M/J Grade 6 Mathematics

Unit : 1

Modules 1-3

Dates:

Sept 5 – Sept 9

Florida Standard(s):

Benchmarks, descriptions,

DOK levels, standards

unpacked (know/do)

highlighted

MAFS.6.NS.3.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Identify an integer and its opposite.

Use integers to represent quantities in real world situations.

Explain where 0 fits into a situation represented by integers.

2) MAFS.6.NS.3.6 - Understand a rational number as a point on the number line. Extend number line

diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane

with negative number coordinates. a. Recognize opposite signs of numbers as indicating locations on

opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the

number itself, e.g., –(–3) = 3, and that 0 is its own opposite. b. Find and position integers and other rational

numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other

rational numbers on a coordinate plane.

Recognize opposite signs of numbers as locations on opposite sides of 0 on the number line.

Recognize that when only the y value in a set of ordered pairs are opposites, it creates a

reflection over the x axis.

Reason that when two ordered pairs differ only by signs, the locations of the points are related

by reflections across one or both axes.

Find and position integers and other rational numbers on a horizontal or vertical number line

diagram.

Find and position pairs of integers and other rational numbers on a coordinate plane.

3) MAFS.6.NS.3.7 - Understand ordering and absolute value of rational numbers.

a. 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.

b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For

example, write -3 C > -7 C to express the fact that -3 C is warmer than -7 C.

c. 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.

d. 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.

Interpret statements of inequality as statements about relative position of two numbers on a

Identify absolute value of rational numbers.

Interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.

Distinguish comparisons of absolute value from statements about order and apply to real world

contexts.

MAFS.6.NS.2.4 - 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).

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 greatest

common factor.

Learning Goal: Module 1: The student is expected to know that positive and negative numbers are used together to describe quantities having opposite directions and values in real-world contexts. The student is expected to understand the absolute value of a rational number as its distance from 0 on the number line. Module 2: The student is expected to find the GCF of two whole numbers less than or equal to 100 and the LCM of two whole numbers less than or equal to 12. The student is expected to 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. Module 3: The student is expected to find and position rational numbers, including their absolute values, on a number line. The student is expected to interpret inequalities.

Assessments Pre Assessment : Schoology.com

Formative Assessments: MARS Task, EngageNY, IXL, HMH Quiz, Illustrative Mathematics,

Summative Assessment: eduphoria, schoology, HMH online Test

Essential Question(s): Module 1:

1. How do you identify an integer and its opposite?

2. How do you compare and order integers?

3. How do you find and use absolute value?

4. How can you use integers to solve real-world problems?

Module 2:

1. How can you find and use the greatest common factor of two whole numbers?

2. How do you find and use the least common multiple of two whole numbers?

Module 3:

1. How can you classify rational numbers?

2. How can you identify opposites and absolute values of rational numbers?

3. How do you compare and order rational numbers?

Progress Monitoring/

Feedback Loop

Pre-assessment, PL Flow, May do’s, Must do’s, Thinking maps, and post test.

Higher Order Question(s) Module 1

number line).

Module 2

ind the GCF?

Module 3

or table… help?

Key Vocabulary Module 1:

Module 2:

Module 3:

Monday Unit: 1 Module 1 Rigor Level: 2

Daily Agenda

Daily

Objective

No School

BELL RINGER No School

I DO: No School

WE DO: No School

YOU DO: No School

Homework IF not on teacher pace you will need to complete assignments to catch up.

Tuesday Unit: 1 Module 1 Rigor Level: 2

Daily Agenda

Daily

Objective

I can find the GCF and LCM of two numbers

BELL RINGER On board

I DO: Review Bellwork

Give notes on GCF/LCM to 2nd and 5th period

Small group in all classes as needed

WE DO: Take Cornell notes on GCF/LCM for 2nd and 5th period

GCF/LCM word problem activity (1st, 3rd, and 5th)

PL day for 1st, 3rd and 5th

YOU DO: Begin working on flow in 2nd and 5th period

Continue to work through flow in all other classes

Homework IF not on teacher pace you will need to complete assignments to catch up.

Wednesday Unit: 1 Module 1 Rigor Level: 2

Daily Agenda

Daily

Objective

I can use the distributive property to rewrite a problem by pulling out GCF and multiplying by sum of two other numbers.

BELL RINGER On board

I DO: Review Bellwork

Small group as needed

Give notes on distributive property to 2nd and 5th

WE DO: Take Cornell Notes on distributive property in 2nd and 5th

1st, 3rd, and 5th continue to work on flow and take posttest when finished

YOU DO: Continue to work through your flow (may-do and then must do for each section)

Homework IF not on teacher pace you will need to complete assignments to catch up.

Thursday Unit: 1 Module: 1 Rigor Level: 2

Daily Agenda

Daily Objective I can find the GCF and LCM of two numbers and use the distributive property to rewrite two numbers as the product of the GCF and sum of 2 other numbers.

BELL RINGER On board

I DO: Review Bellwork

Small group as needed

WE DO: Word problem activity with 2nd and 5th

PL day for all

YOU DO: PL Day

Take posttest as you finish all assignments

Homework Complete an assignment on your flow.

Friday Unit: 1 Module 1 Rigor Level: 2

Daily Agenda

Daily Objective I can find the GCF and LCM of two numbers and use the distributive property to rewrite two numbers as the product of the GCF and sum of 2 other numbers.

BELL RINGER On board

I DO: Review Bellwork

Small group as needed

WE DO: 1st, 3rd, and 4th – mini lesson on converting b/w decimal, fraction and percent.

PL day for all

You DO: Take posttest on GCF/LCM and distributive property

Take pre-test on ordering rational numbers (mod 3)

Homework Complete an assignment on your flow.

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.