Students should come with some experience doing double digit multiplication, but 6th grade is the first time the standard algorithm for division is an expectation. Mastery is an end of year expectation so that students have time to transfer to the use of algorithms with all operations. These skills are listed as the first question for the opportunity to bring up conversation of using algorithms, but it is not expected or necessary for mastery to occur at this time. Using the computational algorithms should continue to be applied and refined over the remainder of the year.
PACING = 3 weeks
∎ Students will be fluent in the use of the standard algorithm for all operations to compute whole and decimal numbers with precision. (6.NS.3) (MP.2, MP.7)
I can fluently add and subtract multi-digit numbers using the standard algorithm. (6.NS.2)
I can fluently multiply and divide multi-digit decimals using the standard algorithm. (6.NS.3)
I can explain the reasons for the steps to compute with standard algorithms. (6.NS.3)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
New Vocab: N/A
Review Vocab: Algorithm, partial products, partial quotients, place value, power of 10, remainder , decimals, divisor, dividend
Academic Vocab: additional, combine, standard
*The computational strategies that you practice during number talks does NOT have to align with the core math content. Number talks are meant to practice fluency strategies, not teach new content.
I can fluently add and subtract multi-digit decimals using the standard algorithm. (6.NS.3)
I can fluently multiply and divide multi-digit decimals using the standard algorithm. (6.NS.2, 6.NS.3)
I can explain the reasons for the steps to compute with standard algorithms. (6.NS.3)
Ready Teacher Toolbox Lesson 7: Add, Subtract, and Multiply Multi-Digit Decimals -Sessions 1-4
Lesson 8: Divide Whole Numbers and Multi-Digit Decimals -Sessions 1-5
Assessment Tasks 6th grade bank (UPDATED) Proficiency Rubrics 6.NS.2 & 6.NS.3 IAR sample questions 6.NS.2 6.NS.3
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 7 Wrap It Up & Lesson 8 Decimal Equation Connection
Nearpod Math lessons Open Middle tasks
Interactive manipulatives
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities