6th Grade Common Core Math

Tips and Support for Common Core Math Implementation

Tips, Mathematical Practices, and Ideas about Adding and Subtracting Fractions and Mixed Numbers

on October 31, 2013

Topic 7 — Adding and Subtracting Fractions and Mixed Numbers

Oct. 30-Nov. 7 (Nov. 8 posttest/pretest)

Lesson

7-1 Adding and Subtracting: Like Denominators

CCSS

6.NS.1*

AZ AIMS Standards

M06-S1C2-07

7-2 Least Common Multiple 6.NS.4 M06-S1C1-02
7-3 Adding and Subtracting: UnlikeDenominators 6.NS.1* M06-S1C2-07
7-4 Estimating Sums and Differences of Mixed Numbers 6.NS.1* M06-S1C3-01
7-5 Adding Mixed Numbers 6.NS.1*
7-6 Subtracting Mixed Numbers 6.NS.1*
7-7 Problem Solving: Make a Table 6.RP.1

Double Dose Recommendations — Preteach the following:

  • Relating measures, 2 days (#24‐#25). Look for science connections.
  • Elapsed time, 3 days (#26‐28)

Tip of the Week:

  • Assessing/Higher Level Learning:  Are we having our students complete the Performance Based Assessments at the end of each Topic?
  • Enrichment: In your teacher’s manual you will find ideas for enrichment under “Advanced/Gifted” on page 160D. There are two different ideas listed here.

Technology Integration Weekly Highlight:

  • Math in the Real World Project: The math project on page 161 in the Teacher’s Guide, connects to the real world by researching how many miles the top hiking trails are in the USA (the Appalachian Trail, the Pacific Crest Trail, and the Continental Divide Trail); then have the students pick one of the three trails and show the portion of the total trail in one state as a fraction. Then make a table that lists the state and the portion of the trail as a fraction.
  • Students would use the computer for their research, and they could also use it for their reflection on the learning that took place in the above project. This would also be a great way to bring in the mathematical practice of attend to precision.
    • Students could use Educreations on the iPad to narrate and show their thinking.
    • On the netbooks or thin clients, students could create their table in Google Docs, then narrate their reflection by connecting Voice Comments (in Kaizena) to their document. Click here for instructions (see slide #14).
  • Click here for more resources/videos for 6.NS.1.
  • Click here for more resources/videos for 6.NS.4.
  • Click here for more resources/videos for 6.RP.1.

Mathematical Practices:

The following comes from the ADE: 6.MP.6. Attend to precision. In grade 6, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to rates, ratios, geometric figures, data displays, and components of expressions, equations or inequalities.

Some questions that can be asked for attending to precision includes:

  • What mathematical terms apply in this situation?
  • How did you know your solution was reasonable?
  • What mathematical language…, definitions…, properties can you use to explain…?
  • Explain how you might show that your solution answers the problem.

How do you use, and challenge students to use mathematics vocabulary precisely and consistently?

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