6th Grade Common Core Math

Tips and Support for Common Core Math Implementation

Going Deeper

I’ve noticed that our 6th grade math teachers are going deeper with the math, which requires more time. Therefore, half of our students are still working on Topic 6, while a quarter of our students are learning through Topic 7, and the other quarter of our students are working on Topic 8.

Here are links to those posts:

063. Dig - Cover Graphic-1c

Dig deeper into math concepts, beyond the computational skills

Photo Credit: Jeff Mikels via Compfight

If your students are currently learning through Topic 8, I’d like to encourage you to try the Performance Task, some of the DOK ideas, or PBL ideas to go deeper. It might take a little longer than the Essential Map (pacing) that you created, but that’s okay because it will mean students are learning it on a deeper level.

What opportunities are you providing your students to deeply explore math concepts beyond the computational math skills?

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Tips, Mathematical Practices, and Ideas about Decimals, Fractions, and Mixed Numbers

Topic 6- Decimals, Fractions, and Mixed Numbers

October 23-28 (Oct. 29 posttest 6/pretest 7)


6-1 Fractions and Division



AZ AIMS Standards


6-2 Fractions and Decimals 6.NS.1* M06-S1C1-01
6-3 Improper Fractions and Mixed Numbers 6.NS.1* M06-S1C1-01, M06-S1C1-04
6-4 Decimal Forms of Fractions and Mixed Numbers 6.NS.1* M06-S1C1-01, M06-S1C1-04
6-5 Problem Solving: Draw a Picture** 6.NS.3

** See in double dose time.

Double Dose Recommendations: 

  • Cyclical Review from Quarter 1.
  • Pre-teach continuing measurement, 2 days (#22-23). Look for science connections.
  • 6-5 Problem Solving: Draw a Picture, 2 days

Technology Integration Weekly Highlight

Tip of the Week

This tip comes from the ADE:

http://www.azed.gov/standards-practices/files/2011/06/2010mathgr6.pdf -- Part 1



Mathematical Practices

This tip comes from the ADE:

Math Practice #4: Model with Mathematics

In grade 6, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions, equations, or inequalities from real world contexts and connect symbolic and graphical representations. Students begin to explore covariance and represent two quantities simultaneously. Students use number lines to compare numbers and represent inequalities. They use measures of center and variability and data displays (i.e. box plots and histograms) to draw inferences about and make comparisons between data sets. Students need many opportunities to connect and explain the connections between the different representations. They should be able to use all of these representations as appropriate to a problem context.

 If you asked students to represent a fraction in three different ways, how would that help them think about the mathematical practice of modeling with mathematics?

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