Level 4 Module 6

module 6--lOUISIANA sTUDENT sTANDARDS

Louisiana Standards

5.OA.B.3Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
4.OA.C.5Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
5.G.A.1Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number in the ordered pair indicates how far to travel from the origin in the direction of one axis, and the second number in the ordered pair indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.A.2Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
5.G.B.4Classify quadrilaterals in a hierarchy based on properties. (Students will define a trapezoid as a quadrilateral with at least one pair of parallel sides.)
3.NF.A.2.bRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
5.NF.B.4.bConstruct a model to develop understanding of the concept of multiplying two fractions and create a story context for the equation. [In general, (m/n) x (c/d) = (mc)/(nd).]

Angle Measurements and Plane Figures

In module 6, students identify attributes of polygons including side length and the presence or absence of pairs of parallel sides, pairs of perpendicular sides, and angle types. They use protractors to measure and draw angles accurately. Students also identify and draw lines of symmetry.

practice and practice partner

Practice = Homework: These are the problems that should be completed and turned in.

Practice Partner = Homework Helper: These go over examples to help you and your child with the homework.

If you click the icon to the left, it will open up the practice and practice partner pages in case your child loses his/her apply workbook.

tOPIC a Overview

Topic A

Coordinate Systems

Students build on their understanding of number lines to construct a coordinate system composed of intersecting horizontal and vertical number lines. Students plot points and identify ordered pairs for points. They describe the location of a point in the coordinate plane as a horizontal distance from the y-axis and a vertical distance from the x-axis. Students conclude the topic by using a map on a coordinate plane to identify locations and describe distances and directions between those locations.

tOPIC B Overview

Topic B

Patterns in the Coordinate Plane

Students extend their understanding of the coordinate plane by identifying properties of horizontal and vertical lines in the coordinate plane. Students then work with two number patterns simultaneously, generating terms when given rules and starting numbers, using the patterns to create ordered pairs, and plotting the points that represent the ordered pairs. Students transition to using tables and graphs to examine relationships between corresponding terms in two number patterns. They identify, describe, and compare addition, subtraction, multiplication, and division number relationships in the coordinate plane. Topic B ends with an optional lesson in which students identify and describe mixed-operation number patterns.

tOPIC C Overview

Topic C

Solve Mathematical Problems in the Coordinate Plane

Students begin topic C by examining lines in the coordinate plane. They develop the understanding that lines have an infinite number of points. They realize that one point has many lines through it, but any two points can have only one line that passes through them both. Then students work with geometric figures in the coordinate plane. They classify angles, identify parallel and perpendicular line segments, and use those observations to classify quadrilaterals graphed in the coordinate plane. Students identify lines of symmetry and look for patterns in the coordinates of symmetric points. At the end of the topic, students solve problems by drawing rectangles in the coordinate plane and determining their vertices, perimeters, and areas.

tOPIC D Overview

Topic D

Solve Real-World Problems with the Coordinate Plane

In topic D, students recognize that the coordinate plane is a useful tool for representing data, modeling relationships, and solving real-world problems. They come to understand that graphs can tell stories. Students interpret the meaning of points and line segments in a line graph that represents real-world data. In both an optional lesson and a real-world problem-solving task, students revisit relationships between two number patterns. Students solve problems by using a graph to identify and describe the number patterns in the x- and y-coordinates.

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FAMILY MATH LETTERS are found in your child's Apply Workbook. This workbook will be utilized for homework and should stay with your child (never at the school). There will be a FAMILY MATH LETTER for each Module Topic.

Module 6 TA --- page
Module 6 TB --- page
Module 6 TC --- page
Modudle 6 TD --- page

VIDEO LESSONS--- Click on the link below to access Kristin Wolfgang's Eureka Math Squared Module 6 playlist. There are ??? videos you can view to help you better understand the math content.

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