6-8 Unit Dependency Chart

SBUSD Grade 6 Scope n' Guide

3-8 Unit Dependency Chart

3-5 IM Scope and Sequence

IM Assessments for Unit 1 Learning Goals

G.A: Learning Goals and IM Assessments

• use different reasoning strategies to find the area of shapes

• find the area of a parallelogram by breaking it apart and rearranging the pieces to form a rectangle

• use knowledge of the area of parallelograms to find the area of triangles

• reason about the area of any polygon by decomposing and rearranging it

• know what the surface area of a three-dimensional object means and can find the surface area

• explain how to find the volume of a rectangular prism using cubes that have a unit fraction as their edge length

  • Unit 1 End of Unit Assessment

IM Assessments for Unit 2 Learning Goals

RP.A: Learning Goals and IM Assessments

• use diagrams to represent a ratio

• use number lines to represent equivalent ratios

• use ratios to compare situations

• use tables to represent equivalent ratios

• use strategies to solve ratio problems

• Unit 2 End of Unit Assessment

IM Assessments for Unit 3 Learning Goals

RP.A: Learning Goals and IM Assessments

• calculate and interpret the two unit rates associated with a ratio

• apply reasoning about ratios and rates to convert and compare (in writing) distances expressed in different units

• use tape diagrams and double number lines to understand and represent percentages

• explain how to solve problems involving the percentages 10%, 25%, 50%, and 75% by reasoning about the fractions 

• 110,14, 12, and 34

• solve different problems like “What is 40% of 60?” by dividing and multiplying

  • Unit 3 End of Unit Assessment

IM Assessments for Unit 4 Learning Goals

NS.A: Learning Goals and IM Assessments

• use a tape diagram to represent equal-sized groups and find the number of groups

• use diagrams and multiplication and division equations to represent and answer “how much in each group?” questions

• apply dividing by fractions to calculate the side length of a rectangle, given its area and the other side length

• describe and apply a rule to divide numbers by any fraction

• Unit 4 End of Unit Assessment

IM Assessments for Unit 5 Learning Goals

NS.B.2: Learning Goals and IM Assessments

• use the partial quotients method to find a quotient of two whole numbers when the quotient is a whole number

• use long division to find a quotient of two whole numbers when the quotient is a whole number and not a whole number

• Unit 5 End of Unit Assessment

NS.B.3: Learning Goals and IM Assessments

• use diagrams and place value understanding to represent and reason about addition and subtraction of decimals, 

• solve problems that involve addition and subtraction of decimals

• know how to use a product of whole numbers to find a product of decimals

• use an algorithm to calculate the product of two decimals, and explain (orally) the solution method

• explain the division of a decimal by a whole number in terms of equal-sized groups

• use addition, subtraction, multiplication, and division on decimals to solve problems

• Unit 5 End of Unit Assessment

IM Assessments for Unit 6 Learning Goals

EE.A: Learning Goals and IM Assessments

• Understanding and evaluating algebraic expressions.

• Writing and evaluating numerical expressions involving whole-number exponents.

• Writing, reading, and evaluating expressions in which letters stand for numbers.

• Identifying when two expressions are equivalent

• Unit 6 End of Unit Assessment

EE.B: Learning Goals and IM Assessments

• Understanding that solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true?

• Using variables to represent numbers and write expressions when solving a real-world or mathematical problem

• Solving real-world and mathematical problems by writing and solving equations

• Writing an inequality of the form x > c  or x < c in the context of a real world or mathematical problem

• Unit 6 End of Unit Assessment

EE.C: Learning Goals and IM Assessments

• Using variables to represent two quantities in a real-world problem that change in relationship to one another;

• Writing an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable.

• Analyzing the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d=65t to represent the relationship between distance and time.

• Unit 6 End of Unit Assessment

IM Assessments for Unit 7 Learning Goals

NS.C: Learning Goals and IM Assessments

• Understanding that positive and negative numbers are used together to describe quantities having opposite directions or values

• Understanding a rational number as a point on the number line.

• Understanding of ordering and absolute value of rational numbers.

• Extending number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

• Unit 7 End of Unit Assessment

IM Assessments for Unit 8 Learning Goals

SP.A: Learning Goals and IM Assessments

• Recognizing a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. 

• Understanding that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• Recognizing that a measure of center (e.g., arithmetic mean, median, mode) for a numerical data set summarizes all of its values with a single number, while a measure of variation (e.g., range, mean absolute deviation) describes how its values vary with a single number.

• Unit 8 End of Unit Assessment

SP.B: Learning Goals and IM Assessments

• Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

• Summarize numerical data sets in relation to their context.

• Unit 8 End of Unit Assessment

Cool-down Guidance Units 1-8

Introduction to Unit Adaptation Guides

Talking Math Slide Deck