Building on their knowledge of volume from earlier grades (5.MD.5), students learn how to find volume of rectangular prisms with fractional side lengths. Students also model 3D figures with nets and use the nets to find surface area. Students apply their ability to evaluate expressions as they calculate area, surface area, and volume using appropriate formulas.

PACING = 2 weeks

Essential Learning Outcomes (ELO)

⊡ Students will draw polygons using coordinates to find the lengths of sides. (6.G.3) (MP.7) 

Learning Targets:

• I can draw polygons on a coordinate plane and use the coordinates to find the lengths of the side(s). (6.G.3)

• I can use graphed polygons on the coordinate plane to help me solve real world problems. (6.G.3)

Essential Learning Outcomes (ELO)

⊡ Students will apply concepts and reasoning of area, volume, and surface area to solve real-world and mathematical problems looking for regularity in repeated reasoning.  (6.G.1, 6.G.2, 6.G.4) (MP.1, MP.4, MP.6)

Learning Targets:

• I can find the area of triangles, quadrilaterals, and polygons by decomposing shapes to help me find the area in a real-world problem. (6.G.1)

• I can find the volume of right rectangular prisms expressed as a proper or improper fraction in various real-world and mathematical situations. (6.G.2)

• I can represent 3D shapes using nets and use the net to help find the surface area of the figure. (6.G.4)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*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.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 3  Box Stretch

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