Resources 6Th Grade Math Quarter 2Check-Ins (2017-18)

Resources 6Th Grade Math Quarter 2Check-Ins (2017-18)

Resources 6th Grade Math Quarter 2Check-Ins (2017-18)

The following resources provide an opportunity to address the standards assessed on this quarter’s check-in.

Ratios & Proportional Relationships 6.RP

Understand ratio concepts and use ratio reasoning to solve problems.

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

  1. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
  1. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Tasks from Illustrative Mathematics / Simple Unit Conversion Using Ratio Reasoning
Unit Conversions
Currency Exchange
Speed Conversions
Ticket Booth
Hunger Games versus Divergent
Lessons from Utah Middle School Math Project / Section 2.3: Ratio Reasoning and Measurement Conversion
Starts on page 6WB2-125.
Students have been converting between units of measurement throughout elementary school. The emphasis in 6 th grade is to use ratio reasoning to convert between units of measurement. Students will continually be making sense of problems and using number sense, asking the questions, “Should my answer be bigger or smaller than the number I start with and what operations can I perform to produce the desired result?” Students will also apply their fluency with operations with rational numbers to solve many of the problems in this section. The section starts with a lesson that helps students to reason through the size of their answers and the operations that will get them there. The lessons proceed with conversion of units in the same measurement system and then conversion across the customary and metric systems of measurement. Students will use a variety of models from Chapter 1, including double number lines, tape diagrams, partial tables, equations, etc.
Concepts and Skills to Master: By the end of this section, students should be able to:
  1. Reason about the size of an answer when performing a measurement conversion.
  2. Use ratio reasoning to convert units in the same measurement system (metric to metric and customary to customary).
  3. Use ratio reasoning to convert across measurement systems (metric to customary and customary to metric).

The Number System 6.NS

Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.4 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).

Tasks from Illustrative Mathematics / Factors and Common Factors
Multiples and Common Multiples
Bake Sale
The Florist Shop
Lesson from Mathematics Assessment Project / Finding Factors and Multiples
This lesson unit is intended to help you to assess how well students are able to understand the meanings of the terms ‘Greatest Common Factor’ (GCF) and ‘Least Common Multiple’ (LCM). In particular, the lesson will help you to identify and help students who:
  • Confuse GCFs and LCMs.
  • Lack a sense of what values of GCF or LCM might be reasonable for a given pair of numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.7 Understand ordering and absolute value of rational numbers.

  1. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
  2. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.
  3. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
  4. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

Tasks from Illustrative Mathematics / Integers on the Number Line 1
Fractions on the Number Line
Comparing Temperatures
Jumping Flea
At and Below Sea Level
Lessons from LearnZillion / Understand the relationship between two numbers using a number line
In this lesson, you will learn about the relationship between two numbers by finding their location on a number line.
Compare two positive or negative numbers in real-world situations
In this lesson, you will learn about comparing two positive or negative numbers in real-world situations by using a number line.

Expressions & Equations 6.EE

Reason about and solve one-variable equations and inequalities.

6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Tasks from Illustrative Mathematics / Firefighter Allocation
Pennies to Heaven
Lessons from LearnZillion / Mathematical Relationships can be represented as expressions (A)
Lesson objective: Apply the understanding of writing expressions to represent recipe amounts.
This lesson provides an opportunity for students to apply their knowledge and understanding of writing expressions to a real-life situation. Students are asked to convert a bulk recipe to a manageable amount to make lemonade.
Key Concept students will use:
  • Mathematical relationships can be represented with expressions, and we can use those expressions as we use numbers.
Skills students will use:
  • ratio and rate reasoning to convert measurement (Grade 6, Unit 1)
  • unit rate to write expressions (Grade 6, Unit 2)
  • proportional reasoning to write expressions
Represent Mathematical Relationships as Expressions (FP)
Lesson objective: Fluently multiply and divide within a table to find a ratio to help write an algebraic expression.
This lesson helps to build fluencywith writing expressions.A table is used here because it highlights the relationshipwithin the ratio.This work developsstudents' understanding that mathematical relationships can be represented with expressions, and we can use those expressions as we use numbers.

Geometry 6.G

Solve real-world and mathematical problems involving area, surface area, and volume.

6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Tasks from Illustrative Mathematics / Polygons in the Coordinate Plane
Walking the Block
Lessons from LearnZillion / Draw Polygons Using Given Coordinates as Vertices
In this lesson, you will learn how to draw polygons using given coordinates as vertices.
Find Perimeter and Area by Finding the Length of Sides Using Coordinates
In this lesson, you will learn how to find the length of sides and then use that to find perimeter and area by comparing coordinates.

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NC DEPARTMENT OF PUBLIC INSTRUCTION

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