# 6th Grade Common Core Math

## Tips, Math Practices, and Ideas about Volume and Surface Area

### Topic 18- Volume and Surface Area

 18-1 Solid Figures 6.G.4 18-2 Surface Area 6.G.4 18-4 Volume with Fractional Edge Lengths 6.G.2 18-5 Problem Solving: Use Objects and Reasoning 6.G.4

CCSS.MATH.CONTENT.6.G.A.4
Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Cone and cylinder fun!

### Technology Integration Resources

There are great resources at CCSS Math, including instructional videos, interactive sites with immediate feedback, performance tasks, etc.

### Tips, Math Practices, and Tech Integration

Have you thought about taking the performance task in enVision (or you can use these ones too), and then have students discuss the questions on an online chat such as Today’s Meet, on a blog, in a Moodle forum, or My Big Campus chat? As they are discussing ideas online, you can also include specific questions focusing on math practices such as:

• #3 Construct viable arguments and critique the reasoning of others: Teachers ask clarifying and probing questions and set up a safe environment for students to agree and disagree with one another. Students would then focus on supporting their arguments and listen (read) other arguments and approaches and decide if it is reasonable.
• #1 Make sense of problems and persevere in solving them: Teachers would provide wait time for groups of students to analyze the information and explain the meaning of the problem; then discuss possible solutions. Once they have vetted their ideas, they could compose their thoughts to share online.

In such discourse, the teacher would need to adjust questions. For example, if the teacher realizes that the students don’t quite understand the question being asked, then she/he could ask questions to have them paraphrase the question being asked, have them ask and answer their own questions to clarify what is being asked… And lead them through the problem solving steps through these math practices.

Why online discussion? There are several reasons. First, it is revealing to have students actually narrow down their discussion to the main idea. To do so, they need to know what they are going to say, which means they make a decision about their deductions. Second, some of your less vocal students often times feel more comfortable offering their ideas online. It gives them a platform with equity of opportunities to share.

What other ideas do you have related to this post?

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## Tips, Math Practices, and Ideas about Perimeter and Area

### Topic 17

 17-1 Perimeter ** 6.EE.2.c M06-S4C4-05 17-2 Area of Rectangles and Irregular Figures** 6.EE.2.c M06-S4C4-04, M06-S4C4-05, M06-S5C1-02 17-3 Area of Parallelograms and Triangles** 6.EE.2.c M06-S4C4-04, M06-S4C4-05, M06-S5C1-02 17-4 Step-Up Lesson: Circumference 7.G.4 M06-S4C1-01 17-5 Step-Up Lesson: Area of a Circle 7.G.4 17-6 Problem Solving: Use Objects 6.G.4 18-5 Volume of Rectangular Prisms 6.G.2 M06-S4C4-06

CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

CCSS.MATH.CONTENT.6.G.A.2
Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l 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.

CCSS.MATH.CONTENT.6.G.A.4
Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

### Tip of the Day

How often do you tap into the “Problem-Based Interactive Learning” to develop the concept? In my opinion, those pieces are key to helping students develop the conceptual understanding of the lesson. It’s what moves students beyond memorization of steps to understanding the why and the beauty of mathematics!

Learn Zillion

### Math Practices

Which two math practices should be in every lesson? The two that I would argue develop mathematical habits of mind: #1) Make sense of problems and persevere in solving them, and #2) Attend to precision.

What does a student do when engaged in the above two math practices?

What does a teacher need to do to set up opportunities for students to engage in the above two math practices?

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## Test prep stinks, so actively engage them in review!

I love this Scholastic post that basically says test prep stinks, so actively engage them in their review! Some of their suggestions are:

• Bring out the Performance Tasks and turn them into review. Allow them to work collaboratively in groups to discuss the math involved in the performance task and to talk through different solutions… and if their answers are reasonable…
• Do review games. While they have several great ideas, I still love Kathleen Donlan’s game she introduced to 6th grade!
• Make it fun with StudyJam music! I see them do it at CCJH, so why can’t you ham it up in 6th grade too?!

Some other suggestions for review materials are:

Final thoughts

Remember, just going through worksheet after worksheet of sample tests doesn’t help the students do better on the test. Have them discuss with the whole group or with partners why they chose one answer over another. Have them discuss if it’s reasonable. Engage them!

How do you engage students in review?

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