M/J Grade 6 Mathematics

/ Unit : 2
Modules 4-5
/ Dates:
Nov 14 – Nov 18
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / Module 4
MAFS.6.NS.1.1: (DOK 2) Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?[conceptual, procedural, application]
 Compute quotients of fractions divided by fractions (including mixed numbers).
 Interpret quotients of fractions.
 Solve word problems involving division of fractions by fractions.
Module 5
MAFS.6.NS.2.2: (DOK 1) Fluently divide multi-digit numbers using the standard algorithm. [procedural]
 Fluently divide multi-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. [procedural]
 Fluently divide multi-digit numbers using the standard algorithm with speed and accuracy.
Learning Goal: / Module 4
Students will understand the relationships between numbers and their multiples, in order to write and solve word problems involving the division of fractions by fractions using visual models and equations.
Module 5
Students will be able to represent real-world quantities as decimals, and then solve the problems using the appropriate operations.
Assessments / Pre Assessment: LakecountySchoology.com
Formative Assessments: MARS Task, EngageNY, IXL, HMH Quiz, Illustrative Mathematics,
Summative Assessment: eduphoria, schoology, HMH online Test
Essential Question(s): / Module 4:
1. How can you use operations with fractions to solve real-world problems?
2. How do you use the GCF and LCM when adding, subtracting, and multiplying fractions?
3. How do you divide fractions and mixed numbers?
4. How can you use operations with fractions to solve real-world problems?
5. How can you solve word problems involving more than one fraction operation?
Module 5:
1. How can you use operations with decimals to solve real-world problems?
2. How do you divide multi-digit whole numbers?
3. How do you add and subtract decimals?
4. How do you multiply decimals? Divide?
5. How can you solve problems involving multiplication and division of fractions and decimals?
Progress Monitoring/ Feedback Loop / Pre-assessment, PL Flow, May do’s, Must do’s, Thinking maps, and post test.
Higher Order Question(s) / Module 4
 What do you notice about…?
 How would a diagram, graph, table….help?
 What mathematical tool could be used?
Module 5
 What are some other strategies you might try?
 What is the relationship of the quantities?
 What estimate did you make for the solution?
 How do you know your answer is correct/reasonable?
Key Vocabulary / Module 4:
 Mixed Number  Order of Operations  Reciprocals  Multiplicative Inverse
Module 5:
 Rational Number  Denominator  Numerator  Dividend  Divisor  Quotient
Monday / Unit: 1 Module 3 / Rigor Level: 2
Daily Agenda
Daily Objective /
  • I can use standard algorithm to divide with decimals

BELL RINGER /
  • On board

I DO: /
  • Mini-lesson on dividing with decimals

WE DO: /
  • Practice long division with decimals

YOU DO: /
  • Work on flow

Homework /
  • Continue working on flow (should be finished by Thursday – your homework depends on your progress through the lesson)

Tuesday /

Unit: 1 Module 2

/ Rigor Level: 2
Daily Agenda
Daily Objective /
  • I can use standard algorithm to divide with decimals

BELL RINGER /
  • On board

I DO: /
  • Review Bellwork
  • Small group as needed

WE DO: /
  • Real-world practice problems with group

YOU DO: /
  • Work on flow

Homework /
  • Continue working on flow (should be finished by Thursday – your homework depends on your progress through the lesson)

Wednesday / Unit: 1 Module 3 / Rigor Level: 2
Daily Agenda
Daily Objective /
  • I can use standard algorithm to divide with decimals

BELL RINGER /
  • On board

I DO: /
  • Review Bellwork
  • Small group as needed

WE DO: /
  • Real-world practice problems with group

YOU DO: /
  • Work on flow

Homework /
  • Continue working on flow (should be finished by Thursday – your homework depends on your progress through the lesson)

Thursday / Unit: 1 Module: 3 / Rigor Level: 2
Daily Agenda
Daily Objective /
  • I can use standard algorithm to divide with decimals

BELL RINGER /
  • 707 lab

I DO: /
  • Help students long on to computer

WE DO: /
  • Review rules for decimals

YOU DO: /
  • Take post – test on Module 5

Homework /
  • Enjoy your 3 day weekend!

Friday / Unit: 1 Module 3 / Rigor Level: 2
Daily Agenda
Daily Objective /
  • Veterans Day

BELL RINGER /
  • Veterans Day

I DO: /
  • Veterans Day

WE DO: /
  • Veterans Day

You DO: /
  • Veterans Day

Homework /
  • Veterans Day

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.