# 6th Grade Common Core Math

## 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?