6th Grade Common Core Math

Tips and Support for Common Core Math Implementation

Tips , Mathematical Practices, and Ideas about Measurement

Topic 16- Measurement

Original Essential Map dates: March 3-March 7

*Note- many of these topics have been taught previously during double dose time. Rely on assessment data to review these and other topics previously taught in preparation for AIMS.

16-1 Converting Customary Measures** 6.RP.3.d M06-S4C4-02
16-2 Converting Metric Measures** 6.RP.3.d M06-S4C4-02
16-3 Units of Measure and Precision** 6.RP.3.d M06-S4C4-01
16-4 Relating Customary and Metric Measures** 6.RP.3.d M06-S1C2-02, M06-S1C2-03
16-5 Elapsed Time** 6.RP.3.d M06-S4C4-01, M06-S4C4-02
16-6 Problem Solving: Use Reasoning 6.RP.3.d M06-S5C2-07

** Seen in Double Dose in October-November.

CCSS.MATH.CONTENT.6.RP.A.3.D
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Double Dose Recommendations: 

  • Gather assessment data for AIMS review.
  • Pre-teach the following: Experimental Probability and Predictions (#94-95)

Tech Integration Ideas

In “Creepy Crawlies” (grades 5–8), part of Scholastic’s Math Hunt series, students go on an online fact-finding mission to answer five multiple-choice, math-related questions about bugs and insects. It’s great for integrating science and social studies, math and Internet fluency, and critical thinking.

In addition to challenging students’ reading comprehension skills, “Creepy Crawlies” tests these “math hunting” skills:

  • Algebraic Expressions: Order of Operations
  • Converting Units of Measurement
  • Fractions
  • Multiplication/Division

Tip of the Day

If you are departmentalized in 6th grade, I recommend tapping into the Science teacher to help integrate these standards. If you are not departmentalized, why not incorporate a science lesson to give context to when we’d use this math in the real world.

Math Practices

Here’s what the ADE says about 6.MP.7. Look for and make use of structure.

Students routinely seek patterns or structures to model and solve problems. For instance, students recognize patterns that exist in ratio tables recognizing both the additive and multiplicative properties. Students apply properties to generate equivalent expressions (i.e. 6 + 2x = 2 (3 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality; c=6 by division property of equality). Students compose and decompose two- and three-dimensional figures to solve real world problems involving area and volume.

What are some other resources, ideas, or tips you’d add to this topic?

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Tips, Mathematical Practices, and Ideas about Equations and Graphs

Topic 15- Equations and Graphs

Original dates: February 19-27 (Feb. 28 posttest/pretest)

15-1 Equations with More Than One Operation 6.EE.7 M06-S3C3-02
15-2 Patterns and Equations 6.EE.9 M06-S3C1-01, M06-S3C3-01, M06-S3C3-02
15-3 More Patterns and Equations 6.EE.9 M06-S3C3-01, M06-S3C3-02
15-4 Graphing Equations 6.EE.9 M06-S3C2-01, M06-S4C3-01
15-5 Graphing Equations with More Than One Operation 6.EE.9 M06-S3C3-02, M06-S4C3-01
15-6 Understanding Inequalities 6.EE.8 M06-S1C1-04
15-7 Problem Solving: Act It Out and Use Reasoning 6.EE.5 M06-S3C2-01, M06-S5C2-02

Double Dose Recommendations: 

Pre-teach the following: Outcomes and Experiments (#86-91)

Technology Resources:

Tip of the Day:

Teaching Channel: Daily Assessment with Tiered Exit Cards

Mathematical Practices: #8 Look for and express regularity in repeated reasoning

In grade 6, students use repeated reasoning to understand algorithms and make generalizations about patterns. During multiple opportunities to solve and model problems, they may notice that a/b ÷ c/d = ad/bc and construct other examples and models that confirm their generalization. Students connect place value and their prior work with operations to understand algorithms to fluently divide multi-digit numbers and perform all operations with multi-digit decimals. Students informally begin to make connections between covariance, rates, and representations showing the relationships between quantities.

With looking for and expressing regularity in repeated reasoning, students will:

  • Look for methods and shortcuts in patterns in repeated calculations
  • Evaluate the reasonableness of intermediate results and solutions

Teachers will:

  • Provide tasks and problems with patterns (such as multiplying fractions and mixed numbers)
  • Ask about possible answers before, and reasonableness after computations

Some question probes could be:

  • What is happening in this situation?
  • Is there a mathematical rule for?
  • What predictions or generalizations can this pattern support?

What resources or tips would you share about solving for equations and graphs?

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