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. Pretests 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.
Format
Here are the Objectives We’ve Explored as well as Next Week’s Major Objectives:
Topic 1 Numeration
August 1221 (Aug 22 Posttest during math block, Pretest Topic 2 during “Double Dose”)
Lesson 
AZ CCSS 
AZ AIMS Standards 
11 Place Value 
6.NS.2* 

12 Comparing and Ordering WholeNumbers 
6.NS.2* 
M06S1C104 
13 Exponents and Place Value 
6.EE.1 
M06S1C106, M06S3C201, M06S3C303 
14 Decimal Place Value 
6.NS.3* 
M06S1C101 
15 Multiplying and Dividing by 10, 100,and 1,000 
6.NS.3* 
M06S1C207, M06S5C203 
16 Comparing and Ordering Decimals 
6.NS.3* 
M06S1C104 
17 Problem Solving: Make An OrganizedList 
6.NS.3* 
M06S2C203 
I80 Outcomes and Tree DiagramsI83 Counting Methods 

M06S2C203M06S2C301 
*Lesson prepares for this standard.
Topic 2 Variable, Expressions, and Properties
August 23September 4 (Sep. 5 Posttest Topic 2/Pretest Topic 3)
21 Using Variables to Write Expressions 
6.EE.2.a 
M06S3C201, M06S3C301, M06S3C303 
22 Properties of Operations 
6.EE.3 
M06S1C206 
23 Order of Operations 
6.EE.3 
M06S1C207 
24 The Distributive Property 
6.EE.3 
M06S1C206, M06S1C207 
25 Mental Math 
6.EE.3 
M06S1C206, M06S5C203 
26 Evaluating Expressions 
6.EE.2 
M06S1C206, M06S1C207, M06S3C304 
27 Using Expressions to Describe Patterns 
6.EE.2 
M06S3C201, M06S3C301, M06S3C303 
28 Problem Solving: Make a Table 
6.EE.2 
M06S3C201, M06S5C205 
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 preteach “singleton” concepts drawing from data & analysis, probability, problemsolving, 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 5^{th} 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 5^{th} 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?