MLR7: Compare and Connect, Think Pair Share)

13.4 Activity: How Many Would it Take? (Part 2) (MLR6: Three Reads)

Lesson Synthesis

13.5 Cool-down: Two Frames (5 minutes)

Desmos Activity

(Calculators should not be used)

6.4.14 - Fractional Lengths in Triangles and Prisms

6.G.A.1

6.G.A.2

6.NS.A.1

LT 6, 4

I can explain orally and in writing on how to find the dimensions and the volume of a rectangular prism by counting how many 12-inch or 13-inch cubes it takes to build the prism and by using cubes that have a unit fraction as their edge length.

Consider assigning this lesson on ZEARN

Zearn Guided Practice

(Calculators should not be used)

6.4.15 - Volume of Prisms

6.G.A.2

LT 14

I can divide fractions to calculate the edges and the volume of a rectangular prism. I can also display other representations to generalize that it will take smaller cubes to fill the same volume.

Consider assigning this lesson on ZEARN

Zearn Guided Practice

(Calculators should not be used)

6.4.16 - Solving Problems Involving Fractions

6.NS.A.1

LT 6

I can apply operations with fractions to generate equations to represent a situation involving fractions.

Consider assigning this lesson on ZEARN

Zearn Guided Practice

(Calculators should not be used)

6.4.17 - Fitting Boxes into Boxes

6.G.A.2

6.NS.A.1

LT 14, 6

I can use multiplication and division of fractions to compare and contrast different ways jewelry boxes could be packed inside larger shipping boxes.

Consider assigning this lesson on ZEARN

Zearn Lesson Presentation

(Calculators should not be used)

Grade 6 IM Unit 5 Pacing Guide

6th Grade Block Schedule Guidance

Unit 5

Unit Dates:

Assessments: Mid-Unit Assessment & Mid-Unit Study Guide, MId-Unit Assessment Rubric

End of Unit Assessment & End of Unit Study Guide,

End of Unit 5 Assessment Rubric

Assessment Date(s):

Unit Topics

Unit Standards: 5.NBT.B.7, 6.NS.B.3, 6.NS.B, 6.NS.B.2, 6.EE.A.4,

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.5.1 Using Decimals in a shopping context

5.NBT.B.7, 6.NS.B.3, MP4

(LT 5)

I can estimate and calculate the sums, differences, products and quotients of decimals by solving math situations that involve money.

1.1 Warm-Up: Concession Stand (10 min)

1.2: Planning a Dinner Party

Lesson Synthesis

1.3 Cool Down: Did You Compute With Decimals?

Desmos Cool Down

(Calculators should not be used)

6.5.2 Using Diagrams to Represent Addition and Subtraction

6.NS.B.3, MP5, MP8

(LT 5)

I can compare/contrast and interpret/create diagrams with vertical calculations for base-ten diagrams to add and subtract decimals.

Zearn Lesson

Desmos Cool Down

(Calculators should not be used)

6.5.3 Adding and Subtracting Decimals with Few Non-Zero Digits

* Sunshine

6.NS.B.3, MP7

(LT 5)

I can

-solve subtraction problems with decimals that require “unbundling” or “decomposing”

-determine whether writing or removing a zero in a decimal will change its value.

3.1 Warm up: Is Each Equation True or False?

3.3: Activity: Subtracting Decimals with Different Lengths.

Lesson Synthesis

3.4 Cool Down : Taller and Farther

Desmos Cool Down

(Calculators should not be used)

6.5.4 Adding and Subtracting Decimals with Many Non-Zero Digits

6.NS.B.3,

MP8, MP7, MP2

(LT 5)

I can add or subtract decimals with multiple non-zero digits, and explain (orally) the solution method.

I can Interpret a description (in written language) of a real-world situation involving decimals, and write an addition or subtraction problem to represent it.

I can recognize and explain (orally) that vertical calculation is an efficient strategy for adding and subtracting decimals.

4.1 Warm up: Cost of Photo Print

4.2: Activity: Decimals All Around

Lesson Synthesis

4.4: Cool Down : Placing Decimal Points in Products (Mastery 6.NS.B.3, LT 5)

Desmos Cool Down6.5.4

(Calculators should not be used)

6.5.5 Decimal Points in Products

6.NS.B,

6.EE. A

MP8, MP7

(LT 5)

I can use decimals to make estimates and calculations about money situations.

5.1 Warm Up: Using decimals in a shopping context

5.2 Fractionally Speaking: Powers of Ten

5.3 Fractionally Speaking: Multiples of

Powers of Ten

Lesson Synthesis

5.4 Cool-down: Placing Decimal Points in Products

Desmos Cool Down

(Calculators should not be used)

6.5.6 Methods for Multiplying Decimals

6.NS.B, MP7

(LT 5)

I can explain how to multiply decimals using fractions and place value to justify orally and in writing where to place the decimal point in the product of two decimals with multiple non-zero digits.

6.1 Warm-up: Writing Equations

6.2 Using Properties of Numbers to Reason About Multiplication

Lesson Synthesis

6.4 Cool-down: Finding Products of Decimals

Desmos Cool-Down

(Calculators should not be used)

6.5.7 Using Diagrams to Represent Multiplication

MP8

MP7

6.NS.B.3

(LT 5)

I can use partial products to organize area diagrams and vertical calculations to find the product of two decimals.

7.1 Estimate the Product (5 min - Number Talk)

7.3 Connecting Area Diagrams to Calculations with Decimals

Lesson Synthesis

7.5 Cool Down: Find the Product

Desmos Cool Down

(Calculators should not be used)

6.5.8 Calculating Products of Decimals

Miranda

** After this lesson give the mid-unit assessment

(Calculators should not be used)

MP7

MP2

6.NS.B.3

(LT 5)

I can use a product of whole numbers to find a product of decimals.

I can describe and apply a method for multiplying decimals.

8.1 Warm-Up: Number Talk - Twenty times a number

8.2 Activity: Calculating Products of Numbers

8.4 Cool down: Calculate This! (Mastery: 6.NS.B.3, LT 5)

Desmos Cool Down

(Calculators should not be used)

6.5.9 Using the Partial Quotients Method

Sunshine

MP2

6.NS.B.2

(LT 5)

I can comprehend the phrase “partial quotients” refers to decomposing division problems and can divide whole numbers that result in a whole-number quotient.

9.1 Warm-Up: Base-Ten Diagrams (5-7 Minutes)

9.2 Activity: Using the Partial Quotients Methods to Calculate Quotients

9.3 Activity: What’s the Quotient?

Lesson 9 Synthesis

9.4 Cool Down: Calculate using any Method

Desmos Cool Down

(Calculators should not be used)

6.5.10 Using Long Division

Miranda

6.NS.B.2

MP3

MP7

(LT 5)

I can interpret the long division method, and compare and contrast (orally) with other methods for computing the quotient of whole numbers.

I can recognize and explain (orally) that long division is an efficient strategy for dividing numbers.

10.1 Warm-up: Number Talk: Estimating Quotients (5 minutes)

10.2 Activity: Lin Uses Long Division (25 minutes)

10.3 Optional Activity: Dividing Whole Numbers (10 minutes)

Lesson Synthesis

10.4 Cool-down: Dividing by 15 (5 minutes)

Desmos Cool Down

(Calculators should not be used)

6.5.11 Dividing Numbers that Result in Decimals

Godoy

6.NS.B.2

MP3

(LT 5)

I can interpret different methods in solving long division problems for quotients with decimals.

11.1 Number Talk: Evaluating Quotient

(5 min)

11.3 Using Long Division to Calculate Quotients

Lesson Synthesis

11.4 Cool Down: Calculating Quotients

Desmos Cool Down

(Calculators should not be used)

6.5.12 Dividing Decimals by Whole Numbers

6.NS.B.3

MP7

(LT 5)

I can explain how to multiply and divide decimals by whole numbers, whole numbers in terms of equal-sized groups, and both the dividend and the divisor by the same factor affecting the quotient in a math situation.

12.1 Warm-up: Number Talk - Dividing by 4

12.2 Activity: Using Diagrams to Represent Division

12.3 Activity: Dividends and Divisors

Lesson Synthesis

12.4 Cool Down: Same Quotient

Desmos Cool Down

(Calculators should not be used)

6.5.13 Dividing Decimals by Decimals

Miranda

6.EE.A.4, 6.NS.B.3

MP4

MP3

MP7

(LT 5)

I can explain how multiplying dividend and divisor by the same power of 10 can help me find a quotient of two decimals (orally).

13.1 Warm-up: Same Values (5 minutes)

13.2 Activity: Placing Decimal Points in Quotients (15 minutes) Includes "Are you Ready for More?" extension problem

13.3 Optional Activity: Two Ways to Calculate Quotients of Decimals (15 minutes)

13.4 Activity: Practicing Division with Decimals (15 minutes)

Lesson Synthesis

13.5 Cool-down: The Quotient of Two Decimals (5 min) (Mastery 6.NS.B.3, LT 5)

Desmos Cool Down

(Calculators should not be used)

6.5.14 Using Operations on Decimals to Solve Problems

Sunshine

6.NS.B.3

MP3

MP4

(LT 5)

I can interpret a verbal description or diagram that represents dimensions, choose an estimate, and apply operations with decimals to solve problems

14.1 Warm Up: Choosing Estimates

14.3 Activity: Applying Division with Decimals

Lesson 14 Synthesis

EUA - End of unit Assessment

Desmos Cool Down

(Calculators should not be used)

Grade 6 IM Unit 6 Pacing Guide

Unit 6

Unit Dates:

Assessments: Mid-Unit Study Guide, Mid-Unit Assessment, Mid-Unit Rubric, End- of- Unit Study Guide, End- of- Unit Assessment, End of Unit Rubric

Assessment Date(s):

Unit Topics:

Equation in One Variable (Lesson 1 - Lesson 5)
Equal and Equivalent (Lesson 6 - Lesson 11)
Expressions with Exponents (Lesson 12 - Lesson 15)
Relationships Between Quantities (Lesson 16 - Lesson 17)

Unit Standards: 6.EE.B.6 , 6.EE.B.5 , 6.EE.B.7 , 6.EE.B , 6.NS.B.3 , 6.EE.A.2.c , 6.EE.A.2.a , MP8, 6.RP.A.3.c , 4.EE.A.4 , 4.EE.A.3 , 4.EE.A.2 , MP7 , 6.EE.A.1 , MP3 , 6.RP.A.3.a , 6.RP.A.1 , 6.EE.C.9, 6.RP.A.3.b

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.6.1 - Tape Diagrams and Equations

6.EE.B.6

LT 10

I can use a tape diagram to represent a situation to tell whether or not an equation could represent a tape diagram for a math situation.

1.1 Warm-up: Which Diagram is Which?

1.2 Activity: Match Equations and Tape Diagrams (If time allows)

1.3 Activity: Draw Diagrams for Equations

(Focuses on solving an equation with a variable)

Lesson Synthesis

1.4 Cool-down: Finish the Diagrams

Desmos Activity

Godoy’s Desmos

6.6.2 - Truth and Equations

6.EE.B 5

LT 10

I can apply concepts of replacing a variable in an equation with a number that makes the equation true, and know that this number is called a solution to the equation.

I can connect equations to real life situations they could represent.

2.1 Warm-up: Three Letters (Make sure to include warm-up synthesis)

2.3 Activity: Using Structure to Find Solutions

Lesson Synthesis

2.4 Cool-down: How Do You Know a Solution is a Solution?

Desmos Activity

6.6.3 - Staying in Balance

6.EE.B.7

6.EE.B.6

6.EE.B.5

LT 10

I can analyze a balanced hanger and a true equation.

I can write equations that could represent the weights on a balanced hanger.

I can apply the concept of using the balanced hanger and apply it to solving equations by subtracting the same value from each side or dividing each side by the same number.

3.1 Warm-up: Hanging Around

3.2 Activity: Match Equations and Hangers (Activity 3.2 Synthesis)

3.3 Activity: Connecting Diagrams to Equations and Solutions

Lesson Synthesis

3.4 Cool-down: Weight of the Circle

Desmos Activity

6.6.4 - Practice Solving Equations and Representing situations with Equations

6.EE.B

6.EE.B.7

6.NS.B.3

6.EE.B.6

6.EE.B.5

LT 10

I can interpret and coordinate sentences, equations, and diagrams that represent the same addition or multiplication situation.

I can create equations of the form x+p=q or px=q and explain (in writing) the solution method.

4.1 Warm-up: Number Talk: Subtracting From Five

4.3 Activity: Choosing Equations to Match Situations

Lesson Synthesis

4.4 Cool-down: More Storytime

Desmos Activity

Godoy’s Desmos

6.6.5 - A New Way to Interpret a over b

6.EE.B 6.EE.B.7 6.EE.B.6 6.EE.B.5

LT 10

I can analyze that the notation a/b can be used to represent or express division as a fraction in writing when solving equations of the form px=q.

5.1 Warm-up: Recalling Ways of Solving

5.2 Activity: Interpreting ab (Make sure to include activity synthesis)

Lesson Synthesis

5.4 Cool-down: Choosing Solutions (mastery 6.EE.B.7 - LT10)

Desmos Activity (Cool- Down)

Desmos Activity

6.6.6 - Write Expressions Where Letters Stand for Numbers

6.EE.A.2.a, 6.EE.A.2.c, 6.EE.B.6

LT 9, 10

I can interpret (orally) how to create and solve an equation that represents a situation with an unknown amount and write an expression with a variable to generalize the relationship between quantities in a math situation.

6.1 Warm-up: Algebra Talk: When x is 6

6.3 Activity: Building Expressions

Lesson Synthesis

6.4 Cool-down: Crazy Eights

Desmos Activity (Cool- Down)

Desmos Activity

6.6.7 - Revisit Percentages

6.EE.B.7, 6.RP.A.3.c, 6.EE.B.6

MP8

LT 9, 10

I can apply concepts of percent problems by writing and solving a percentage problem with an equation.

7.1 Warm-up: Number Talk: Percentages

7.3 Activity: Puppies Grow Up, Revisited

Lesson Synthesis

7.4 Cool-down: Fundraising for the Animal Shelter

Desmos Activity (Cool- Down)

Desmos Activity

6.6.8 - Equal and Equivalent

6.EE.A.4

6.EE.B.5

LT 9

I can create a diagram to determine if two expressions are equal and explain (orally) what it means for expressions to be equal.

I can prove what I know about operation to decide if two expressions are equivalent.

8.1 Warm-up: Algebra Talk: Solving Equations by Seeing Structure

8.2 Activity: Using Diagrams to Show That Expressions are Equivalent

Lesson Synthesis

8.4 Cool-down: Decisions About Equivalence

Desmos Activity (Cool- Down)

Desmos Activity

6.6.9 - The Distributive Property, Part 1

6.EE.A3

Lt 9

I can create a diagram of a rectangle split into two smaller rectangles to write different expressions representing its area and generate equivalent numerical expressions that are related by the distributive property to check computations.

9.1 Warm-up: Number Talk: Ways to Multiply

9.2 Activity: Ways to Represent Area of a Rectangle

9.3 Activity: Distributive Practice, if time (additional distributive practice)

Lesson Synthesis

9.4 Cool-down: Complete the Equation

Desmos Activity (Cool- Down)

Desmos Activity

6.6.10 - The Distributive Property, Part 2

6.EE.A.4 6.EE.A.2 6.EE.A.3

LT 9

I can create algebraic expressions that represent the area of a rectangle with an unknown length.

I can justify (orally and using other representations) that algebraic expressions that are related by the distributive property are equivalent.

10.1 Warm-up: Possible Areas

10.2 Activity: Partitioned Rectangles When Lengths are Unknown

Lesson Synthesis

10.4 Cool-down: Which Expressions Represent Area?

Cool-down (mastery 6.EE.A.3, 6.EE.A.4 - LT 9)

Desmos Activity (Cool- Down)

Desmos

6.6.11 - The Distributive Property, Part 3

**Mid-Unit Assessment after this lesson

6.EE.A.2

6.EE.B.3

6.EE.B.4

LT 9

I can use the distributive

property to write equivalent expressions with variables.

*This is an optional lesson, but if students need more practice consider the following activities:

11.1 Warm-up: The Shaded Region

11.2 Activity: Matching to practice Distributive property

11.3 Activity: Writing Equivalent Expressions using the Distributive Property

Desmos Activity (Cool- Down)

6.6.12 - Meaning of Exponents

6.EE.A.1

MP7

MP8

LT9

I can analyze how exponents show repeated multiplication, by writing and evaluating expressions with exponents that are equal to a given number.

12.1 Warm-up: Notice and Wonder: Dots and Lines

12.2 Activity: The Genie’s Offer

There is a digital applet in this activity.

Lesson Synthesis

12.4 Cool-down: More 3's

Desmos Activity (Cool- Down)

Desmos

6.6.13 - Expressions with Exponents

MP3

MP7

6.EE.A.1

LT 9

I can apply concepts and justify(orally) of expressions with exponents are equal by evaluating expressions or understanding what exponents mean.

13.1 Warm-up: Which One Doesn’t Belong: Twos

13.3 Activity: What’s Your Reason?

Lesson Synthesis

13.4 Cool-down: Coin Calculation

Desmos Activity (Cool- Down)

Desmos

6.6.14 - Evaluating Expressions with Exponents

MP3

6.EE.A.2.c

6.EE.A.1

LT 9

I can analyze numerical expressions that have an exponent by orally justifying the process and · interpret expressions with exponents that represent the surface area or volume of a cube.

14.1 Warm-up: Revisiting the Cube

There is a digital applet in this activity.

14.2 Activity: Calculating Surface Area

Lesson Synthesis

14.5 Cool-down: Calculating Volumes

Desmos Activity (Cool- Down)

Desmos

6.6.15 - Equivalent Exponential Expressions

MP7 6.EE.A.2.c 6.EE.B.5 6.EE.A.1

LT 10

I can apply concepts to replace a variable with a number in an expression with exponents and operations and use the correct order to evaluate the expression.

15.1 Warm-up: Up or Down?

15.3 Activity: Exponent Experimentation

Lesson Synthesis

15.4 Cool-down: True Statements (mastery 6.EE.B.5 - LT 10)

Desmos Activity (Cool- Down)

Desmos

6.6.16 - Two Related Quantities, Part 1

6.EE.C.9, 6.RP.A.1, 6.RP.A.3.a, 6.RP.A.3.b, MP3

LT 12, 2, 3

I can create tables and graphs that show the relationship between two amounts in a given ratio and write an equation with variables that shows the relationship between two amounts in a given ratio.

16.1 Warm-up: Which One Would You Choose?

16.2 Activity: Painting the Set

There is a digital applet in this activity.

Lesson Synthesis

16.3 Cool-down: Baking Brownies

Desmos Activity (Cool- Down)

6.6.17 - Two Related Quantities, Part 2

*IAB EE will be used as end of unit assessment*

6.EE.C.9, 6.RP.A.3.a, 6.RP.A.3.b

LT 12, 3

I can create tables and graphs to represent the relationship between distance and time for something moving at a constant speed and write an equation with variables to represent the relationship between distance and time for something moving at a constant speed.

17.1 Warm-up: Walking to the Library

17.2 Activity: The Walk-a-thon

There is a digital applet in this activity.

Lesson Synthesis

17.3 Cool-down: Interpret the Point (mastery for RP LT 3?)

Desmos Activity (Cool- Down)

Unit 7

Unit Dates:

Assessments: Mid-Unit Study Guide, Mid-Unit Assessment, End of Unit Study Guide, End of Unit Assessment

Assessment Date(s):

Unit Topics Unit Topics:

Negative Numbers and Absolute Value (Lesson 1 - Lesson 7)
Inequalities (Lesson 8 - Lesson 10)
The Coordinate (Lesson 11 - Lesson 15)
Common Factors and Common Multiples (Lesson 16 - Lesson 18)

Unit Standards: MP7 , 6.NS.C.6 , MP2 , 6.NS.C.5 , 6.NS.C.6.c , 6.NS.C.6.a , MP3 , 6.NS.C.7.a , 6.NS.C.7.b , 6.NS.C , MP6 , 6.NS.C.7 , MP4 , 6.NS.C.5 , 6.NS.C.7.c , 6.NS.C.7.d , 6.EE.B.8 , 6.EE.B.6 , 6.EE.B.5 , 6.EE.A.2.b , 6.NS.C.6.b , 6.NS.C.6.c , 6.NS.C.8 , MP1 , MP8 , 6.G.A.3 , 6..NS.B.4

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.7.1 - Positive and Negative Numbers

(Kertnoi)

6.NS.C.6

6.NS.C.5

MP7

MP2

LT 7, 8

I can use negative and positive numbers to describe temperature and elevation while explaining what it means to be positive, negative, or 0 in the context of temperature and elevation.

1.1 Warm-up: Notice and Wonder: Memphis and Bangor (5 minutes)

1.2 Activity: Above and Below Zero (10 minutes)

There’s a digital applet in this activity

1.3 Activity: High Places, Low Places (20 minutes)

There’s a digital applet in this activity and the Are You Ready for More

Lesson Synthesis

1.4 Cool- Down: Agree or Disagree? (5 minutes)

Desmos Activity (Cool- Down)

6.7.2 - Points on the Number Line

(Coronel)

6.NS.C.6, 6.NS.C.6.a, 6.NS.C.6.c, MP2, MP7

LT 8

I can represent negative numbers on a number line, determine or approximate the value of any point on a number and understand what it means for numbers to be opposites.

2.1 Warm-up: A Point on the Number Line (5 minutes)

2.2 Activity: What’s the Temperature? (10 minutes)

2.3 Activity: Folded Number Lines (20 minutes)

Lesson Synthesis

2.4 Cool-down: Positive, Negative, and Opposite (5 minutes)

Desmos Activity (Cool- Down)

6.7.3 - Comparing Positive and Negative Numbers

(Godoy)

6.NS.C.7.a, 6.NS.C.7.b, MP2, MP3, MP7

LT 7

I can compare positive and negative numbers by using inequalities and explain how to use the positions of numbers on a number line to continue comparing. I can also explain what a rational number is.

3.1 Warm-up: Which One Doesn’t Belong: Inequalities (5 minutes)

3.2 Activity: Comparing Temperatures (10 minutes)

3.3 Activity: Rational Numbers on a Number Line (15 minutes)

Lesson Synthesis

3.4 Cool-down: Making More Comparisons (10 minutes)

Desmos Activity (Cool-Down)

6.7.4 - Ordering Rational Numbers

(Miranda)

6.NS.C, 6.NS.C.6, 6.NS.C.6.a, 6.NS.C.7, MP6

LT 7, 8

I can use phrases like “greater than,” “less than,” and “opposite” to compare and order rational numbers (orally and writing).

4.1 Warm-up: How Do They Compare (10 minutes)

4.2 Activity: Ordering Rational Number Cards (15 minutes)

4.3 Activity: Comparing Points on a Line (15 Minutes)

Lesson Synthesis

4.4 Cool-down: Getting Them in Order

Desmos Activity (Cool- Down)

6.7.5 - Using Negative Numbers to Make Sense of Contexts

(Kertnoi)

6.NS.C.5, MP2, MP4

LT 7

I can interpret, explain, and use negative numbers in different contexts including situations involving money.

5.1 Warm-up: Notice and Wonder: It Comes and Goes (5 minutes)

5.2 Activity: The Concession Stand (15 minutes)

5.3 Activity: Drink for Sale (15 minutes)

Are you ready for more?

Lesson Synthesis

5.4 Cool- Down: Bakery Owner (5 minutes)

Desmos Activity (Cool- Down)

6.7.6 - Absolute Value of Numbers

(Coronel)

6.NS.C.7, 6.NS.C.7.c, 6.NS.C.7.d, MP2, MP6

LT 7

I can recognize and use the notation for absolute value,

find the absolute values of rational numbers and explain what the absolute value of a number is.

6.1 Number Talk: Closer to Zero (5 minutes)

6.2 Jumping Flea (15 minutes)

(There is a digital applet in this activity)

6.3 Absolute Elevation and Temperature

(15 minutes)

Lesson 6 Synthesis

Cool Down Greater, Less, the Same (5 minutes)

Desmos Activity (Cool- Down)

6.7.7 - Comparing Numbers and Distance from Zero

(Godoy)

6.NS.C.6, 6.NS.C.6.a, 6.NS.C.7, 6.NS.C.7.d, MP6

LT 7, 8

I can explain and use absolute values to describe elevations. I can also use inequalities to compare rational numbers and the absolute values of rational numbers.

7.1 Warm-up: Opposites

7.2 Activity: Submarine

Lesson 7 Synthesis

7.5 Cool-down: True or False?

LT: 7

Desmos Activity (Cool- Down)

6.7.8 - Writing and Graphing Inequalities

(Miranda)

6.EE.B.6, 6.EE.B.8, 6.NS.C.7.b, MP2, MP7

LT 10, LT 11, LT 7

I can write an inequality to represent a situation and graph inequalities on a number, and interpret phrases that describe a quantity constrained by a maximum or minimum acceptable values.

8.1 Warm- up: Estimate Heights of People (5 minutes)

8.2 Activity: Stories about 9 (15 minutes)

There is a digital applet in this activity

8.3 Activity: How High and How Low Can It Be (15 minutes)

Are you Ready for More? Extension problem

Lesson Synthesis

8.4 Cool- down: A Box of Paper Clips (5 minutes)

Desmos Activity (Cool- Down)

6.7.9 - Solutions of Inequalities

(Kertnoi)

6.EE.B.5, 6.EE.B.8, 6.NS.C.7.a, MP2, MP3, MP6

LT 10, 11, 7

I can determine and explain what it means for a number to be a solution to an inequality and graph the inequality on a number line.

9.1 Warm- up: Unknowns on a Number Line (10 minutes)

9.2 Activity: Amusement Park Rides ( 25 minutes)

Are you Ready for More?

Lesson Synthesis

9.4 Cool-Down: Solutions of Inequalities (5 minutes)

Desmos Activity (Cool- Down)

6.7.10 - Interpreting Inequalities

(Coronel)

6.EE.A.2.b, 6.EE.B.5, 6.EE.B.6, 6.EE.B.8, MP2, MP3, MP7

LT 9, 10, 11

I can write and interpret inequalities that represent relationships between weights on an unbalanced hanger diagram.

I can write and interpret inequality statements involving more than one variable and what a solution to an inequality means in a situation

10.1 Warm-up: True or False: Fractions and Decimals (5 minutes)

10.2 Activity: Basketball Game (15 minutes)

10.3 Activity: Unbalanced Hangers (15 minutes)

Are you Ready for More?

Lesson Synthesis

10.4 Cool-Down: Lin and Andre’s Height (5 minutes)

LT 11

Desmos Activity (Cool- Down)

6.7.11 - Points of the Coordinate Plane

(Godoy)

6.NS.C.6.b, 6.NS.C.6.c, 6.NS.C.8, MP7

LT 8

I can describe a coordinate plane and its four quadrants and plot points with negative coordinates in the coordinate plane.

11.1 Warm-up: Guess My Line

11.2 Activity: The Coordinate Plane

11.3 Activity: Coordinated Archery

Lesson 11 Synthesis

11.4 Cool-down: Target Practice

Desmos Activity (Cool- Down)

6.7.12 - Constructing the Coordinate Plane

(Miranda)

6.NS.C.6.c, MP1, MP6

LT 8

I can choose and label appropriate scales for the axes of a coordinate plane.

I can compare and contrast different scales for the axes of the coordinate plane.

12.1 Warm-up: English Winter (5 minutes)

12.2 Activity: Axes Drawing Decision (25 minutes)

Lesson Synthesis

12.4 Cool-down: What Went Wrong: Graphing Edition (5 minutes)

Desmos Activity (Cool- Down)

6.7.13 - Interpreting Points on a Coordinate Plane

(Kertnoi)

MP2

6.NS.C.6.c

6.NS.C.8

6.NS.C.7.c

LT 8, 7

I can explain how rational numbers represent balances in the context of money and plot points in a four-quadrant plane and explain what points in a four-quadrant coordinate plane represent in a situation

13.1 Warm-up: Unlabeled Points (5 minutes)

13.2 Activity: Account Balanced (15 minutes)

13.3 Activity: High and Low Temperatures (15 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

13.4 Cool-down: Time and Temperature (5 minutes)

Desmos Activity (Cool-Down)

6.7.14 - Distances on a Coordinate Plane

(Coronel)

MP8

6.NS.C.6

6.NS.C.6.b

6.NS.C.8

LT 8

I can compare and contrast about the coordinates for points in different locations on the coordinate plane, determine the vertical/ horizontal distance between two points that share the same x- or y-coordinate and generalize about the coordinates of points that are reflected across the x- or y-axis.

14.1 Warm-up: Coordinate Patterns (10 minutes

There’s a digital applet in this activity

14.2 Activity: Signs of Numbers in Coordinates (15 minutes)

There’s a digital applet in this activity

14.3 Activity: Finding Distances on a Coordinate Plane (15 minutes)

Are you Ready for More? Extension problem
There’s a digital applet in this activity

Lesson Synthesis

14.4 Cool-down: Points and Distances (5 minutes)

Desmos Activity (Cool- Down)

6.7.15 - Shapes on the Coordinate Plane

(Godoy)

6.NS.C.6.c

6.NS.C.8

6.G.A.3

LT 8, 13

I can calculate the lengths of horizontal and vertical segments in the coordinate plane and plot polygons when I have the coordinates for the vertices.

15.1 Warm-up: Figuring Out the Coordinate Plane

15.2 Activity: Plotting Polygons

Lesson Synthesis

15.4 Cool-down: Perimeter of A Polygon

LT 8

Desmos Activity (Cool- Down)

6.7.16 - Common Factors

(Sandoval)

MP6

6.NS.B.4

LT 1

I will be able to comprehend the terms “factor”, “common factor”, and “greatest common factor” and explain how to determine the greatest common factor of two whole numbers less than 100.

16.1= Warm Up: Figures Made of Squares (15 minutes)

16.2= Activity: Diego’s Bake Sale

( 15 minutes)

16.3= Activity: Greatest Common Factor

(15 minutes)

“Are You Ready For More” = Extension Problem

Lesson Synthesis

16.4= Cool-down: In Your Own Words

( 5 minutes )

Desmos Activity (Cool- Down)

6.7.17- Common Multiples

(Sandoval)

MP2

6.NS.B.4

LT 1

I will be able to understand the terms “multiple,” “common multiple,” and “least common multiple” and be able to calculate the least common multiple of two whole numbers.

17.1 Warm-up: Notice and Wonder: Multiplies (15 minutes)

17.2 Activity: The Florist’s Order (10 minutes)

17.3 Activity; Least Common Multiple (10 minutes)

Includes “Are you Ready for More” extension problem

17.4 Activity: Prizes on Grand Opening Day (15 minutes)

Lesson Synthesis

17.5 Cool-down: In Your Own Words again (5 minutes)

Desmos Activity (Cool- Down)

6.7.18 - Using Common Multiples and Common Factors

(Sandoval)

MP1

6.NS.B.4

LT 1

I can solve real-world situation problems using common factors and multiples.

18.1 Warm-up: Keeping a Steady Beat (5 minutes)

18.2 Activity: Factors and Multiples (20 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

18.5 Cool-down: What Kind of Problem? (5 minutes)

LT 1

Desmos Activity (Cool- Down)

6th Grade IM Unit 8 **Unit 8: Rubrics for Mid and End of Unit Assessment

Unit 8

Unit Dates:

Assessments: Unit 8 Mid-Unit Assessment, Unit 8 Mid-Unit Study Guide, Unit 8 End of Unit Study Guide

Grade-6-8-End-of-Unit-Assessment

Assessment Date(s):

Unit Topics:

Data, Variability, and Statistical Questions (Lesson 1 - Lesson 2)
Dot Plots and Histograms (Lesson 3 - Lesson 8)
Mean and MAD (Lesson 9 - Lesson 12)
Median and IQR (Lesson 13 - Lesson 17)

Unit Standards: 6.SP.B , MP2 , 6.SP.A , 6.SP.B.5.b , MP3 , MP7 , 6.SP.A.1 , 6.SP.B.5.a , MP5 , 6.SP.B.4, 6.SP.A.2 , 6.SP.A.3 , 6.SP.B.5.c , MP8 , 6.SP.B.5.d , 6.NS.B.3 , MP4 , MP1, MP6 , 6.SP.B.5 ,

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources

6.8.1 - Got Data?

(Kertnoi)

6.SP.B

MP2

LT 16

I can collect data to answer a question with the correct unit of measurements and be able to explain the difference between “categorical” and “numerical” data.

1.1 Warm-up: Dots of Data (5 minutes)

1.2 Activity: Surveying the Class (20 minutes)

1.3 Activity: Numerical and Categorical Data (10 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

1.4 Cool-down: What’s the Question? (5 minutes)

Desmos Activity (Cool-down)

6.8.2 - Statistical Questions

(Coronel)

6.SP.B

6.SP.A

6.SP.B.5.b MP3

MP7 6.SP.A.1 MP2

LT 15, 16

I can justify (orally) whether a question is “statistical” based on whether variability is expected in the data that could be collected and match survey questions to datasets representing possible responses and justify (in writing) why they match.

2.1 Warm-up: Pencils on A Plot (5 minutes)

2.2 Activity: What’s in the Data? (15 minutes)

2.3 Activity: What Makes a Statistical Question? (15 minutes)

Lesson Synthesis

2.5 Cool-down: Questions about Temperature (5 minutes)

Desmos Activity (Cool-down)

6.8.3 - Representing Data Graph

(Godoy)

6.SP.B.5.a 6.SP.B.5.b MP7

MP5 6.SP.A.1 6.SP.B.4

LT 15, 16

I can create and interpret a dot plot to answer statistical questions about a numerical data set while justify (in writing) whether a dot plot is an appropriate way to display a given data set. I can also comprehend that the word “frequency” refers to the number of times a particular value of occurs in a data set and identify if the data set is numerical or categorical.

3.1 Warm-up: Curious about Caps (5 minutes)

3.2 Activity: Estimating Caps (15 minutes)

3.3 Activity: Been There, Done That! (15 minutes)

Includes "Are you Ready for More?" extension problem (If time permits)

Lesson Synthesis

3.5 Cool-down: Swimmers and Swimming Class (5 minutes)

Desmos Activity (Cool-down)

6.8.4 - Dot Plots

(Miranda)

6.SP.B 6.SP.B.5.a MP3 MP5 MP2 6.SP.A.2 6.SP.B.4

LT 15, 16

I can describe (orally and in writing) a distribution represented by a dot plot, including informal observations about its center and spread.

I can interpret a dot plot to answer (in writing) statistical questions about a data set and to identify (orally) what values are “typical” for the distribution.

4.1 Warm-up: Pizza Toppings (Part 1) (5 minutes)

4.2 Activity: Pizza Toppings (Part 2) (10 minutes)

Includes "Are you Ready for More?" extension problem

4.3 Activity: Homework Time (20 minutes)

Lesson Synthesis

4.4 Cool-down: Family Size

Desmos Activity (Cool-down)

6.8.5 - Using Dot Plots to Answer Statistical Questions

(Sandoval)

6.SP.B

6.SP.B.5.b

MP3

MP7

MP2

6.SP.A.2

6.SP.B.4

LT 15, 16

I can use dot plot to show the distribution of a data set to answer questions about real- world situations.

I can use “center” and “spread” to describe data sets.

5.1 Warm-up: Packs and Backs (5 minutes)

5.2 Activity: On the Phone (15 minutes)

5.3 Activity: Click- Clack (15 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

5.4 Cool-down: Packing Tomatoes (5 minutes)

Desmos Activity (Cool-down)

6.8.6 - Histograms

(Kertnoi)

6.SP.B.b

MP7

6.SP.A.1

MP2

6.SP.A.3

6.SP.B.4

LT 15, 16

I can create, compare, and contrast dot plots and histograms in representing a data set and explain what it means in a real world situation.

6.1 Warm-up: Dog Show Part 1 (5 minutes)

6.2 Activity: Dog Show Part 2 (10 minutes)

6.3 Activity: Population of States (20 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

6.4 Cool-down: Rain in Miami (5 minutes)

Desmos Activity (Cool-down)

6.8.7 - Using Histograms to Answer Statistical Questions

(Coronel)

6.SP.B

6.SP.B.5.b

MP7

6.SP.A.1

MP2

6.SP.A.2

6.SP.B.4

LT 15, 16

I can draw a histogram from a table of data and then use it to describe the distribution of data to determine a typical value for the data presented.

7.1 Warm-up: Which One Doesn’t Belong: Questions (5 minutes)

7.2 Activity: Measuring Earthworms (20 minutes)

Includes "Are you Ready for More?" extension problem

7.3 Activity: Tall and Taller Players (10 minutes)

Lesson Synthesis

7.4 Cool-down: A Tale of Two Seasons (5 minutes)

Desmos Activity (Cool-down)

6.8.8 - Describing Distributions on Histograms

(Godoy)

6.SP.A.2

6.SP.B.4

MP3

MP7

LT 15, 16

I can compare and contrast (orally) bar graphs and histograms, recognizing that descriptions of shape, center, and spread don’t pertain to bar graphs. I can also describe and identify (orally and in writing) the overall shape and features of a distribution represented on a histogram, including peaks, clusters, gaps, and symmetry.

8.1 Warm-up: Which One Doesn’t Belong: Histograms (5 minutes)

8.2 Activity: Sorting Histograms (20 minutes)

*8.3 Activity: Getting to School (10 minutes, if time allows)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

8.4 Cool-down: Point Spread (5 minutes)

Desmos Activity (Cool-down)

6.8.9 - Mean

(Miranda)

6.SP.A.3 MP2 MP7 6.SP.B.5.c 6.SP.B

LT 15, 16

I can comprehend the words “mean” and “average” as a measure of center that summarizes the data using a single number.

I can explain (using words and other representations) how to calculate the mean for a numerical data set.

I can interpret diagrams that represent finding the mean as a process of leveling out the data to find a “fair share.”

9.1 Warm-up: Close to Four (5 minutes)

9.2 Activity: Spread Out and Share (15 minutes)

Includes "Are you Ready for More?" extension problem
There is a digital applet in this activity.

9.3 Activity: Getting to School (15 minutes)

Lesson Synthesis

9.4 Cool-down: Finding Means (5 minutes)

Desmos Activity (Cool-down)

6.8.10 - Finding and Interpreting the Mean as the Balance Point

(Sandoval)

6.SP.B.5.c

MP8

MP7

6.SP.A.3

LT 15, 16

I will be able to describe what the mean tells us in the context of the data and I will be able to explain how the mean represents a balance point on a dot plot.

10.1 Warm-up: Which One Doesn’t Belong: Division (5 minutes)

10.2 Activity: Travel Times Part 1 (15 minutes)

10.3 Activity: Travel Times Part 2 (15 minutes)

Lesson Synthesis

10.4 Cool-down: Text Messages (5 minutes)

Desmos Activity (Cool-down)

6.8.11 - Variability and MAD

(Kertnoi)

6.SP.B.5.c

MP8

MP2

6.SP.A.2

6.SP.A.3

LT 15, 16

I can understand what the mean absolute deviation (MAD) measures, what information it provides, and can solve for MAD in a set of data.

11.1 Warm-up: Shooting Hoops Part 1 (5 minutes)

11.2 Activity: Shooting Hoops Part 2 (15 minutes)

11.3 Activity: Shooting Hoops Part 3 (15 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

11.5 Cool-down: Text Messages, Again (5 minutes)

Desmos Activity (Cool-down)

6.8.12 - Using Mean and MAD to Make Comparisons

(Coronel)

** Mid-Unit Assessment after this lesson

6.SP.B.5.c

6.SP.B.5.d

MP3

MP2

6.NS.B.3

LT 16, 5

I can compare and interpret (orally and in writing) the means and mean absolute deviations of different distributions, specifically those with the same MAD but different means, given data for a math situation.

12.1 Warm-up: Number Talk: Decimal Division (5 minutes)

12.2 Activity: Which Player Would You Choose? (20 minutes)

Includes "Are you Ready for More?" extension problem

12.3 Activity: Swimmers Over the Years (10 minutes)

Lesson Synthesis

12.4 Cool-down: Travel Times Across the World (5 minutes)

Desmos Activity (Cool-down)

6.8.13 - Median

(Godoy)

6.SP.B.5.c

6.SP.B

MP 2

MP 4

LT 16

I can identify and interpret the median of a data set given in a table or on a dot plot and comprehend that the “median” is another measure of center, which uses the middle of all the values in an ordered list to summarize the data.

13.1 Warm-up: The Plot of the Story (5 minutes)

13.2 Activity: Siblings in the House (15 minutes)

Includes "Are you Ready for More?" extension problem

13.3 Activity: Finding the Middle (15 minutes)

Lesson Synthesis

13.4 Cool-down: Practicing the Piano (5 minutes)

Desmos Activity (Cool-down)

6.8.14 - Comparing Mean and Median

(Miranda)

6.SP.B.5.c

6.SP.B.5.d

6.SP.B.5.b

MP7

MP2

LT 16

I can explain how the distribution of data affects the mean and the median.

I can determine when the mean or the median is more appropriate to describe the center of data.

14.1 Warm-up: Heights of Presidents(5 minutes)

14.2 Activity: The Tallest and the Smallest in the World (15 minutes)

14.3 Activity: Mean or Median (15 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

14.4 Cool-down: Which Measure of Center to Use? (5 minutes)

Desmos Activity (Cool-down)

6.8.15 - Quartiles and Interquartile Range

(Sandoval)

6.SP.B.5.c

6.SP.B.5.d

MP2

LT 16

I can understand and calculate the range and interquartile (IQR) of a data set and interpret what it means in a situation to describe the spread of data.

15.1 Warm-up: Notice and Wonder: Two Parties (5 minutes)

15.2 Activity: The Five- Number Summary (15 minutes)

Includes “Are you Ready for More” extension problem

15.3 Activity: Range and Interquartile Range (15 minutes)

Lesson Synthesis

15.4 Cool-down: How Far Can You Throw? (5 minutes)

Desmos Activity (Cool-down)

6.8.16 - Box Plots

(Kertnoi)

6.SP.B.5.c

6.SP.B.5.d

6.SP.B.4

LT 16

I understand what information a box plot provides, how to construct a box plot using the five- number summary and using a box plot to represent a data set.

16.1 Warm-up: Notice and Wonder: Puppy Weights (5 minutes)

16.2 Activity: Human Box Plot (15 minutes)

16.3 Activity: Study Blinks (15 minutes)

Includes “Are you Ready for More” extension problem

Lesson Synthesis

16.4 Cool-down: Boxes and Dots (5 minutes)

Desmos Activity (Cool-down)

6.8.17 - Using Box Plots

(Coronel)

** End of Unit Assessment after this lesson

MP1

MP7

MP6

6.SP.A.1

6.SP.B.5

MP2

6.SP.B.4

LT 15, 16

I can use box plots to compare and answer questions about a data set.

I can use medians and IQRs to compare groups.

17.1 Warm-up: Hours of Slumber (5 minutes)

17.2 Activity: Info Gap: Sea Turtles (15 minutes)

17.3 Activity: Paper Planes (15 minutes)

Includes "Are you Ready for More?" extension problem

Lesson Synthesis

17.4 Cool-down: Humpback Whales (5 minutes)

Desmos Activity (Cool-down)

6.8.18 - Using Data to Solve Problems

OPTIONAL

(Godoy)

** End of Unit Assessment after this lesson

6.SP.B

6.SP.B.5.c

6.SP.B.5.d

MP2

6.SP.A.2

LT 15, 16

I can decide whether mean and MAD or median and IQR would be more appropriate for describing the center and spread of a data set.

I can draw an appropriate graphical representation for a set of data.

I can explain what the mean and MAD or the median and IQR tell us in the context of a situation and use them to answer questions.

Zearn Mission Lesson

Desmos Activity (Cool-down)

Unit 9

Unit Dates:

Assessments:

Assessment Date(s):

Unit Topics

Unit Standards

Learning Target Rubric(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Level	4	3	2	1
Expected Mastery Lesson(s)

Lesson

Standard(s)

Lesson Objective

Activities with Strategies

Links & Resources