Math Unit 1

Teacher(s): Tequilla Thomas and Sheri Jones Grade: 6th Unit(s): 1

Subject: Math
Essential Questions:
1) How does comparing quantities describe the relationship between them?
2) How can ratios be used to make comparisons and predictions?
3) How is division involving fractions similar to and different from previous understandings of division?
4) What are the different ways division can be represented?
5) What is the relationship between multiplication and division?
6) I​s it OK to eat fast food?
7) How do I use different kinds of evidence (mathematical evidence and research evidence) to support and prove my ideas?
8) What role do positive and negative numbers play in describing and analyzing quantities found within a real world contexts?
9) How does my mathematical vocabulary contribute to my ability to read, write, listen, and speak more clearly and effectively in order to justify an answer to a problem?
10) What are the similarities and differences between the properties of whole numbers, integers, and rational numbers?
Focus 6.NS.1 ​Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using
Standard(s): visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual
(Number and fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because
verbiage 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate
according to equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area
SAS) 1/2 square mi?.
6.RP.A.1​:​ Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. ​For
example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every
vote candidate A received, candidate C received nearly three votes."
U
n 6.RP.A.2​:​ Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio
i relationship. ​For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of
t sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."1​
O
v 6.RP.A.3​:​ Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent
e ratios, tape diagrams, double number line diagrams, or equations
r Standards for Standards for Mathematical Practice: ​Note: These standards should drive pedagogical practice every day. The underlined standards
v Mathematical are critical ones for this unit.
i
Practice: 1. They demonstrate independence
e
w 2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
 Math vocabulary: Tier 2 words: ​Compute, Solve, Complete, Create, Determine, Distinguish, Explain, Analyze, Find
Spanish Translation: Add = Sumar, Subtract = Restar, Multiply = Multiplicar, Divide = Vocab: Tier 3:​​ ​Whole Numbers, Multiplication, Product, Multiplicand, Division, Dividend, Divisor,
Dividir, Dividend = Dividendo, Factor = Factor, Greater Than = Mayor Che, Less Than = Remainder, Algorithm, Quotient, Reciprocal, Rational Numbers, Multiplicative Inverse, Associate,
Menos de, Place Value = Valor de Lugar, Round = Redonde (el numero/un numero), Comparison, Constant speed, Convert, Coordinate, Coordinate plane, Double number line,
Compare = Comparar, Furniture = Mueblas, Workstation = Estacion de Trabajo Equation, Equivalent ratios, Manipulate, Part, Per, Percent, Plot, Quantity, Rate, Ratio,
Relationship/Related​, ​Simplify, Table, Tape diagram, Transform, Unit pricing, Unit rate, Whole,
X-axis, Y-axis
Unit Summative ● Unit 1 Module Test
Assessment
(PARCC-aligned)

Note: standards, essential questions, vocabulary, etc. may be copied & pasted from DCPS curriculum. Teachers must be careful, however, to align standards to
Achievement Network’s scope and sequence, as well as differentiate content to Truesdell students.
 6.RP.A.1​:​ Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. ​For example,
Focus
"The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote
Stand
candidate A received, candidate C received nearly three votes.
ards
Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date: 08/21-08/25 Monday Tuesday Wednesday Thursday Friday
W
e Unit/Module: Basecamp Orientation Basecamp Orientation Basecamp Basecamp Orientation Basecamp Orientation
e Orientation Orientation
k Getting to know you Backwards Map for Kids Goal Setting (Long Term) Goal Setting (Long Term)
1 backwards mapping for Goal Setting
W Kids Manipulatives: (Long Term) Manipulatives: Manipulatives:
e
e Manipulatives: Manipulatives
k :
1

Resources/Materials:

Introduction to PLP Check Point 1

 Fo Standard 1(number and verbiage)
cu Standard 2
s
St
a
n
da
rd
s
Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Project Learning Time

W Guided Notes
e words
e Date: 08/28-9/1 Monday Tuesday Wednesday Thursday Friday
k
2 Unit/Module: Basecamp Orientation Basecamp Orientation Basecamp Basecamp Orientation Basecamp
W Orientation Orientation
e
e Introducion to PLT Planning for PLT Taking Notes :
k Planning for PLT Guided/Cornell Notes Taking Notes :
2 Guided/Cornell Notes
Manipulatives: Manipulatives: Manipulatives:
Manipulatives:

Resources/Materials:

PLT Playlist
 6.RP.A.1​:​ Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. ​For example, "The ratio
Focus of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received,
Standar candidate C received nearly three votes."
ds

Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date:9/4-9/8 Monday Tuesday Wednesday Thursday Friday

Unit/Module: 1 Labor Day : NO SCHOOL Objective: SWBAT Objective:​ ​Students use Objective: SWBAT Objective: SWBAT
W understand the concept tape diagrams to find an make tables of equivalent use ratio and rate
e of a ratio and use ratio equivalent ratio when given ratios relating quantities reasoning to solve
e language to describe a the part-to-part ratio and with whole-number real-world and
k the total of those two
ratio relationship measurements, find mathematical problems.
3 quantities. Students use
between two quantities. tape diagrams to find an missing values in the (6.RP.3)
W (6.RP.1) tables, and plot the pairs
equivalent ratio when given
e of values on the PLT
the part-to-part ratio and
e Manipulatives: the difference between coordinate plane. Use ● Nana's
k Red/Yellow counters those two quantities. tables to compare ratios. Chocolate Milk
3 (6.RP.3a)
What is a ratio? (6.RP.3a)
Equivalent Ratios
Equivalent Ratios Equivalent Ratios (​Engage NY Module 1
(​Engage NY Module 1 (​Engage NY Module 1 Lesson 7 and 8​)
Lesson 4​) Lesson 5​)
PLT
PLT PLT
● Tile Pile ● Spaghetti Sauce ● Batches of
Card Sort Cookies

Resources/Materials:
 Focus 6.RP.A.3​:​ Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
Standar diagrams, double number line diagrams, or equations
ds
Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date:9/11-9/15 Monday Tuesday Wednesday Thursday Friday

Unit/Module: Objective: ​Students Objective: ​Students Objective: ​Students Objective: ​Students Objective: SWBAT
W understand that a ​ratio identify both the additive create equivalent ratios restate a ratio in terms make tables of equivalent
e table​ is a table of and multiplicative using a ratio table and of its value; e.g., if the ratios relating quantities
e equivalent ratios. structure of a ratio table represent these ratios ratio of length ​A​ to with whole-number
k Students use ratio tables and use the structure to on a double number line length​B​ is 3:5 (in the measurements, find
4 to solve problems. make additional entries diagram. same units), students missing values in the
W in the table. state that “length ​A​ is tables, and plot the pairs
e (6.RP.3a) Looped objective: 3/5 of length ​B​”, “length of values on the
e (6.RP.3a) Students extend and B​ is 5/3 of length ​A”​ , “ coordinate plane. Use
k Equivalent Ratios use a double number length ​A​ is 3/8 of the tables to compare ratios.
4 (​Engage NY Module 1 Equivalent Ratios line diagram to solve total length”, and “length (6.RP.3a)
Lesson 9​) (​Engage NY Module 1 ratio problems related to B​ is 5/8 of the total
Lesson 10​) the real world.​(6.RP.3a) length”.​(6.RP.3a) ● Mid Module
PLT Assessment
● Tuna Casserole PLT Equivalent Ratios Equivalent Ratios ● Reteach
● Orange Water (​Engage NY Module 1 (​Engage NY Module 1
Lesson 12​) Lesson 13​) PLT
PLT ● Three-Act Task​:
● Checkpoint #1 PLT Partial Products
● Grocery
Shopping
Resources/Materials:
 6.RP.A.3​:​ Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
Focus diagrams, double number line diagrams, or equations
Standar
ds

Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date: 9/18-9/22 Monday Tuesday Wednesday Thursday Friday

Unit/Module: Objective: ​Students Objective: ​Given a rate, Objective: ​Students Objective: ​Students use No school for students.
W recognize that they can students find ratios solve problems by rates between
e associate a ratio of two associated with the rate, analyzing different unit measurements to
e quantities, such as the including a ratio where the rates given in tables, convert measurement in
k second term is one and a
ratio of miles per hour is equations, and graphs. one unit to
5 ratio where both terms are
5:2, to another quantity whole numbers. (6.RP.3b) measurement in another
W called the rate. unit. They manipulate
Students recognize that all
e ratios associated to a given Unit Rates (​EngageNY and transform units
e Given a ratio, students rate are equivalent Module 1 Lesson 19 and appropriately when
k precisely identify the because they have the 20​) multiplying or dividing
5 associated rae. They same value​. ​(6.RP.3b) quantities. ​(6.RP.3d)
identify the unit rate and PLT
the rate unit.​ (6.RP.3b) Unit Rates (​EngageNY ● Hourly Wages Covert Units of
Module 1 Lesson 17 and Measurement (​EngageNY
Video: Unit Rates 18​) Module 1 Lesson 21​)

Unit Rates (​EngageNY PLT PLT

Module 1 Lesson 16​) ● Comparing Taco ● Zeno’s Memory
Prices Card
PLT
● Concert Tickets
Resources/Materials:
Homework:
 6.RP.A.3​:​ Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
Focus diagrams, double number line diagrams, or equations
Standar
ds

Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date: 9/25-9/29 Monday Tuesday Wednesday Thursday Friday

W Unit/Module: Objective: SWBAT Objective: ​Students find Objective: SWBAT Objective: SWBAT Objective: SWBAT
e use ratio reasoning to the percent of a find a percent of a find a percent of a find a percent of a
e convert measurement quantity. Given a part quantity as a rate per 100 quantity as a rate per 100 quantity as a rate per 100
k units; manipulate and and the percent, (e.g., 30% of a quantity (e.g., 30% of a quantity (e.g., 30% of a quantity
6 transform units students solve means 30/100 times the means 30/100 times the means 30/100 times the
W appropriately when problems involving quantity); solve problems quantity); solve problems quantity); solve problems
e multiplying or dividing finding the involving finding the involving finding the involving finding the
e quantities.​ ​(6.RP.3d) whole, given a part and whole, given a part and whole, given a part and
whole.​(6.RP.3c)
k the percent. (6.RP.3c) the percent. (6.RP.3c) the percent. (6.RP.3c)
6 Optional Lesson
Percent of a quantity
Percent of a quantity Percent of a quantity
(​EngageNY Module 1
PLT (​Exam Scores​) (​Shirt Sale​) PLT
Lesson 26​)
● Moving 3,000 PLT PLT ● Staying
PLT
meters ● Coins ● Puppies Grow Hydrated
● Checkpoint #2
● Three-Day Up ● Audience Size
Biking Trip ● Coupons
Resources/Materials:
 6.NS.1 ​Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show
Focus the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷
Standa (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 3/4-cup servings are in 2/3 of a
rds cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date: 10/2-10/6 Monday Tuesday Wednesday Thursday Friday
W
e Unit/Module: Unit 1 Objective: SWBAT Objective: SWBAT Objective: SWBAT Objective: SWBAT Objective: SWBAT
e module 2 show mastery on ratios, identify the greatest find the least common use the distributive show mastery on LCM,
k rates, and percents with a common factor. multiple of two whole property to express a GCF, and distributive
7 mastery score of 85% or (6.NS.4) numbers less than or sum of two whole property with a mastery
W higher on the content equal to 12. (6.NS.4) numbers 1-100 with a score of 85% or higher on
e assessment by end of GCF (​EngageNY Module 2 common factor as a the content assessment
e class. Lesson 18​ Example 1 and LCM (​EngageNY Module multiple of a sum of two by end of class.
k Station 1) 2 Lesson 18​ Example 2 whole numbers with no
7 Content Assessment and Station 2) common factor. (6.NS.4)
PLT Module Assessment
PLT ● Three-Act Task​: PLT Distributive Property
● Everything is On King Clutch ● Checkpoint #3
Sale Distributive Property
● Jumping Rope (​EngageNY Module 2
Lesson 18​ Station 4)

PLT
● Performance
Task

Resources/Materials:
 6.NS.1 ​Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to
show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general,
Focus
(a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 3/4-cup servings are in
Standar
2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
ds

Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.

Tier 2 Vocabulary/
words Tier 3 words
Date: 10/9-10/13 Monday Tuesday Wednesday Thursday Friday
W
e Objective: ​Students divide
Unit/Module: Columbus Day- No Objective:​Students use Objective:​ ​Students Objective: SWBAT
e visual models such as formally connect models of fractions by mixed numbers
School interpret and compute
k fraction bars and area fractions to multiplication by first converting the quotients of fractions,
8 models to divide fractions through the use of mixed numbers into a
and solve word problems
W by fractions with different multiplicative inverses as fraction with a value larger
than one. involving division of
e denominators. they are represented in
models. Students use equations to fractions by fractions.
e
Students make (6.NS.1) find quotients. (6.NS.1)
k
connections between visual (6.NS.1)
8 models and Division of Fractions
multiplication of fractions (​Engage NY Module 2 Division of Fractions PLT
Lesson 7​) (​Engage NY Module 2 ● Making Granola
(​6.NS.1) Lesson 8​)
PLT
● All in Order PLT
Division of Fractions ● Bag of Almonds
(​EngageNY Module 2
Lesson 3 and 4​)

PLT
● All stacked Up

Resources/Materials:
 6.NS.1 ​Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction
models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the
Focus quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) =
Stand ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of
ards yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

Formative PARCC-aligned List any formative assessments. Attach actual assessment item to the unit plan or upload.
Assessment item types to
be used
-Tech enhanced
-Multiple select
-Two-part items etc.
W Tier 2 Vocabulary/
e words Tier 3 words
e
k Date: 10/16-10/20 Monday Tuesday Wednesday Thursday Friday
9
W Unit/Module: Objective: SWBAT Objective: ​Students connect Objective: ​Students Objective: ​Students use the Objective: SWBAT fluently
e interpret and compute estimation with place value understand that the algorithm to divide divide multi-digit numbers
quotients of fractions, and in order to determine the standard algorithm of multi-digit numbers with using the standard
e
solve word problems standard algorithm for division is simply a tally and without remainders. algorithm. (6.NS.2)
k involving division of division. system arranged in place Students compare their
9 fractions by fractions. (6.NS.2) value columns. answer to estimates to PLT
(6.NS.1) (6.NS.2) justify reasonable ● Fractions of
Dividing Multi-Digit Whole quotients.​(6.NS.2) Ropes
PLT Numbers Dividing Multi-Digit Whole Dividing Multi-Digit Whole
● Reasoning with (​Engage NY Module 2 Numbers Numbers
Pattern Blocks Lesson 12​) (​Engage NY Module 2 (​Engage NY Module 2
Lesson 13​) Lesson 14​)
PLT
● Drawing PLT PLT
Diagrams to ● More Reasoning ● Representing
Show with Pattern Groups of
Equal-sized Block Fractions with
Groups Tape Diagrams
 Resources/Materials:

6.NS.1 ​Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to
Focus show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general,
Stand (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 3/4-cup servings are in
ards 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

Formative List any formative assessments. Attach actual assessment item to the unit plan or upload.
PARCC-aligned
Assessment item types to
be used
-Tech enhanced
W -Multiple select
e -Two-part items etc.
e Tier 2 Vocabulary/
k words Tier 3 words
1
Date: 10/23-10/27 Monday Tuesday Wednesday Thursday Friday
0
W
Unit/Module: Objective: ​Students use Objective: ​Through the Objective: ​Students use Objective: SWBAT No school Records Day
e
e their knowledge of use of arrays and their knowledge of fluently add, subtract,
k adding and subtracting partial products, dividing multi-digit multiply, and divide
multi-digit numbers to students strategize and numbers to solve for multi-digit decimals
1
find the sums and apply the distributive quotients of multi-digit using the standard
0
differences of property to find the decimals. algorithm for each
decimals. product of decimals. operation. (6.NS.3)
(6.NS.3) (6.NS.3) Students understand the
Module 2 Mid-Module
mathematical concept of
Assessment
Add/Subtract Decimals Multiplying Decimals decimal placement in the
(​Engage NY Module 2 (​Engage NY Module 2 divisor and the dividend PLT
Lesson 9​) Lesson 10 and 11​) and its connection to ● Two Water
multiplying by powers of Containers
PLT PLT 10.​ (6.NS.3)
● Fractional ● How Much in
 Batches of Ice One Batch? Dividing Decimals
Cream (​Engage NY Module 2
Lesson 15​)

PLT
● One Container and
One Section of
Highway
Resources/Materials:

Standard 1(number and verbiage)

Focus Standard 2
Stand
ards

Formative List any formative assessments. Attach actual assessment item to the unit plan or upload.
PARCC-aligned
Assessment item types to
be used
-Tech enhanced
W -Multiple select
e -Two-part items etc.
e Tier 2 Vocabulary/
k words Tier 3 words
1
1 Date: 10/30-11/3 Monday Tuesday Wednesday Thursday Friday
W
e Unit/Module: RETEACH RETEACH RETEACH RETEACH RETEACH
e
PLT PLT PLT PLT
k ● Checkpoint ● Dividing by Unit ● Dividing by ● Dividing a PLT
1 ● How Many
Fractions Non-unit Fractions Fraction by a
1 Would It Take?
Fraction
(Part 1)

Resources/Materials:
 Focus
Stand
ards

Formative
PARCC-aligned
Assessment item types to
be used
-Tech enhanced
W -Multiple select
e -Two-part items etc.
e Tier 2
k words
1
2 Date: 10/30-11/3
W
e Unit/Module: RETEACH RETEACH RETEACH RETEACH RETEACH
e
PLT
k ● FAL: PLT PLT PLT PLT
1 Interpreting ● Pairs of ● Baking Cookies ● Checkpoint ● Performance Task
2 Multiplication Problems
and Division
(pages 14-17)

Resources/Materials: