Topic 6- Decimals, Fractions, and Mixed Numbers
October 23-28 (Oct. 29 posttest 6/pretest 7)
Lesson6-1 Fractions and Division |
CCSS6.NS.1* |
AZ AIMS StandardsM06-S1C1-03 |
6-2 Fractions and Decimals | 6.NS.1* | M06-S1C1-01 |
6-3 Improper Fractions and Mixed Numbers | 6.NS.1* | M06-S1C1-01, M06-S1C1-04 |
6-4 Decimal Forms of Fractions and Mixed Numbers | 6.NS.1* | M06-S1C1-01, M06-S1C1-04 |
6-5 Problem Solving: Draw a Picture** | 6.NS.3 |
** See in double dose time.
Double Dose Recommendations:
- Cyclical Review from Quarter 1.
- Pre-teach continuing measurement, 2 days (#22-23). Look for science connections.
- 6-5 Problem Solving: Draw a Picture, 2 days
Technology Integration Weekly Highlight
- Converting Fractions to Decimals — Online “worksheet” but gives immediate feedback of accuracy.
- Converting Mixed Numbers to Improper Fractions — Online “worksheet” with immediate feedback.
- Convert Improper Fractions to Mixed Numbers — Online “worksheetP with immediate feedback.
- Fractions to Decimals Fruit Shoot — Play at level 3, and adjust the level from there based on student needs.
- Fractions Frenzy Four — Equivalent Fractions Game. Start at regular level, and adjust the level from there based on student needs.
- Manga High — understanding fractions tutorial game. Teachers may create a free account.
Tip of the Week
Mathematical Practices
Math Practice #4: Model with Mathematics
In grade 6, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions, equations, or inequalities from real world contexts and connect symbolic and graphical representations. Students begin to explore covariance and represent two quantities simultaneously. Students use number lines to compare numbers and represent inequalities. They use measures of center and variability and data displays (i.e. box plots and histograms) to draw inferences about and make comparisons between data sets. Students need many opportunities to connect and explain the connections between the different representations. They should be able to use all of these representations as appropriate to a problem context.
If you asked students to represent a fraction in three different ways, how would that help them think about the mathematical practice of modeling with mathematics?