6th Grade Math Curriculum Map

6 th Grade Math Curriculum Map

6th Grade Math Curriculum Map :~*:~",

Introduction
This document contains all mandated 2010 Arizona Mathematical Standards for 6th
units and clusters. The units represent the major domain under which the identified
":i~~~'~~"
ma1fiematiCs~~;i:~~ standards have been organized into
fall. Thtll~~~,er represents the collection of similar
concepts within the larger domain. Within these units and clusters the Derformance~tl have been s~tiiji~~~d to represent a logical progression
of the content knowledge. It is expected that all teachers follow the clusters as des~~ctin the following document.

Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8. clusters must be taught prior to the 2013 AIMS
assessment.

Essential Questions
Essential Questions are to be posed to the students at the beginning the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for m order thinking and inquiry. The students should be
able to answer these on their own by the end of

Big Ideas
Big Ideas are the essential understandings earri~. These are the enduring understandings we want students to carry
with them from grade level to grade level. )uestion~:il~ indicative of a student mastering the Big Idea, however they arc not
always synonymous. Thus, in cases that the '.>"(Om",. not include all components of the Big Idea, the Big Idea (for
teacher use) has been provided inilflllill:i

process. Being aware of such misconceptions allows us to plan for them during

This document has been organized b~nt s~ds and mathematical practices. The content standards are those that represent knowledge
specific to the mathematical standard (~~ains). The mathematical practices describe varieties of expertise that mathematics educators at
all levels should seek to develop in their s t ¥ l These practices rest on important "processes and proficiencies" with longstanding importance in
mathematics education. The content standards and mathematical standards have been paired to represent possible combinations of content standards
with mathematical practices. As described in the Arizona state standards, the content standards are not intended to be taught in isolation; thus, the

8/13/2012 1 Isaac Elementary School District

pairing of these standards provides a possible context for teaching these standards. Each time, the performance objective should be taught to a deeper
level of understanding and/or should be connected to the other standards in the cluster.

Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, tjng£:m~:~nd language standards that can be reinforced
or taught through the mathematical content standards with which they are paired.

P riority<;::{:~:"~lt;*:~;;
With input from grade level teachers, standards have been prioritized in two way~~:::;~tcontent~tandards
scale. Essential standards represent those that are heavily weighted on state/na~~¥f exams:f,~@dational, and!6f;~licable in multiple contexts.
Important standards are those that are applicable in many contexts and less hea~i:w~ig~~::~tfstate/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specifid:~~dt~o:!:this is denoted in the priority column with the codes E
(essential), I (important) and U (useful). This label applies to the content standards:OWi~ The skill/process standards that are a priority for this
grade level are highlighted in blue and are expected to be master:mJat this grade leveL:ili:~c?,;.;

Key Vocabulary ;,:~:;:~::;",:;::>, :.
The key vocabulary that should be taught for each of the performancei1iiectivegi$Ji~~~~er vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those th~:~e v~~~~irtm~~ should not be explicitly taught. Tier two words are
high utility words that can be used across content are~~ :or~ontexts. Tiettijl:e~~ords are content specific words.

Resources
The two types of resources listed are the W "'lJ';~~;_U Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the standards hp;Wp;h resources are useful Internet links that can be used for the teacher's
edification prior to instruction or as a tool during in~(?tj~~:~mf:b are suggested pages from the adopted texts.

Unit/Cluster Project
The Unit/Cluster Projects ~~achcrS:~::lJ.seto support students in making connections, critical thinking, higher order
thinking, and/or spiraling ~~til from all clusters within a unit while cluster project support the standards in a
particular cluster. While it~ijlil~t tem;mer do a project with every unit or cluster these resources will support project-based instruction
and practice should the teach'~~

Assessment
The assessment section of the map for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed '-UIUulon formative assessment.


Other
Standards may appear more than once. Each time they should be taught within the context of the ~~ster and/or revisited to a deeper level of
knowledge. Underlined segments of a standard indicate an additional piece of the standard that wS~1t~ly not covered in previous clusters.
[Brackets) will occasionally appear though out the document and indicate clarification of the,f~~I#rd. Bracketed information is not a part of the
standard itself. .; ·.·.:i~;(:::>:::~ili·:·~'C

U nit: Ratios and Proportional Relationships
Cluster: Ratios and Rates

Annroximate Time: 1 week
Essential Questions Big Ideas

• How are parts of a number represented? . The same number can be written as a rate and a ratio.

• How are ratios and rates related?

• Why is it important to know the equivalent form of


6th Grade Math Curriculum Ma
Priority I Standard Mathematical Common Key Vocabulary Resources
Practices Core/Cross Web Resources Core
Curricular
6.RP.l. Understand the concept of 6.MP.2 6-8. RST.4 Comparing Ratios and MC: 6-1
a ratio and use ratio language to 6.MP.6 6-8.WHST.2d Rates Worksheet
describe a ratio relationship

between two quantities.
, Equivalent Ratios
~orksheet

:~.tion
concept I 6.MP.2 !6-8.RST.4 ExaI1lple Probh~ms for I MC: 6-1 I
a unit rate alb associated with a 6.MP.6 Solving Unit Rates
ratio a:b with b 0, and use rate

language in the context of a ratio
Ratio and Rate Venn
relationship. Dimrram
6.RP.3. Use ratio and rate 6.MP.l Doub{(i[~l)1ber line Types of Ratios MC: 6-2
reasoning to solve real-world and 6.MP.2 Diagraht:s'::

mathematical problems, e.g., by
6.MP.4 :E:quations
reasoning about tables of 6.MP.S ::~flent ratios
equivalent ratios, tape diagrams, 6.MP.7 Rate
double number line diagrams, or Ratio
equations. Tape diagrams

Unit
Project:

Assessment:

8/1312012 4 Isaac Elementary School District

6th Grade Math Curriculum Map

Unit: The Number System
Cluster: Fractions, Decimals, and Percents

Aooroximate Time: 5 weeks

• How are parts of a number represented? lum~~;.m be written as a fraction,

• How are fractions, decimals, and percents related?

• Why is it important to know equivalent forms of numbers?

• Why is it important to know the percent of a number? a number is represented depends on the given

• What are the strategies we use to multiply and divide tractio$1


6 th Grade Math Curriculum
Priority I Standard Mathematical Common Resources
Curricular
6.NS. 1. Interpret and compute 6.MP.l 6-8. RST.7 Dividing Fractions MC: 5-7, 5-8, 5-9,
quotients of fractions, and solve 6.MP.2
Student Copy 5-10
word problems involving division
6.MP.3

of fractions by fractions, e.g., by
6.MP.4
CM: Bits & Pieces
using visual fraction models and
6.MP.7
II
equations to represent the
6.MP.8
Investigation 3 & 4
problem.

6.NS.4. Find the greatest common 6.MP.7
MC: 1-2,4-1,4-5
factor of two whole numbers less

than or equal to 100 and the
Prime factorization CM: Prime Time
least common multiple of two
Investigation I, 3-5
whole numbers less than or equal
Factor Game
to 12. Use the distributive

property to express a sum of two

whole numbers 1-1 00 with a

Prime numbers
common factor as a multiple of a

Sum
sum of two whole numbers with no

Whole number
common factor.

6.NS.9. Convert between
Annex Changing fractions, MC: 4-7, 4-8, 7-1,
expressions for positive rational
Convert percents, and decimals 7-3
numbers, including fractions,
Decimal
decimals, and percents
Equivalent PowerPoints
CM: Bits & Pieces
Fraction
1
Percent Converting Game
3.4,4.4
Rational number

Ascending order MC: 3-2,4-6
order integers;
Compare
fractions. decimals, arsu::;:;:.
Descending order CM: Bits & Pieces
percents.
Fractions I
Integers 3.5, Investigation 2
Least common
denominator
Percents

8/13/2012 6
Isaac Elementary School District

6 th Grade Math Curriculum Ma

,e.;: : ~ ~l,~;'· "
Curricular
Unit
Project:

Assessment:



Cluster: Decimal Operations

Time: 2 weeks

• What are the strategies we use to add, subtract, multiply, and divide the value of the solution.

decimals?

Priority Standard Mathematical Resources
Practices Web Resources Core

In
6.NS.2. Fluently divide multi-digit 6.MP.2 MC: 5 Grade: 4-4
numbers using the standard 6.MP.7
algorithm. 6.MP.8 DI~sbr
Quotient
6.NS.3. Fluently add, subtract, Addend I MC: 3-4, 3-5, 3-6,
multiply, and divide multi-digit Algorithm 3-7,3-8,3-9
decimals using the standard Difference Fluency with Decimals
algorithm for each operation. Dividend CM: Bits & Pieces
Divisor III
Factor 1.2, 2.3, 3.3
Minuend
Product
Quotient
Subtrahend
Sum
Unit
Project:



Cluster: Absolute Value and Integers

Anproximate Time: 2 weeks

• What is absolute value? wide array of contexts.

• How do you order integers?

• How do you model integers?


6th Grade Math Curriculum
Curricular
6.NS.5. Understand that positive 6.MP.l 6-8.RST.4 I ntrod ucti on Me: 2-9
and negative numbers are used 6.MP.2 6-8.WHST.2d Me: Grade: 2-1
together to describe quantities 6.MP.4
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.
6.NS.6. Understand a rational 6.MP.2 Whole Numbers and Me: 2-9
number as a point on the number 6.MP.4 Integers Me: 7th Grade: 2-1
line. Extend number line diagrams
and coordinate axes familiar
from previous grades to represent
points on the line and in the plane
with neaative number coordinates.
6.NS.7. Understand ordering and Absolute value Absolute Value War Me: 11-1
absolute value of rational Ascending order LA: 2-4
numbers. Descending order Absolute Value
Greater than Worksheet
a. Interpret statements of Inequality
inequality as statements about the Integers Khan Academy
relative position of two num Less than
on a number line d Line diagram AAAMath
Rational numbers
Number Balls
right of -7 on a
oriented from

Eduplace
numbers in real-world
For example, write -3 oC >
to express the fact that -3 oC is
warmer than -7 oC.

c. Understand the absolute value
of a rational number as its


Curricular
distance from a 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 1-30 I 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.

*S 1C2PO 1, Apply and interpret MC: 11-2, 11-3
the concepts of addition and
subtraction with integers using
models.
Gizmo with Number
Lines

Gizmo with Chips
Unit
Project:

Assessment:



Unit: Expressions and Equations
Cluster: Expressions and Order of Operations

ApDroximate Time: 2 weeks

• What is an algorithm? strategies for computing.

• What argument can you provide to explain your solution? operatlons will affect solutions.

811312012 12 Isaac Elementary School District

th
6 Grade Math Curriculum
Priority I Standard Mathematica I Common Vocabulary Resources

6.EE. 1. Write and evaluate numerical expressions 6.MP.2 Order of MC: 1-3,
involving whole-number exponents. Operations 1-4

Order of
Qperation:;
Examples

Evaluate
Expressions

Order of

6.EE.2. Write, read, and evaluate expressions in 6.MP.1 MC: 1-5
which letters stand for numbers. 6.MP.2 Exponent
6.MP.3 Expressions Expressions
a. Write expressions that record operations with 6.MP.4 Factor
numbers and with letters standing for numbers. 6.MP.6 Order of operations
For example, express fhe calculation "Subtrad y Parenthesis Gizmos to
from 5" as 5 - y.
Product
Quotient
b. Identify parts of an expression using
Substitution
mathematical terms (sum, term, product,
Sum
quotient, coefficient); view one or more
an expression as a single entity. For example, Term
describe the expression 2(8+7) as a produd of Variable Workshe~t
two fadors; view (8+7)
and a sum of two
Translate to
Algebraic
variables. Equations

Substitution
order when there are no .
a particular order (Order of
example, use fhe formulas V=s3 al1Cit;~~
find fhe volume and surface area
sides of lenath s=}
*S1C1PO 6. Express the inverse Cube root Perfect Squares MC: 7th
between exponents and roots for Cubed Grade: 1


Priority Standard Mathematical Common Key Vocabulary I Resources
Curricular
squares and cubes. ~{:pxponents 3
s~erse
~:tt~t Cubes
p~,
Radf6iil,

Unit
Project:

Assessment:



Cluster: Properties

Aoproximate Time: 1 week

• What are the math properties and why do we use them?

a(b) + a(c)

a(b) + a(c) a(b + c)

• a+b=b+a

• a*b=b*a

• Associative Property

• a + (b + c) = (a + b) + C

• a * (b * c) = (a * b) * c

• Identity Property

• a+O=a

• a*l a


Priority I Standard Mathematical Common Key Vocabulary I Resources
Curricular
6.EE.3. Apply the properties of 6.MP.2 6-8.RST.4 Basic Number I MC: 12-1, 12-2
operations to generate equivalent 6.MP.3
expressions. 6.MP.4 MC: 7th Grade: I
6.MP.6 S
6.MP.7

6.EE.4. Identify when two 6.MP.2 6-8.RST.S MC: 12-2
expressions are equivalent 6.MP.3
6.MP.4 Combining Like Tenns
6.MP.6
6.MP.7
Equivalent Expressions
Worksheet
Unit
Project:
Assessment:



Cluster: Solving Equations

Approximate Time: 3 weeks

• What does a variable represent?

• How do you solve/interpret equations? Algebra is used to solve real world situations.

• What are the multiple ways you can represent the process anrt'S'OlUUUlU,> Estimates can be used to verify the reasonableness of


Curricular
6.EE.S. Understand solving an 6.MP.l 6-S.RST.7 MC: 12-3, 12-4,
equation or inequality as a 6.MP.2 12-5
process of answering a question: 6.MP.4
which values from a specified set, 6.MP.7 MC: 7th Grade: 5
if any, make the equation or 6
inequality true? Use substitution to
determine whether a given
number in a specified set makes
an eauation or ineauality true.
6.EE.6. Use variables to represent 6.MP.2 MC: 12-3, 12-4,
numbers and write expressions 6.MP.4 12-5
when solving a real-world or 6.MP.7 Equations
mathematical problem; MC: 7th Grade: 3
understand that a variable can Writing Expressions 1,5-6
represent an unknown number, or,
depending on the purpose at
hand, any number in a specified
set.
6.EE.7. Solve real-world and One-step Equations MC: 12-3, 12-4,
mathematical problems by writing 12-5
and solving equations of the form x
p = q and px = q for cases in which MC: 7th Grade: 3
p, q and x are all nonnegative Solving One-step 1,5-6
rational numbers
~uation Video

*S3C3PO 2. Coefficient Two-step Equations MC: 7th Grade: 3
Equation 5
Inverse properties Equation Game
Term
Two-step equations Multi-step equation
Variable
Video

Unit
Project:

Assess



Cluster: Inequalities

Time: 2 weeks

• What is an inequality? the circle on the graph is fjlled in
nUitmer is included in the solution.
• What symbol represents greater/less than and greater/less than or

• What symbol represents the phrase not equal to?


Priority I Standard Mathematical
Common
Resources
Practices
Core/Cross
Web Resources Core
Curricular

6.EE.B. Write an inequality of the 6.MP.l 6-8.RST.7 Solving Inequal ities MC: 7th Grade:
form x > c or x < c to represent 6.MP.2 Video pg. 740
a constraint or condition in a 6.MP.3
real-world or mathematical 6.MP.4 MC: 8th Grade: 8
problem. Recognize that 6.MP.7 6, 8-7, 8-8
inequalities of the form x > c or
x < c have infinitely many
solutions; represent solutions of
such inequalities on number line
diagrams.

Solving Linear
Inequalities:
Multiplication/Oi vision

Online Quiz: Solving
Linear Inequalities:
Multiplication/Oi vision

Real Life Problems
Worksheet

Graphing Inequalities
Foldable-Student Copy

.3 Dependent variable Graphing From Function MC: 1-6,6-6
represent two q~~Jes RST.7 Equation Tables
real-world pr~iiti~hat 1C2-01 Function
in relationship ET06-S1C2 -02 Input (x) Function Machine
write an equation ET06-S1 C2-03 Output (y)
quantity, thought of ET06-S6C2-03 In/out table Stop That Creature
dependent variable, in
SC06-S2C2-03 Independent variable
the other quantity, thought
the independent variable.
Analyze the relationship betwee~;:~::j;::~:
the dependent and independent
variables using graphs and
tables, and relate these to the


">~"
Curricular ... $~;.··f;,~:j;j]::·:
Unit
Proiect:
Assessment:



Unit: Geometry
Cluster: Coordinate Plane

Aoproximate Time: 2 weeks

• How do you use a coordinate plane? r<!:~1'InU! an exact location on a coordinate

• How do you find a missing coordinate?

• What are the features of a coordinate plane?

• How do values on a coordinate plane


Curricular
6.NS.B. Solve real-world and 6.MP.l 6.G.3 The Math Worksheet MC:4-9,11-7
mathematical problems by 6.MP.2 6-8.RST.7 Site
graphing points in all four 6.MP.4
quadrants of the coordinate 6.MP.5
plane. Include use of coordinates 6.MP.7
and absolute value to find
distances between points with the
same first coordinate or the same
second coordinate.

6.G.3. Draw polygons in the 6.MP.l pJane
coordinate plane given 6.MP.2 Qrdered piiir
coordinates for the vertices; use
coordinates to find the length of a
6.MPA
6.MP.5
~$i~>
PolYi~hn
side joining points with the same 6.MP.! Parallelogram
first coordinate or the same Quadri lateral
second coordinate. Apply these
Vertex (vertices)
techniques in the context of
solving real-world and
mathematical problems.
1. Identify simp~
a Coordinate plane I Introduction I MC: 11-8
translation or reflection and Origin
model its effect on a Quadrants
dimensional figure Reflection
coordinate Translation
quadrants. X-axis
Y-axis
*S4C2P02. Coordinate plane MC: 11-9
a polygon in the coo"l.W Horizontal line
using a horizontal or v~. Origin
of reflection. Reflection
X-axis
Y-axis


Curricular
Unit
Project:

Assessment:



Unit: Geometry
Cluster: Area, Volume, and Surface Area


• What real world use is there for knowing area, volume, and surface expressed in linear units,

eStpressed in square units, and

measures of volume are expressed in cubic units.


Curricular
6.G.l. Find the area of right 6.MP.l 6-S.RST.7 MC: 1-9, 10-4
triangles, other triangles, special 6.MP.2 6-S.WHST.2b,d
quadrilaterals, and polygons by 6.MP.3 ET06-S1 C2-02 MC: 7th Grade: 3
composing into rectangles or 6.MP.4 6, 11-2, 11-6
decomposing into triangles and other 6.MP.5
shapes; apply these techniques in the 6.MP.6 CM: Covering and
context of solving real-world and 6.MP.7 Surrounding
mathematical problems. 6.MP.B

6.G.2. Find the volume of a right 6.MP.l 6-S.RST.4 MC: 10-6
rectangular prism with fractional 6.MP.2 ET06-S1C2-02
edge lengths by packing it with unit 6.MP.3
cubes of the appropriate unit 6.MP.4
fraction edge lengths, and show 6.MP.5
that the volume is the same as 6.MP.6
would be found by multiplying the 6.MP.7
edge lengths of the prism. Apply 6.MP.B
the formulas V == I w h and V = b h
to find volumes of right rectangular
prisms with fractional edge lengths
in the context of solving real-world
and mathematical problems.

6.G.4. Represent three-dimensional Edge MC: 10-7, LA20
figures using nets made up of Face
rectangles and triangles, and use the Nets MC: i h Grade: 12
nets to find the surface area Surface area Surface Area and Nets 4
figures. Apply these techl)~~;it):tl1.r <I..':O;JW'
Three-dimensional Foldable-Teacher Copy
context of solving real~i#Jd Vertex
mathematical

Area MC: 10-1
Irregular polygon
Perimeter CM: Covering and
Surroun~i!lg
·S4C1 P01. Define TC (pi) as the MC: 10-2
ratio between the circumference Circumference
and diameter of a circle and Diameter CM: Covering and
ovnl",in the relationsh Pi


Curricular
the diameter, radius, and
circumference~~--~------+-
..
*S4C1 PO 2. Solve problems MC: LA 10

using properties of
supplementary, complementary, Me: 7th Grade:

and vertical angles. 10-1, 10-2

Unit
Project:

A



Unit: Statistics and Probability
Cluster: Graphing and Measures of Central Tendency

ApDroximate Time: 4 weeks

• How can you collect, organize, and display data? Charts, tabl~~,~@~graphs help us make valid
:~~:~':~t~" '«:>:,)r:.,>.
Werences, decisions, and arguments.

• How does the type of data influence the choice of graph?

graphs need to be used in specific

• How do you use modes of central tendency?

• How do we determine which i ... f"....,,,'ti ...,,.


Priority Standard Mathematical Common Resources
Curricular
6.SP.l. Recognize a statistical question as one 6.MP.l Galileo
that anticipates variability in the data related to 6.MP.3
the question and accounts for it in the answers. 6.MP.6 Study Island

6.SP.2. Understand that a set of data collected to 6.MP.2 MC: 2-6, 2-7
answer a statistical question has a distribution 6.MP.4
that can be described by its center, spread, and 6.MP.5 MC: 7m Grade:
overall shape. 6.MP.6 8-1,8-2
6.MP.7
eM: Data
About Us
6.SP.3. Recognize that a measure of center for a 6.MP.2 Galileo
numerical data set summarizes all of its values with 6.MP.4
a single number, while a measure of variation 6.MP.5 Study Island
describes how its values vary with a single number. 6.MP.6
6.MP.7
6.SPA. Display numerical data in plots on a Box and whiskers Box Plots MC: 2-5, LA25
number line, including dot plots, histograms, and Dot plot
box plots. th
Histogram Histograms MC: 8 Grade:
Interquartile 8-1,8-4
Line plot
Lower quartile I Me: 8 th
Grade:
Maximum 11-6
Minimum Box Plots
Stem and leaf plot
Upper quartile
Foldable-Teacher
Copy
I eM: About Us
Data
Investigation 2

6.SP.5. 6-S.WHST.2a Absolute Grab a Handful
ET06-S6C2-03 deviation Box Plot Activit)'
Box and whiskers
Dot plot Minute to Win It
b. Describing the nature Histogram Box Plots
investigation, including how Interquartile Recording Sheet
its units of measurement Line plot
Lower quartile Minute to Win It
c. Giving quantitative measures of
Maximum Games
and/or mean) and variability (interquartile range
Mean
and/or mean absolute deviation), as well as
overall pattern and
Median Box and Whiskers


Priority Standard Mathematical Common Resources
Curricular
deviations from the overall pattern with reference
Task Analysis
to the context in which the data were gathered.

d. Relating the choice of measures of center and

variability to the shope of the data distribution

and the context in which the data were gathered.

*S2C1 P2. Formulate and answer questions by
Me: 2-4
interpreting, analyzing, and drawing inferences

from displays of data, including histograms and

stem-and-Ieaf plots.

Unit
Project:



Unit: Probability
Cluster: Theoritical and Experimental Probability

Time: 1 week

• How are theoretical probability and experimental probability different? ~H<n:rn of estimation.

• What is a sample space and how is it used? Using a systematic approach can confirm solutions.

• What is a conjecture?

• Why do we replicate an experiment?

• What are the multiple ways


Priority I Standard Mathematical
Practices
I Common Core/Cross
Curricular
Resources
Web Resources Core
P01. Use data collected Expressing MC: 7-4
from multiple trials of a single Likelihood
event to form a conjecture about CM: How likely is
the theoretical probability. it?

·S2C2PO 2. Use theoretical MC: 7-4
probability to
• predict experimental CM: How likely is
outcomes, it?
• compare the outcome of

the experiment to the

prediction, and

replicate the experiment and

compare results

*S2C2P03. Determine all Possible outcomes Sample Space MC: 7-5
possible outcomes (sample Probability
space) of a given situation using Sample space CM: How likely is
Tree it?
Certain MC: 7-5
Conjecture
Favorable outcomes CM: How likely is
Possible outcomes it?
Impossible
Probability
Random
Repeat
SampIe space
Tree ..
Unit

Project:



Unit: Measurement
Cluster: U.S. Customary and Metric System


• What are the units in the U.S. customary system? apprtmn~te units of measure for different

• What are the units in the metric system?

• How do you convert between units?


th
6 Grade Math Curriculum M
Curricular
*S4C4PO 1. Determine the CM: Chapter 8
appropriate unit of measure for a
given context and the
appropriate tool to measure to
the needed precision (including
length, capacity, angles, time,
and mass).

*S4C4PO 2. Solve problems CM: Chapter 8
involving conversion within the
U.S. Customary and within the

metric system

Length
Liter
Mass
Meter
Metric
Mile
Milli
Ounce
Pint
Pound
Quart
Ton
Weight
Yard
*S4C4PO 3. Estim Scale CM: 7m Grade: 6-8
measure of objects Scale drawing
drawing or map. Scale factor
Scale model
Unit
Project:


Curricular
Assessment:


6th Grade Math Curriculum Map

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