6th Grade Common Core Math

Tips and Support for Common Core Math Implementation

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?

Print Friendly, PDF & Email
No Comments »

Skip to toolbar