# 6th Grade Common Core Math

## Tips, Mathematical Practices, and Ideas Review

### Review Topics 1-4 and Preview Topic 5

October 2-4: Review Topics 1-4, Preview Topic 5

These pacing documents are meant to be a support to you in planning and delivering instruction this year, but are not intended to take the place of classroom level assessments and decisions based on those assessments. Pre-tests and formative assessments should be the driving forces behind the ultimate pacing decisions in your classroom with the understanding that all concepts represented in these pacing documents must be taught to students over the course of the year.

### Technology Integration Weekly Highlight

Here’s some game-based learning for equations:

• Gummii – An innovative site (private alpha)/app for different areas of Math (fractions, addition, subtraction). Gummi immerses students into a educational 3D world (similar to Minecraft) where they solve mathematical equations tailored to differentiated instruction.
• One Step Equation Games

### Weekly Tip

• Remember the Math Projects and Performance Based Practice/Assessments.
• Speaking/Listening opportunities should  be included in our math lessons. This is a great way to also incorporate mathematical practices.

### Double Dose

Continue 5th grade cyclical review based on IE;   Kim Sutton Math Routines (Number Line Workbook, Place Value, Math Drills to Thrill).

### Mathematical Practices

This is an ASCD article titled, “You Can’t Do That with a Worksheet” and talks about how math has to look different with the Common Core and the Math Practices. This article gives an example of a problem in a 5th grade classroom that uses all 8 practices. It’s worth reading.

What were the big take-aways you got from the ASCD article, You Can’t Do That with a Worksheet?

Did your students try any of the game-based learning sites? If so, how educational were they? How interesting were they?

Photo Credit: _Untitled-1 via Compfight

## Tips, Math Practices, and Ideas about Variables, Expressions, and Properties

### Topic 2- Variable, Expressions, and Properties

August 23-September 4 (Sep. 5 Posttest Topic 2/Pretest Topic 3)

#### Lesson

2-1 Using Variables to Write Expressions

6.EE.2.a

#### AZ AIMS Standards

M06-S3C2-01, M06-S3C3-01, M06-S3C3-03

2-2 Properties of Operations 6.EE.3 M06-S1C2-06
2-3 Order of Operations 6.EE.3 M06-S1C2-07
2-4 The Distributive Property 6.EE.3 M06-S1C2-06, M06-S1C2-07
2-5 Mental Math 6.EE.3 M06-S1C2-06, M06-S5C2-03
2-6 Evaluating Expressions 6.EE.2 M06-S1C2-06, M06-S1C2-07, M06-S3C3-04
2-7 Using Expressions to Describe Patterns 6.EE.2 M06-S3C2-01, M06-S3C3-01, M06-S3C3-03
2-8 Problem Solving: Make a Table 6.EE.2 M06-S3C2-01, M06-S5C2-05

### Technology Integration Ideas

Have you thought about having students create videos to teach others about the Properties of Operations, Order of Operations, etc.? Here’s an example from a 2nd grader:

Here’s an example of several student created videos, and placed in a 6th grade blog post for Exponents and Order of Operations, by Mr. Avery’s class.

Have you thought about having students create a graphic to describe something? For example, create a graphic as a metaphor for describing Order of Operations.

This graphic was created by Tara Swinehart and Theresa Bartholomew.

Students could use iPads to create their own screencast movie for how Order of Operations works with apps like Educreations or ShowMe.

The last idea is a review idea with a “problem of the day” that I saw on Shauna Hamman’s blog, in her Place Value and Number Clues post.

### Weekly Tip

EnVision’s Successnet has a wealth of information for teachers. One great tool is a collection of videos called “Listen and Look for Videos”. These are quick videos for each topic in enVision that you can watch in preparation for a lesson. They average 2-4 minutes in length and give great examples of what we want to make sure students are understanding, what it will look like, and the conclusions/observations that students should be able to make about this concept. To find these:

2) Choose “Teacher Edition”

3) Select “Listen and Look for Videos”

4) Find your topic and lesson

### Double Dose

What math routines are you getting students started with as we start this  year? One great way to start is getting students working with your class number lines. Here are some questions for Kim Sutton to get students interacting with this tool and thinking deeper about numbers (full link):

• What can you tell me about your class number line?  How do you use it as a math tools? (They should articulate it is a growth pattern.)
• What do the colored dots represent?  (They are factors, numbers are multiples.)
• Can you reduce the fraction _____?  (Have them explain the common factors on number line.)
• Find a number with ___ , ___ , and ___ , as factors.  How do you know? Tell me the other factors.
• Pick a number. Ask students what they know about that number? (You should hear vocabulary like less than, greater than,factors, multiples, even/odd, between, before, after, between what multiples, coins/bills, etc.)

### Math Practices

The math practices highlighted throughout enVision lessons are intended to help students develop “habits of mind”. We want students to think like mathematicians. But, that isn’t confined to our math blocks. See these letters to parents (links below) with great tips for them to reinforce the math practices in the home with great questions to help students develop their mathematical thinking. Questions like, “What is your plan for solving this problem?” and “How can you be sure that your answer is correct?”

What math routines are you getting students started with as we start this year?

How could you leverage technology to allow students to create an artifact to make their thinking visible?

What other resources or ideas do you have about expressions, properties, and variables?

## 6th Grade Math — Getting Started

As part of the AJUSD plan to support teachers in implementing Common Core, you will receive a weekly email (blog post) chalk full of tips and ideas from your colleagues. Attached to this first email (post) you will find an essential map/pacing guide outlining those concepts and skills that are expected to be taught in your grade level. These pacing documents are meant to be a support to you in planning and delivering instruction this year, but are not intended to take the place of classroom level assessments and decisions based on those assessments. Pre-tests and formative assessments should be the driving forces behind the ultimate pacing decisions in your classroom with the understanding that all concepts represented in these pacing documents must be taught to students over the course of the year.

This blog will host those email supports to promote discussion and as a reference.

### Here are the Objectives We’ve Explored as well as Next Week’s Major Objectives:

Topic 1- Numeration

August 12-21 (Aug 22 Posttest during math block, Pretest Topic 2 during “Double Dose”)

 Lesson AZ CCSS AZ AIMS Standards 1-1 Place Value 6.NS.2* 1-2 Comparing and Ordering WholeNumbers 6.NS.2* M06-S1C1-04 1-3 Exponents and Place Value 6.EE.1 M06-S1C1-06, M06-S3C2-01, M06-S3C3-03 1-4 Decimal Place Value 6.NS.3* M06-S1C1-01 1-5 Multiplying and Dividing by 10, 100,and 1,000 6.NS.3* M06-S1C2-07, M06-S5C2-03 1-6 Comparing and Ordering Decimals 6.NS.3* M06-S1C1-04 1-7 Problem Solving: Make An OrganizedList 6.NS.3* M06-S2C2-03 I80 Outcomes and Tree DiagramsI83 Counting Methods M06-S2C2-03M06-S2C3-01

*Lesson prepares for this standard.

Topic 2- Variable, Expressions, and Properties

August 23-September 4 (Sep. 5 Posttest Topic 2/Pretest Topic 3)

 2-1 Using Variables to Write Expressions 6.EE.2.a M06-S3C2-01, M06-S3C3-01, M06-S3C3-03 2-2 Properties of Operations 6.EE.3 M06-S1C2-06 2-3 Order of Operations 6.EE.3 M06-S1C2-07 2-4 The Distributive Property 6.EE.3 M06-S1C2-06, M06-S1C2-07 2-5 Mental Math 6.EE.3 M06-S1C2-06, M06-S5C2-03 2-6 Evaluating Expressions 6.EE.2 M06-S1C2-06, M06-S1C2-07, M06-S3C3-04 2-7 Using Expressions to Describe Patterns 6.EE.2 M06-S3C2-01, M06-S3C3-01, M06-S3C3-03 2-8 Problem Solving: Make a Table 6.EE.2 M06-S3C2-01, M06-S5C2-05

Weekly Tip: Make sure you’ve created a Successnet account. There are many resources there, and this makes it easy to use a projector to teach from the enVision program. If you don’t know how to get set up, please reference an earlier email from Linda Gering.

Double Dose: In order to give students and teachers time for reteaching and differentiation, last year AJUSD set a goal to provide 90 minutes of math instruction daily to students. 60 minutes is the core instruction focused on the weekly major objectives. The additional 30 minutes may be during a different chunk of time (morning message, 30 minutes after lunch, etc.). During this 1st quarter, the recommendation for this time is to focus on cyclical review of previously taught topics (using IE information on previous grade level topics), and using math routines such as those from Kim Sutton, etc. Later in the year we will pre-teach “singleton” concepts drawing from data & analysis, probability, problem-solving, etc. to provide more flexibility and time during core instruction for deep focus on math concepts from numbers & operations, geometry, and other major focus areas.

• Topic 1 double dose recommendations: Kim Sutton Math Routines; Cyclical review from 5th grade (Use IE data)
• Topic 2 double dose recommendations: Kim Sutton Math Routines (Number Line Workbook, Place Value, Math Drills to Thrill); Cyclical review from 5th grade (Use IE data)

Math Practices: The math practices highlighted throughout enVision lessons are intended to help students develop “habits of mind”. We want students to think like mathematicians. So, keep in mind that these speak to student behaviors, not teacher behaviors. That being said, there are many things we can do to promote the development of these habits of mind. Tips will be shared throughout this year to help us find ways to encourage students to be thoughtful, precise, strategic mathematicians.

What resources do you bring in to enhance learning these topics?

How do you focus on the mathematical practices in your classroom, and make sure it becomes part of the learning routine?

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