Grade 6 Math

Overview:

Grade 6 Math compounds on the ideas and skills learned last year in grade 5. We will be using the Kiddom Curriculum as our main method of Math instruction. Student workbooks will be provided at the beginning of each unit of instruction and will remain in the classrooms; work outside of the classroom should be completed on provided handouts, through the Kiddom application, and/or in their math notebooks. Students should ensure that they have their math notebooks in class with them every day.

Homework:

Homework will be assigned at the end of each lesson and reviewed or checked at the beginning of class the next class time. Homework should not take more than 45 minutes, but if the work does start to take longer that, STOP, write down any questions you have, and "phone-a-friend" or email your teacher for assistance. Homework completion will be tracked but not graded.

Scope and Sequence:

Critical Areas of Learning (Units):

1. Area and Surface Area:

   1. In this unit, students learn to find areas of polygons by decomposing, rearranging, and composing shapes. They learn to understand and use the terms “base” and “height,” and find areas of parallelograms and triangles. Students approximate areas of non-polygonal regions by polygonal regions. They represent polyhedra with nets and find their surface areas.

2. Introducing Ratios:

   1. In this unit, students learn to understand and use the terms “ratio,” “rate,” “equivalent ratios,” “per,” “at this rate,” “constant speed,” and “constant rate,” and to recognize when two ratios are or are not equivalent. They represent ratios as expressions, and represent equivalent ratios with double number line diagrams, tape diagrams, and tables.

3. Unit Rates and Percentages:

   1. In this unit, students learn to understand and use the terms “unit rate,” “speed,” “pace,” “percent,” and “percentage,” and recognize that equivalent ratios have equal unit rates. They represent percentages with tables, tape diagrams, and double number line diagrams, and as expressions.

4. Dividing Fractions:

   1. In this unit, students examine how the relative sizes of numerator and denominator affect the size of their quotient when numerator or denominator (or both) is a fraction. They acquire the understanding that dividing by a/b has the same outcome as multiplying by b, then by 1/a. They compute quotients of fractions.

5. Arithmetic in Base 10:

   1. In this unit, students compute sums, differences, products, and quotients of multi-digit whole numbers and decimals, using efficient algorithms. They use calculations with whole numbers and decimals to solve problems set in real-world contexts.

6. Expressions and Equations:

   1. In this unit, students learn to understand and use the terms “variable,” “coefficient,” “solution,” “equivalent expressions,” “exponent,” “independent variable,” and “dependent variable.” They begin to write coefficients next to variables without a multiplication symbol, e.g., 10x rather than 10 * x, and note that x is 1 * x.

7. Rational Numbers:

   1. In this unit, students interpret signed numbers in contexts (e.g., temperature above or below zero, elevation above or below sea level). They understand and use the terms “positive number,” “negative number,” “rational number,” “opposite,” “sign,” “absolute value,” “a solution to an inequality,” “less than,” “greater than,” and the corresponding symbols.

8. Data Sets and Distributions:

   1. In this unit, students learn about populations and study variables associated with a population. They understand and use the terms “numerical data,” “categorical data,” “survey” (as noun and verb), “statistical question,” “variability,” “distribution,” and “frequency.” They make and interpret histograms, bar graphs, tables of frequencies, and box plots.

9. Putting it all Together:

   1. In this optional unit, students use concepts and skills from previous units. In solving Fermi problems, they use measurement conversions together with their knowledge of volumes or surface areas of right rectangular prisms or the relationship of distance, rate, and time.

Please contact us with any questions you may have by clicking on the links below. Thank you!

Kara Hinck

Sean Costello