M/J Grade 6 MathematicsAdvanced

3rd, 6th

**Scroll down for daily agenda**

/ Unit:
Multi-Digit Computation and Finding Common Factors and Multiples
Plans are subject to change! / Dates:
9/14 through 9/18/15
Week 4 of 1st Nine Weeks
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards deconstructed (know-blue
do- yellow) highlighted / MAFS.6.NS.2.2 (DOK 1):
Fluently dividemulti-digit numbers using the standard algorithm.
• Fluently dividemulti-digit numbers using the standard algorithm with speed and accuracy.
MAFS.6.NS.2.3 (DOK 1):
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
• Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation with speed and accuracy.
MAFS.6.NS.2.4 (DOK 1):
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
• Fluently identify the factors of two whole numbers less than or equal to 100 and determine the Greatest Common Factor.
• Fluently identify the multiples of two whole numbers less than or equal to 12 and determine the Least Common Multiple.
• Apply the Distributive Property to rewrite addition problems by factoring out the GreatestCommon Factor.
Learning Goal: / Students will understand the relationships between numbers and their multiples and be able to compute fluently with multi-digit numbers using standard algorithms
Assessments / Pre Assessment: Thinking Maps
Formative Assessments: CPALMS, Exit Tickets, Journal Writing
Summative Assessment: Quizzes, Tests, Work Text pages
Essential Question(s): / •Why is fluency with operations important?
• What relationships do the standard algorithms for operations have with the place value system?
Progress Monitoring/Feedback Loop / Homework, Quiz, Spiral Notebook Checks, Journal Writing Summative Assessment
Higher Order Question(s) / What relationship do you see between the number of decimal digits in the factors and the product?
How can you use factor lists or the prime factorizations to find the GCF?
• How is the distributive property used to express a sum of two whole numbers?
• If two numbers are multiples of four, will the sum of the two numbers also be a multiple of four? Why or why not?
Key Vocabulary /
  • Sum * Standard Algorithm
• Difference * Horizontal
• Product * Vertical
• Quotient * Estimation
• Divisor * Whole number
• Dividend * Decimal
• Factor * Decimal mixed number
• Greatest Common Factor
• Multiple
• Least Common Multiple
• Distributive Property
Monday 9/14/15LSA Testing 1st& 2nd Periods / Unit: 1 / Rigor Level 1
PW= Practice Workbook Daily Agenda TB= Skateboard Textbook
Daily Objective / Find the GCF & LCM of two whole numbers
(BR) BELL RINGER
(5 Minutes) / (Adding / Subtracting Decimals Review)
6NS3 Quick Check B
I DO: /
  • Review Bell Ringer; Learning scale, vocabulary: divisible, prime number, factor, multiple

WE DO: /
  • 5.2 GCF TB pg 236, 237 , 5.4 LCM TB pg 250-251, Vocabulary, examples, and different methods

YOU DO: /
  • DON’T tear out! Odds on PW 5.2 pg 61 / Evens on PW 5.4 pg 65

(HW)Homework /
  • Study for Unit 1 Test on Friday: +, -, x, ÷decimals, GCF, LCM, Distributive Property

EXIT TICKET:
(5 minutes) / Turn in Qui Quick Check with rating and explanation from the learning scale
Tuesday 9/15/15 LSA Testing 1st& 2nd Periods / Unit: 1 / Rigor Level 1
PW= Practice Workbook Daily Agenda TB= Skateboard Textbook
Daily Objective /
  • Find the GCF & LCM of two whole numbers

BELL RINGER
( 5 Minutes) /
  • Review : x &÷ Decimals
  • 6NS3 Quick Check B

I DO: /
  • Review Learning scale; Give Cornell notes on GCF, LCM, Distributive Property: vocabulary and methods

WE DO: /
  • Complete Cornell Notes /
  • Small groups: LCM & GCF Word Problems

YOU DO: /
  • Begin PW pg 52 (5.2) GCF

Homework /
  • Study for Unit 1 Test on Friday: +, -, x, ÷decimals, GCF, LCM, Distributive Property
  • PW pg 62 (5.2) GCF / Study Cornell notes / Sign up on Skyward!

EXIT TICKET:
(5 minutes) / Turn in Quick Check with rating from the learning scale
Wednesday 9/16/15 / Unit: 1 / Rigor Level 1
PW= Practice Workbook Daily Agenda TB= Skateboard Textbook
Daily Objective /
  • . Use the distributive property to express a sum with a common factor.

BELL RINGER
( 5 Minutes) / (Adding / Subtracting Decimals Review)
6NS3 Quick Check C
I DO: /
  • Review BR; Demo the Distributive Property with 4.2 TB pg 176 Key Concept &pg 177 (4-6)

WE DO: /
  • You Tube: Factoring with the “Birthday Cake Method”

YOU DO: /
  • Rally Robin: Do the objective with Teacher provided problems (Similar to Thursday’s You Do) (Use GCF problems)

Homework /
  • Study for Unit 1 Test on Friday: +, -, x, ÷decimals, GCF, LCM, Distributive Property
  • Complete PW pg 65 (5.4) LCM

EXIT TICKET:
(5 minutes) /
  • I Heart Math Journal: Explain what the everyday meaning of the word distribute has to do with the Distributive Property in math.

Thursday 9/17/15 / Unit. 1 / Rigor Level 1
PW= Practice Workbook Daily Agenda TB= Skateboard Textbook
Daily Objective /
  • . Use the distributive property to express a sum with a common factor.

BELL RINGER
(5 Minutes) /
  • Review : x & ÷ Decimals
  • 6NS3 Quick Check C

I DO: / Review BR; Review for test, Any ?S
WE DO: /
  • Test Spec items, (GCF, LCM, Distributive Factoring) pg 21 (from Blue Print under Focus Standards)

YOU DO: /
  • Engage NY /Module 2 “Station 4” displayed on screen: Applying Factors to the Distributive Property

Homework /
  • Study for Unit 1 Test on Friday: +, -, x, ÷decimals, GCF, LCM, Distributive Property

EXIT TICKET:
(5 minutes) /
  • I Heart Math Journal: Explain which method you like best to find the GCF and then use the distributive property to express a sum with a common factor.

Friday 9/18/15 / Unit 1 / Rigor Level 1
PW= Practice Workbook Daily Agenda TB= Skateboard Textbook
Daily Objective /
  • Add, Subtract, Multiply, &Divide decimals using the standard algorithm. Find GCF & LCM of whole numbers. Use distributive property to express a sum with a common factor.

BELL RINGER
( 5 Minutes) /
  • Get out Unit 1 Cornell notes, put name, date, and class on answer sheet.

I DO: /
  • Review directions on answer sheet and test. Review testing protocol.

WE DO: /
  • Ask questions

You DO: /
  • Be awesome on Unit 1 T.E.S.T.

Homework /
  • Have a wonderful weekend!!

EXIT TICKET:
(5 minutes) /
  • Write your rating from the learning scale with an explanation on the bottom of your answer sheet. Turn in test answer sheet to the “alphabetizer”

Note: Learning Scales and Accommodations are below.

WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
• Make a plan!
• Try different approaches when your problem is hard.
• Solve your problem in more than one way.
• Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
• Explain both what to do and why it works.
• Work to make sense of others’ mathematical thinking.
MAFS.K.12.MP.4.1 Model with mathematics.
• Apply math to real-world situations.
• Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
• Choose appropriate tools for your problem.
• Use mathematical tools correctly and efficiently.
• Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to precision.
• Communicate your mathematical thinking clearly and precisely.
• Use the level of precision you need for your problem.
• Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and make use of structure.
• Find, extend, analyze, and create patterns.
• Use patterns and structures to solve problems.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
• Use patterns and structures to create and explain rules and shortcuts.
• Use properties, rules, and shortcuts to solve problems.
• Reflect on your thinking before, during, and after you solve a problem.