Math Course 1 Pacing Guide 2010-2011     Grade 6

Quarter 1 Quarter 2 Quarter 3 Quarter 4


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GRADE 6 MATH COURSE 1  YEAR AT A GLANCE

Quarter 1

Quarter 2

Quarter 3

 Quarter 4

Resources

Number/Number Sense

  • 6.1, 6.3, 6.4

 

Computation/Estimation

  • 6.6

 

Patterns, Functions, and Algebra

  • 6.21, 6.22

 

 

Computation/Estimation

  • 6.7

 

Measurement

  • 6.11, 6.12, 6.13

 

Geometry

  • 6.14, 6.15, 6.17

 
 

Probability and Statistics

  • 6.19

 
 

Patterns, Functions, and Algebra

  • 6.21
 

Number/Number Sense

  • 6.2, 6.5

 

Computation/Estimation

  • 6.8

 

Probability and Statistics

  • 6.18, 6.20

 
 

Patterns, Functions, and Algebra

  • 6.23
 

Measurement

  • 6.9, 6.10

 

 		 Web Resources

Quarter 1

6.21     The student will investigate, describe, and extend (*identify and extend) numerical (*arithmetic) and geometric patterns, including triangular numbers, patterns formed by powers of 10, and arithmetic sequences.
 

6.3      The student will
             b) identify and describe prime and composite numbers; and identify and describe the characteristics of even and odd integers
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
6 days

2009 – Question # 11, 14, 18

Which of the following is the GCF of 6 and 10?

 

Glencoe

·         Lesson 1-2,3,4

Enhanced Scope and Sequence

 The Sieve of Erastosthenes

 		 Even
Odd
Exponent
Base
Prime
Composite
Divisible
Prime Factor
 

 

Quarter 1

6.22     The student will investigate and describe concepts of positive exponents, perfect squares, square roots, and, for numbers greater than 10, scientific notation. Calculators will be used to develop exponential patterns.

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
6 days

2009 – Question # 40, 46, 49

What is the square root of 100?

 

Glencoe

·         Chapter 1-4

Enhanced Scope and Sequence

·         Squares and Square Roots

·         How far is it to the sun

 		 Square root
Scientific notation
Perfect square
 

Quarter 1

6.1      The student will identify representations of a given percent and describe orally and in writing the equivalence relationships among fractions, decimals, and percents

*6.2    The student will
           b)  identify a given fraction, decimal or percent from a representation
           c)  demonstrate equivalent relationships among fractions, decimals, and percents; and compare and order fractions, decimals, and percents.

6.3      The student will
           a) find common multiples and factors, including least common multiple and greatest common factor;

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
11 days

2009 – Question # 11, 12, 14, 16, 18

Which number is equivalent to 30%?

 

Glencoe

·         Chapter 5

Enhanced Scope and Sequence

·         Least Common Multiple

·         Greatest Common Factor

 		 GCF
Numerator
Denominator
Improper fraction
Mixed number
Percent
Bar notation
Repeating decimal
Terminating decimal
LCM
Factor
Multiple
 

Quarter 1

6.4   (*6.2d)  The student will compare and order whole numbers, fractions, and decimals, (*percents) using concrete materials, drawings or pictures, and mathematical symbols.

*6.2a    The student will
             b)  investigate and describe fractions, decimals, and percents as ratios
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
3 days

2009 – Question # 15, sample

Which is less than 1.064?

 

Glencoe

·         Lesson 3-2

·         Lesson 5-5

Enhanced Scope and Sequence

·         Around the World

·         Museum Walk

·         Percent Grid Patterns

·         Who has one hundred things?

 

 Greater than
Less than
 

Quarter 1

6.6     The student will

        a) solve problems that involve addition, subtraction, multiplication, and/or division with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less, and express their answers in simplest form; and

        b) find the quotient, given a dividend expressed as a decimal through thousandths and a divisor expressed as a decimal to thousandths with exactly one non-zero digit.
*6.4    The student will demonstrate multiple representations of multiplication and division of fractions.

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
14 days

2009 – Question # 1, 2, 5, 6, 9

3.2 ÷ 0.2 =

 

Glencoe 

·         Lesson 6-3,4,5,6

·         Lesson 7-2,3,4,5

Enhanced Scope and Sequence

·         Area Model of Multiplication

·         Dividing Fractions: Using Pattern Blocks

·         Pizza your way

·         Decimal Division

 

 Dividend
Divisor
Quotient
Equivalent
Common denominator
 

Back to Top

 

 

Quarter 2

6.7    (*6.6b)  The student will use estimation strategies to solve multi-step (*single step)  practical problems involving whole numbers, decimals, and fractions (rational numbers).
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
7 days

2009 – Question # 4, 7

Antonio moved boxes that weighed 26.5 lbs, 34.2 lbs, and 45.8 lbs.  Which is closest to the number of pounds Antonio moved all together?

 

Glencoe

·         Lesson 3-4

·         Lesson 6-2

·         Lesson 7-1

Enhanced Scope and Sequence

Estimation Strategies

Estimation in Problem Solving

        Attacking Word Problems

 

 Estimate
Front end estimation
Clustering
Rounding
 

Quarter 2

6.11    (*6.10c)  The student will determine if a problem situation involving polygons of four or fewer sides represents the application of perimeter or area and apply the appropriate formula. (*solve practical problems)
6.15    (*6.12)  The student will determine congruence of segments, angles, and polygons by direct comparison, given their attributes. Examples of noncongruent and congruent figures will be included.
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
7 days

2009 – Question # 27, 30

Susan has a rectangular garden that measures 20 feet by 10 feet.  What is the least amount of fencing that she needs to buy in order to enclose the garden?

 

Glencoe

·         Lesson 1-8

·         Lesson 4-5

·         Lesson 12-1a,b

·         Lesson 14-1,2

Enhanced Scope and Sequence

        Areas with Pentominos/Graph Paper/Geoboards

 		 Area
Perimeter
Base
Height
Congruent
formula
 

Quarter 2

6.13      The student will

           a) estimate angle measures, using 45°, 90°, and 180° as referents, and use the appropriate tools to measure the given angles; and

           b) measure and draw right, acute, and obtuse angles and triangles.
6.14    (*6.13)  The student will identify, classify, and describe the characteristics of plane figures, describing their similarities, differences, and defining properties.
6.17      The student will sketch, construct models of, and classify solid figures (rectangular prism, cone, cylinder, and pyramid).
*6.10   The student will
            d)  describe and determine the volume and surface area of a rectangular prism.

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
6 days

2009 – Question # 21, 22, 26, 28

Which appears to be an obtuse triangle?

 

Glencoe:

·         Lesson 13-1, 2, 3, 4

·         Lesson 14-4

Enhanced Scope and Sequence:

·         Types of Triangles

·         Polygons

·         Exploring Polygons

·         Congruence

·         Quadrilaterals

·         Exploring Angles

·         Exploring Triangles

·         Triangle Sort

·         3D Nets

·         More Nets

·         Nets to 3D

·         Geometric Solid Sort

·         What is it?

·         Polyhedra

        -        More Polyhedra

 

 Acute
Obtuse
Right
Degree
2D
3D
Prism
Pyramid
Cone
cylinder
Cube
Similar
 

Quarter 2

6.12    (*6.10a)  The student will

                           a) solve (*practical) problems involving the circumference and/or area of a circle when given the diameter or radius; and

                           b) derive approximations (*define) for pi (p) from measurements for circumference and diameter, using concrete materials or computer models.

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
10 days

2009 – Question # 19, 25

Which is closest to the circumference of Circle T, given a radius of 5.5cm?

 

Glencoe

·         Lesson 4-6

·         Lesson 14-3

Enhanced Scope and Sequence

·         Circumference vs Diameter

·         Finding Pi

 

 Circumference
Area
Radius
Diameter
Pi
 

Quarter 2

6.21      The student will investigate, describe, and extend (*identify and extend) numerical (*arithmetic) and geometric patterns, including triangular numbers, patterns formed by powers of 10, and arithmetic sequences.
6.19      The student will describe the mean, median, and mode as measures of central tendency, describe the range, and determine their meaning for a set of data.
*6.15    The student will
             a)  describe mean as balance point; and
             b)  decide which measure of center is appropriate for a given purpose.

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
10 days

2009 – Question # 33, 35, 37, 39, 44, 47

What rule describes the sequence shown?   64, 16, 4, 1, …

 

Glencoe

·         Lesson 7-6

·         Lesson 9-6

·         Lesson 2-6,7,8

Enhanced Scope and Sequence

·         Measures of Central Tendency

·         Grid lock

 

 Function
Sequence
Numerical
Geometric
Triangular numbers
Mean
Median
Mode
Range
Central tendency
 

 

Back to Top

 

 

Quarter 3

6.18      The student, given a problem situation, will collect, analyze, display, and interpret data in a variety of graphical methods, including

           a) line, bar, and circle graphs; (*construct circle graphs)

           b) stem-and-leaf plots; and

           c) box and-whisker plots.     Circle graphs will be limited to halves, fourths, and eighths.
*6.11   The student will
            a)  identify the coordinates of a point in a coordinate plane; and
            b)  graph ordered pairs in a coordinate plane
*6.14   The student, given a problem situation, will
            b)  draw conclusions and make predictions, using circle graphs; and
            c)  compare and contrast graphs that present information from the same data set

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
10 days

2009 – Question # 34, 36

Holly drew a box and whisker plot to display the number of days her classmates were out of town over the summer?  The arrow is most likely pointing to the -

 

Glencoe

·         Chapter 2

Enhanced Scope and Sequence

·         Movie data

·         Circle Graphs

·         Box and Whisker Plots

 		 X axis
Y axis
Line graph
Bar graph
Circle graph
Stem and leaf plot
 		 Box and whisker
Data
Quartile
Extreme
Interquartile range
 

Quarter 3

6.2    (*6.1)  The student will describe and compare two sets of data, using ratios, and will use appropriate notations, such as a/b, a to b, and a:b.
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
5 days

2009 – Question # 17

According to the table, which shows the ratio of the number of red calculators to the number of blue calculators?

 

Glencoe

·         Lesson 10-1

Enhanced Scope and Sequence

·         Exploring Ratio

·         Paper Chain Countries

·         Animal Count

 		 Ratio
Proportion
Unit rate
 

Quarter 3

6.8      The student will solve multistep consumer-application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs. Planning a budget will be included.
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
5 days

2009 – Question # 3, 8, 10 ,29

Karl earns $8.50 per hour at his part time job.  Last week he worked 18 hrs.  This week he worked 14 hrs.  What is the total amount of money that Karl earned for working these 2 weeks?

 

Glencoe

·         Lesson 3-5

Enhanced Scope and Sequence

·         Planning a Budget

 		 budget

Quarter 3

6.20      The student will

a) make a sample space for selected experiments and represent it in the form of a list, chart, picture, or tree diagram; and

b) determine and interpret the probability of an event occurring from a given sample space and represent the probability as a ratio, decimal or percent, as appropriate for the given situation.
*6.16   The student will
            a)  compare and contrast dependent and independent events; and
            b)  determine probabilities for dependent and independent events

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
10 days

2009 – Question # 31, 32, 38

A deck of 50 cards for a math game has 9 red cards, 13 blue cards, 18 green cards, and 10 yellow cards.  What is the probability that a card randomly selected fro the deck will be a blue card?

 

Glencoe

·         Chapter 11

Enhanced Scope and Sequence

 

 Outcome
Sample space
Tree diagram
 

Quarter 3

6.5    (*6.3a, b, c)  The student will identify, represent, order, and compare integers. (*absolute value of integers)
*6.20   The student will graph inequalities on a number line.
6.23      The student will

           a) model and solve algebraic equations, using concrete materials;

           b) (*6.18) solve one-step linear equations in one variable, involving whole number coefficients and positive rational solutions;

           c) use the following algebraic terms appropriately: variable, coefficient, term, and equation.
*6.8   The student will evaluate whole number numerical expressions, using the order of operations.
*6.19   The student will investigate and recognize
            a)  the identity properties for addition and multiplications
            b)  the multiplicative property of zero; and
            c)  the inverse property for multiplication

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
15 days

2009 – Question # 13, 41, 42, 43, 45, 48, 50

Which word best describes the following?   h – 6 = 14

 

Glencoe

·         Lesson 8-1

·         Chapter 9

·         Lesson 1-6,7

Enhanced Scope and Sequence

·         Investigating Integers

·         Toothpick patterns

·         Balancing Equations

 

 Integer
Positive
Negative
Equation
Expression
Term
Coefficient
variable
 

Back to Top

 

 

Quarter 4

6.9      The student will compare and convert (*make ballpark comparisons) units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system:

a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;

b) weight/mass — ounces, pounds, tons, grams, and kilograms;

c) liquid volume — cups, pints, quarts, gallons, milliliters, and liters; and

d) area — square units.
6.10      The student will estimate and then determine length, weight/mass, area, and liquid volume/capacity, using standard and nonstandard units of measure.

Length

Released Test Items

Related Resources

Key Assessment Vocabulary
10 days

2009 – Question # 20, 23, 24

Which is equivalent to 1 liter? 

 

Glencoe

·         Chapter 12

·         Lesson 14-3

Enhanced Scope and Sequence

 		 Length
Capacity
Volume
Weight
Mass
Metric
Customary
Standard
Nonstandard
 

 

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