Math 6a Unit 2

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The first section of this chapter focuses on visualizing and displaying data. Students will collect data about their estimates of 60 seconds and then investigate and compare the strengths and weaknesses of various methods to display their data.

The second section of the chapter focuses on area. Students learn that area is measured by counting the number of square units that “cover” a region and that, as with linear measure, these units must be iterated with no gaps or overlaps. Students also explore the conservation of area and determine whether a relationship exists between the area and perimeter of a figure.

After using multiplication to find the area of a rectangle, students use rectangles as a tool for multiplication. Generic rectangles are introduced as a way to calculate large products mentally or on paper. Students also use generic rectangles to find greatest common factors. This work will later be formally related to the Distributive Property.

In the lesson notes for this chapter you are encouraged to implicitly introduce two more standards for mathematical practice.

• Practice 4: Model with mathematics.
• Practice 5: Use appropriate tools strategically.

The practices introduced in Chapter 1 will continue to be developed. Remember, the overriding goal of all of the lessons in this course is to stress Practice 1: to make sense of problems and persevere in solving them. Even when not specifically mentioned, your goal in facilitating these lessons is to encourage understanding through your introductions, questioning, and closure activities.

6.SP.4 - Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

6.G.1 - Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

6.EE.3 - Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + yto produce the equivalent expression 3y.

6.NS.4 - Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

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