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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Mathematics - 6th Grade Math |
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Find percent of a number
The learner will be able to
demonstrate conceptual understanding to find a specific percent of a number, using models, real-life examples, or explanation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.6.1 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Percent of a Number: Models [Textbook]. Section 8.5 and 8.7 |
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Course 1, McDougal Littell, Percent of a Number: Real Life [Textbook]. Section 8.5 and 8.7 |
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Course 1, McDougal Littell, Percent of a number: Explanation [Textbook]. Section 8.5 and 8.7 |
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Course 1, McDougal Littell, Percent of a number: Technology [Textbook]. Section 8.7 |
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Course 1, McDougal Littell, Hands on Activity: Page 394 [Textbook]. Need Graph Paper |
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Fraction/Decimal/percent equivalents
The learner will be able to
find decimal and percent equivalents for proper fractions and explain why they represent the same value.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.6.2 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Fraction: Sections 5.3 and 8.6 [Textbook]. |
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Course 1, McDougal Littell, Decimal: Section 5.3 and 8.6 [Textbook]. |
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Course 1, McDougal Littell, Percent: Section 5.3 and 8.6 [Textbook]. |
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Round/compare decimals
The learner will be able to
round and compare decimals to a given place value including thousandths.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.6.3 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Round: Section 3.4 [Textbook]. |
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Course 1, McDougal Littell, Compare to thousandths: section 3.3 [Textbook]. |
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Course 1, McDougal Littell, Chapter 3: Page 106: Getting Ready to learn [Textbook]. |
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Course 1, McDougal Littell, Section 3.1: Round and Place value [Textbook]. |
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Convert/compare/order: Frac/dec/%
The learner will be able to
convert, compare, and order fractions (mixed numbers and improper fractions), decimals, and percents and find their approximate location on a number line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.6.4 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Convert Fractions: Sections 5.6, 5.8, 8.5 [Textbook]. |
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Course 1, McDougal Littell, Convert Decimals: Sections 5.7, 5.8, 8.5 [Textbook]. |
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Course 1, McDougal Littell, Convert Percents: Sections 5.7, 8.5 [Textbook]. |
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Course 1, McDougal Littell, Compare Fractions: Sections 5.5, 5.6 [Textbook]. |
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Course 1, McDougal Littell, Compare Decimals: Section 5.7 [Textbook]. |
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Course 1, McDougal Littell, Compare Percents Section 5.7 [Textbook]. |
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Course 1, McDougal Littell, Order Fractions Section 5.5 and 5.6 [Textbook]. |
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Course 1, McDougal Littell, Order Decimals Section 3.3 and 8.5 [Textbook]. |
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Course 1, McDougal Littell, Order Percents: section 5.7 [Textbook]. |
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Course 1, McDougal Littell, Number Line: Decimals: Section 3.4 [Textbook]. |
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Course 1, McDougal Littell, Number Line: Section 5.6 [Textbook]. Be able to read temperature on thermometer below zero and negative bank balance. |
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Perfect squares/square roots
The learner will be able to
recognize and identify perfect squares and their square roots.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks No.1.6.5 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Perfect squares and their square roots [Textbook]. Product of a number X itself; Section 1.3; See worksheet from Module 3 section 1 |
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Divisibility rules to find factors
The learner will be able to
use divisibility rules to determine if a number is a factor of another number (4, 6, 9).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.6.1 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Divisibility Rules: Section 5.1 [Textbook]. |
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Distributive property
The learner will be able to
apply the distributive property of multiplication over addition to siimplify computations with whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.6.2 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Distributive Property: Section 4.2 and 4.3 [Textbook]. |
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One step equations
The learner will be able to
apply the addition, subtraction, multiplication, and division properties of equality to one-step equations with whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.6.3 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, One Step Problems (Properties) Addition [Textbook]. Sections 3.6 and 12.2 |
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Course 1, McDougal Littell, One Step Problems (Properties) Subtraction [Textbook]. Section 12.3 |
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Course 1, McDougal Littell, One Step Problems (Properties) Multiplications [Textbook]. Sections 4.1, 4.3, and 12.4 |
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Course 1, McDougal Littell, One Step Problems (Properties) Division [Textbook]. Sections 4.4 and 12.4 |
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Course 1, McDougal Littell, One Step Equations: Sections 1.6 [Textbook]. |
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Order of operations
The learner will be able to
apply rules(conventions) for order of operations to whole numbers with and without parentheses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.6.4 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Order of Operations: With and Without (); [Textbook]. Section 1.4 |
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Multiplication/division- fractions/dec
The learner will be able to
model multiplication and division of fractions (including mixed numbers) and decimals using pictures and physical objects (Example: weight, money, and measuring cups).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Op.:Understand Operation |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.6.5 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Model Multiplication of Fractions and Mixed # [Textbook]. Chapter 7: Section 7.1, 7.2, 7.3 |
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Course 1, McDougal Littell, Model Division of Fractions and Mixed # [Textbook]. Section 7.4 and 7.5 |
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Whole number operations
The learner will be able to
apply, with and without appropriate technology, algorithms with computational fluency to perform whole number operations (add, subtract, multiply, divide).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Comp. Fluency |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.1 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Whole Number Operations: With & without Technology [Textbook]. Section 1.1 and 1.2: Add technology to this lesson. |
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Course 1, McDougal Littell, Add and Subtract Decimals: Section 3.6 [Textbook]. |
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Course 1, McDougal Littell, Whole numbers and Decimals: Lesson 4.1 [Textbook]. |
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Course 1, McDougal Littell, Whole number operations: Section 4.2 [Textbook]. |
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Course 1, McDougal Littell, Whole number Operations section 4.3 [Textbook]. |
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Course 1, McDougal Littell, Whole number operations section 4.4 [Textbook]. |
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Computations with fractions & decima
The learner will be able to
develop and analyze algorithms for computing with fractions (including mixed numbers) and decimals and demonstrate, with and without technology, computational fluency in their use and justify the solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Comp. Fluency |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.2 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Computing with Mixed numbers [Textbook]. Section 6.4, 6.5, 7.3 |
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Course 1, McDougal Littell, Computing with Decimals [Textbook]. Section 3.5, 3.6, 4,6 |
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Course 1, McDougal Littell, Computing with technology [Textbook]. Decimals: Section 3.6; Multiplication and division: Section 4.5; Fractions: Section 6.5 |
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Course 1, McDougal Littell, Computing with fractions [Textbook]. Sections 6.1, 6.2, 6.3, 7.1, 7.2 |
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Course 1, McDougal Littell, Division: Section 7.4, 7.5 [Textbook]. |
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Solve multi-step problems
The learner will be able to
solve, with and without appropriate technology, multi-step problems using a variety of methods and tools (i.e., objects, mental computation, paper and pencil).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Comp. Fluency |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.3 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Multiple Step Problems: with & without technology [Textbook]. Problem solving Strategy Review: page x1; |
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Course 1, McDougal Littell, Ongoing throughout course [Textbook]. |
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Course 1, McDougal Littell, Section 1.7: Problem Solving [Textbook]. |
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Course 1, McDougal Littell, Section 3.5: Appropriate Technology [Textbook]. |
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Estimate reasonable solutions
The learner will be able to
estimate reasonable solutions to problem situations involving fractions and decimals (Example: 7/8 + 12/13 equals about 2 and 4.23 x 5.8 is about 24).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Estimation |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.4 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Estimate: Fractions: Sections 6.1, 7.1 [Textbook]. |
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Course 1, McDougal Littell, Estimate reasonableness: section 3.6 [Textbook]. |
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Course 1, McDougal Littell, Estimate Decimals: Section 3.4, 3.5, 4.1 [Textbook]. |
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Factorization: GCF & LCM
The learner will be able to
find and use factorization (tree diagram) including prime factorization of composite numbers (expanded and exponential notation) to determine the greatest common factor (GCF) and least common multiple (LCM).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: App. of Computat |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.5 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, GCF: Section 5.2 [Textbook]. |
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Course 1, McDougal Littell, Factor Tree: Sections 5.1, 5.2 [Textbook]. |
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Course 1, McDougal Littell, LCM Section 5.4 [Textbook]. |
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Course 1, McDougal Littell, Powers and Exponents: Sections 1.3 & 4.5 [Textbook]. |
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Course 1, McDougal Littell, Prime Factorizations: Section 5.1, 5.3, 5.4 [Textbook]. |
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Ratios and Proportions
The learner will be able to
use proportional reasoning and ratios to represent problem situations and determine the reasonableness of solutions with and without appropriate technology (Example: unit rates).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: App. of Computat |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.6 |
Classroom
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Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Rates: Sections 4.1, 4.2, and 8.2 [Textbook]. With and without technology |
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Course 1, McDougal Littell, Ratio: Sections 8.1, 8.3 [Textbook]. Section 8.4: Scale Drawings |
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Percent problems and applications
The learner will be able to
determine the percent of a number and solve related problems in real world situations (Example: Tip, sales tax, discounts, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: App. of Computat |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.6.7 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Real life applications: Tax, discount, tip [Textbook]. Section 8.7 |
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Course 1, McDougal Littell, Real life application: Percent: Section 8.5 [Textbook]. |
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Course 1, McDougal Littell, Real life application: Percent of a number [Textbook]. Section 8.6 |
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Patterns or function tables
The learner will be able to
solve problems by finding the next term or missing term in a pattern or function table using real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, Functions |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.6.1 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Patterns/Function Tables [Textbook]. Sections 1.1 and 12.5 |
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Course 1, McDougal Littell, Functions: Section 12.6 [Textbook]. |
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Course 1, McDougal Littell, Input/Output Table: Sections 12.4, 12.5 [Textbook]. |
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Rule for one operation table
The learner will be able to
interpret and write an algebraic rule for one-operation function table (Example: y = x + 3).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, Functions |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.6.2 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Rule: Sections 12.4, 12.5 [Textbook]. |
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Course 1, McDougal Littell, Algebra Functions: Sections 12.5, 12.6 [Textbook]. |
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Solve one-step equations
The learner will be able to
model, write and solve one-step equations by informal methods using manipulatives and appropriate technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.6.1 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Problem Solving Strategy Review [Textbook]. Guess, Check & Revise: xxdxvi; Section 1.6 |
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Course 1, McDougal Littell, Section 12.1.: One step Equations [Textbook]. |
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Course 1, McDougal Littell, Section 12.2: Model 1 step equations [Textbook]. |
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Course 1, McDougal Littell, Section 12.4: Model [Textbook]. |
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Write algebraic expressions
The learner will be able to
write simple algebraic expressions using appropriate operations (add, subtract, multiply, divide) with one variable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.6.2 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Simple Algebraic Expressions: Section 1.5 [Textbook]. |
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Course 1, McDougal Littell, Appropriate operation: Section 1.6 [Textbook]. |
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Course 1, McDougal Littell, Write algebraic expressions: section 12.1 [Textbook]. |
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Course 1, McDougal Littell, Write simple equations: section 12.3 [Textbook]. |
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Course 1, McDougal Littell, one step equations: section 12.4 [Textbook]. |
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Evaluate algebraic expressions
The learner will be able to
evaluate algebraic expressions with one variable using appropriate properties and operations (+, - , x, /).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.6.3 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Algebraic expressions: Section 1.5 [Textbook]. |
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Course 1, McDougal Littell, Appropriate properties: Section 1.6 [Textbook]. |
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Course 1, McDougal Littell, Evaluate Expressions in one variable: [Textbook]. Section 12.1 |
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Course 1, McDougal Littell, Evaluate one step equations [Textbook]. Section 12.2 |
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Course 1, McDougal Littell, 1 step equations: section 12.3 [Textbook]. |
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Course 1, McDougal Littell, Solve: section 12.4 [Textbook]. |
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Course 1, McDougal Littell, Chapter 12: Special topics: page 602 [Textbook]. Evaluate one variable |
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Complete & interpret tables and grap
The learner will be able to
complete, with and without appropriate technology, and interpret tables and line graphs that represent the relationship between two variables in quadrant I (Example: time and distance).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Models and Relationships |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.6.6.1 |
Classroom
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Instructional Resources |
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| · |
Course 1, McDougal Littell, Interpret tables: quadrant I: sections 2.6 and 12. [Textbook]. |
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Rate of change
The learner will be able to
identify and compare situations with constant or varying rates of chane (Example: a student's rate of growth each year is a varying rate, hourly wages is a constant rate).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analysis of Change: Analyze Change |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.7.6.1 |
Classroom
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| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Rate of Change & Unit Rate: Section 8.2 [Textbook]. |
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ID 3-D geometric figures
The learner will be able to
identify three-dimensional geometric figures using models (rectangular prisms, cylinders, cones, pyramids and spheres).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.6.1 |
Classroom
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| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Geometry of crystals: section 10.1 [Textbook]. page 470: introduction |
| · |
Course 1, McDougal Littell, Solid figures: Section 10.5 [Textbook]. |
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Changing dimensions: Perimeter & Are
The learner will be able to
investigate with manipulatives or grid paper what happens to the perimeter and area of a 2-dimensional shape when the dimensions are changed (Example: Length of sides are doubled).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.6.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Area: Section 10.1 [Textbook]. |
| · |
Course 1, McDougal Littell, Area of Triangle: Section 10.2 [Textbook]. |
| · |
Course 1, McDougal Littell, Comparing Area: Section 8.1 [Textbook]. |
| · |
Course 1, McDougal Littell, Area of Circle: Section 10.4 [Textbook]. Skip until after test |
| · |
Course 1, McDougal Littell, Perimeter: sections 8.4 and 2.2 [Textbook]. |
| · |
Course 1, McDougal Littell, Perimeter: skill review page 702 [Textbook]. |
| · |
Course 1, McDougal Littell, Perimeter: problem solving section 2.3 [Textbook]. |
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Triangles
The learner will be able to
identify, describe, draw, and classify triangles as equilateral, isosceles, scalene, right, acute, obtuse, and equilangular.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.6.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, 4th Grade Skill: G8.4.3 [Textbook]. Review Characteristics of Dimension of 1-D Shapes |
| · |
Course 1, McDougal Littell, 6th: Measurement: 9.1 [Textbook]. Introduction to Geometry |
| · |
Course 1, McDougal Littell, 6th: Measurement: Section 9.2: Angles [Textbook]. |
| · |
Course 1, McDougal Littell, 6th: Measurement: Section 9.3: Classify Angles [Textbook]. |
| · |
Course 1, McDougal Littell, 6th: Measurement: Section 9.4: Classify Triangles [Textbook]. |
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Circles
The learner will be able to
draw, label, and determine relationships among the radius, diameter, center, and circumference (e.g. radius is half the diameter) of a circle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.6.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Relationships: radius, diameter, center, circumfer [Textbook]. section 10.3 |
| · |
Course 1, McDougal Littell, Technology: section 10.3 [Textbook]. |
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Similar figures
The learner will be able to
identify similar figures and explore their properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.6.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Similar figures and properties: Classify: 9.6 [Textbook]. |
| · |
Course 1, McDougal Littell, Similar figures and properties: [Textbook]. Characteristics of shapes: section 9.5 |
| · |
Course 1, McDougal Littell, Similar figures & properties: section 9.7 [Textbook]. |
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Symmetry
The learner will be able to
identify and describe line and rotational symmetry in two-dimensional shapes, patterns and designs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes:Symmetry&T |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.9.6.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Line symmetry: section 9.8 [Textbook]. |
| · |
Course 1, McDougal Littell, Reflections & rotations: section 11.7 [Textbook]. |
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Transformations
The learner will be able to
describe positions and orientations of shapes under transformation (translation, reflection, and rotation) recognizing the size and shape do not change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes:Symmetry&T |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.9.6.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 1, McDougal Littell, Translations: section 11.6 [Textbook]. |
| · |
Course 1, McDougal Littell, Reflection & rotations: section 11.7 [Textbook]. |
|
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Use ordered pairs
The learner will be able to
use ordered pairs to plot points in Quadrant I.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.10.6.1 |
Classroom
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Instructional Resources |
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Course 1, McDougal Littell, Ordered pairs to plot points on graph [Textbook]. section 2.6 |
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Ordered pairs to form geometric figures
The learner will be able to
plot points that form the vertices of a geometric figure and draw, identify, and classify the figure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Act | | |
