WestOrange-StarkMiddle School

Grade 6 Mathematics

5th Six Weeks Scope and Sequence

6.1 The student represents and uses rational numbers in a variety of equivalent forms.
6.9 The student uses experimental and theoretical probability to make predictions.
6.10 The student uses statistical representations to analyze data.
6.11 The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.
6.12 The student communicates about Grade 6 mathematics through informal and mathematical language, representations and models.
6.13The student uses logical reasoning to make conjectures and verify conclusions.
TEKS / Instructional Scope
WEEK 1
March 5th – March 9th / Possible Resources
Instruction
(District Resources) / Assessment
6.9A
Construct sample spaces using lists and tree diagrams.
6.11A
Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.
6.11B
Evaluate the effectiveness of different representations to communicate ideas.
. / Construct sample spaces.
  • Use lists to construct a sample space.
  • Use tree diagrams to construct a sample space.
  • Include real-world contexts.
  • Include selected response items.
  • Include NOT statements.
Sample question: Which of the following does NOT represent a possible sample space for the given experiment?
  • Justify selection of sample space.
/ TAKS Mathematics Preparation Grade 6 (Region 4) “Combinations Lesson.”
Rethinking Middle School Mathematics: Proportionality Across the TEKS (TEXTEAMS), “What Did You Expect?” Activity 1.
Tree Diagrams and the Counting Principle
Lesson 10-1
Prentice Hall Course 1 Textbook Pg. 476-481
Practice Worksheet 10-1
Reteaching Worksheet 10-1
Enrichment Worksheet 10-1 / TAKS Mathematics Preparation Grade 6 (Region 4) “Objective 5 Selected Response Questions,” 5.

WestOrange-StarkMiddle School

Scope and Sequence, Grade 6 Mathematics

WestOrange-StarkMiddle School

Grade 6 Mathematics

5th Six Weeks Scope and Sequence

TEKS / Instructional Scope
WEEK 2
March 19th– March 23 / Possible Resources
Instruction / Assessment
6.1B
Generate equivalent forms of rational numbers including whole numbers, fractions, and decimals.
6.9B
Find the probabilities of a simple event and its complement and describe the relationship between the two.
6.11A
Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.
6.12A
Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. / Explore the probability of simple events.
  • Find the probability of a simple event.
  • Find the complement of the simple event.
  • Describe the relationship between the two.
  • Express the probabilities as fractions, decimals, and percents. Emphasize the relationship.
  • Include real-world contexts.
  • Include selected response items.
  • Include NOT statements.
  • Justify solutions.
/ Probability
Lesson 10-2
Prentice Hall Course 1 Textbook Pg. 482-487
Practice Worksheet 10-2
Reteaching Worksheet 10-2
Enrichment Worksheet 10-2
Experimental Probability
Lesson 10-3
Prentice Hall Course 1 Textbook Pg. 488-491
Practice Worksheet 10-3
Reteaching Worksheet 10-3
Enrichment Worksheet 10-3 / Prentice Hall:
Lesson Quiz
Checkpoint Quiz 1
TAKS Mathematics Preparation Grade 6 (Region 4) “Objective 5 Selected Response Questions,” 6.

TEKS / Instructional Scope
WEEK 3 & WEEK 4
March 26th – April 6th / Possible Resources
Instruction
(District Resources) / Assessment
6.10A
Select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot
6.10B
Identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data. / Present and display data with and without technology.
  • Collect and organize data.
oDisplay data in a variety of ways (lists, tables, etc.).
oUse real-world data.
Identify statistical measures of a set of data.
  • Identify the mean of a set of data, including real-world data, using concrete and pictorial models.
Example: Find the mean of 2, 5, 2, 1, and 5.
Describe mean as a way of “evening out” data.
Use stacking cubes to represent the numbers.
Rearrange the cubes to “even out” the stacks to represent the mean of the set of data.

When “evened out”, each stack has 3 cubes, so the mean of 2, 5, 2, 1, and 5 is 3.
  • Identify the median, mode, and range of a set of data.
  • Present data in a variety of ways (tables, lists, graphs, etc.).
  • Include real-world contexts.
  • Include selected response items.
  • Include NOT statements.
  • Evaluate reasonableness of solutions and validate conclusions.
/ Finding the Mean
Lesson 2-1
Prentice Hall Course 1 Textbook Pg. 61-65
Practice 2-1
Reteaching Worksheet 2-1
Enrichment Worksheet 2-1
Median and Mode
Lesson 2-2
Prentice Hall Course 1 Textbook Pg. 66-69
Practice 2-2
Reteaching Worksheet 2-2
Enrichment Worksheet 2-2
Frequency Tables and Line Plots
Lesson 2-3
Prentice Hall Course 1 Textbook Pg. 70-73
Practice 2-3
Reteaching Worksheet 2-3
Enrichment Worksheet 2-3
Bar Graphs and Line Graphs
Lesson 2-4
Prentice Hall Course 1 Textbook Pg. 74-77
Practice 2-4
Reteaching Worksheet 2-4
Enrichment Worksheet 2-4 / Prentice Hall:
Lesson Quiz
TAKS Mathematics Preparation Grade 6 (Region 4) “Objective 5 Selected Response Questions,”1, 4.

6.10D
Solve problems by collecting, organizing, displaying, and interpreting data.
6.11A
Identify and apply mathematics to everyday experience, to activities in and outside of school, with other disciplines, and with other mathematical topics.
6.11D
Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
6.12A
Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.
6.12B
Evaluate the effectiveness of different representations to communicate ideas. /
  • Select an appropriate representation for presenting and displaying different graphical representations of the same data.
  • Use an appropriate representation for presenting and displaying different graphical representation of the same data.
  • Include the following types of graphs (use graph paper, spreadsheets, and/or a graphing calculator).
oLine plots
Number of Pets Students Own

oBar graphs

oLine graphs / Making Predictions from Data
Lesson 10-4
Prentice Hall Course 1 Textbook Pg. 494-496
Practice Worksheet 10-4
Reteaching Worksheet 10-4
Enrichment Worksheet 10-4 / Prentice Hall:
Lesson Quiz
Checkpoint Quiz 2
oStem-and-leaf plots
Example: Speeds of cars passing a police check point: 35, 30, 32, 45, 30, 28, 42, 25, 33, 35
Car Speeds (miles per hour)
2 / 5 8
3 / 0 0 2 3 5 5
4 / 2 5

Key
3 5
means 35 miles per hour
Possible conclusions:
-Range of data is 25 – 45.
-Most cars’ speeds were between 30 and 35 miles per hour. /
  • Analyze given or collected data, and make inferences and convincing arguments.
  • Include selected response items.
  • Include NOT statements.Justify selection and evaluate the effectiveness of different representations to communicate ideas.

TEKS / Instructional Scope
WEEK 5 & WEEK 6
April 9th – April 18th / Possible Resources
Instruction
(District Resources) / Assessment
6.10C
Sketch circle graphs to display data.
6.11A
Identify and apply mathematics to everyday experience, to activities in and outside of school, with other disciplines, and with other mathematical topics.
6.12A
Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. / Sketch circle graphs to display data.
  • Relate percentages or fractional parts to the size of a section on a circle graph.
  • Sketch a circle graph to represent given or collected real-world data.
  • Analyze given circle graphs and match to real-world data.
  • Include selected response items.
  • Include NOT statements.
Justify selection and evaluate the effectiveness of different representations to communicate ideas. / TAKS Mathematics Preparation Grade 6 (Region 4) “Circle Graph Lesson.”
Rethinking Middle School Mathematics: Numerical Reasoning Across the TEKS (TEXTEAMS),
“And Around We Go!” / TAKS Mathematics Preparation Grade 6 (Region 4) “Objective 5 Selected Response Questions,” 3.

TEST SHOULD BE GIVEN NO LATER THAN 4-18-12
April 19th – April 20th are open dates to review for STAAR test.
April 23rd begin 6th Six Weeks but should be used as a review day as well. / Curriculum Cluster 5
Probability and Statistics
Underlying Processes and Mathematical Tools
Curriculum-Based Assessment 5

WestOrange-StarkMiddle School

Scope and Sequence, Grade 6 Mathematics