# 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?

Photo Credit: Guillén Pérez via Compfight

## Tips, Mathematical Practices, and Ideas about Two-Dimensional Figures

### Topic 11: Properties of Two-Dimensional Figures

Note: The original dates you set for this unit was January 6-16 (Jan 17 posttest/pretest). However, most of you will be starting this unit soon since your pacing is determined by student understanding.

 11-1 Basic Geometric Ideas 6.G.3* 11-2 Measuring and Drawing Angles 6.G.1* M06-S4C4-01 11-3 Step-Up Lesson: Angle Pairs 7.G.5 M06-S4C1-02 11-4 Triangles 6.G.1* 11-5 Quadrilaterals 6.G.1* 11-6 Step-Up Lesson: Circles 7.G.4 11-7 Step-Up Lesson: Transformations and Congruence 8.G.2 M06-S4C2-01, M06-S4C2-02 11-8 Step-Up Lesson: Symmetry 8.G.1 11-9 Problem Solving: Make a Table and Look for a Pattern 6.EE.9 M06-S5C2-07

### Double Dose Recommendations:

• Vertex Edge, 4 days, (AZ12, AZ13)

### Tip of the Week:

• There is a lot of new vocabulary during this unit; therefore, making connections to vocabulary are extremely important. Click here to view some ideas for integrating technology with vocabulary. It can be used as a center activity in math. For some students, you may even ask the home room teacher if there is any time your student could substitute something (such as the morning wake up review) to spend extra time with vocabulary.
• Kim Sutton also has vocabulary ideas too.

### Mathematical Practices:

When students share their thinking  and reasoning about the solutions, they are justifying their solutions (DOK 3),  a foundational critical-reasoning skill. The ability to articulate a clear explanation for a process and critique the reasoning of others is the backbone of Math Practice #3Construct viable arguments and critique the reasoning of others.

Some question stems for MP.3 are:

• What strategy will you try to solve …? How did you decide to try that strategy?
• How did you decide what the problem was asking you to find? (What was unknown?)
• Did you try a strategy that did not work? Why didn’t it work? When would it work?
• How could you demonstrate a counter-example?

Have you thought about having the students solve a problem and capture their thought process on an iPad? Then have students pass the iPad to another group to listen and critique their explanation?

How do you incorporate Mathematical Practices daily?