Note: Learning Scales and Accommodations Are Below

Unit : 1 Dates: M/J Grade 6 Mathematics Sept 12 – Sept 16 Modules 1-3

Florida Standard(s): Benchmarks, MAFS.6.NS.3.5 - Understand that positive and negative numbers are used together descriptions, DOK to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative levels, standards electric charge); use positive and negative numbers to represent quantities in real- unpacked (know/do) world contexts, explaining the meaning of 0 in each situation. highlighted  Identify an integer and its opposite.  Use integers to represent quantities in real world situations.  Explain where 0 fits into a situation represented by integers.

2) MAFS.6.NS.3.6 - Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. b. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.  Recognize opposite signs of numbers as locations on opposite sides of 0 on the number line.  Recognize that when only the y value in a set of ordered pairs are opposites, it creates a reflection over the x axis.  Reason that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.  Find and position integers and other rational numbers on a horizontal or vertical number line diagram.  Find and position pairs of integers and other rational numbers on a coordinate plane.

3) MAFS.6.NS.3.7 - Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right. b. Write, interpret, and explain statements of order for rational numbers in real- world contexts. For example, write -3 C > -7 C to express the fact that -3 C is warmer than -7 C. c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.  Interpret statements of inequality as statements about relative position of two numbers on a number line diagram.  Order rational numbers on a number line.  Identify absolute value of rational numbers.  Interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.  Distinguish comparisons of absolute value from statements about order and apply to real world contexts. MAFS.6.NS.2.4 - Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).  Fluently identify the factors of two whole numbers less than or equal to 100 and determine the greatest common factor.  Fluently identify the multiples of two whole numbers less than or equal to 12 and determine the least common multiple.  Apply the distributive property to rewrite addition problems by factoring out the greatest common factor.

Learning Goal: Module 1: The student is expected to know that positive and negative numbers are used together to describe quantities having opposite directions and values in real-world contexts. The student is expected to understand the absolute value of a rational number as its distance from 0 on the number line.

Module 2: The student is expected to find the GCF of two whole numbers less than or equal to 100 and the LCM of two whole numbers less than or equal to 12. The student is expected to use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

Module 3: The student is expected to find and position rational numbers, including their absolute values, on a number line. The student is expected to interpret inequalities. Assessments Pre Assessment : Schoology.com

Formative Assessments: MARS Task, EngageNY, IXL, HMH Quiz, Illustrative Mathematics,

Summative Assessment: eduphoria, schoology, HMH online Test Essential Question(s): Module 1: 1. How do you identify an integer and its opposite? 2. How do you compare and order integers? 3. How do you find and use absolute value? 4. How can you use integers to solve real-world problems?

Module 2: 1. How can you find and use the greatest common factor of two whole numbers? 2. How do you find and use the least common multiple of two whole numbers?

Module 3: 1. How can you classify rational numbers? 2. How can you identify opposites and absolute values of rational numbers? 3. How do you compare and order rational numbers?

Progress Monitoring/ Pre-assessment, PL Flow, May do’s, Must do’s, Thinking maps, and post test. Feedback Loop Higher Order Module 1 Question(s)  What is the opposite of____? Justify your conclusion.  Explain the relationship between the terms opposite and absolute value.  What is the opposite of the opposite of a number? Justify your answer (verbally and/or on a number line).

Module 2  How can you use factor lists or the prime factorizations to find the GCF?  How is the distributive property used to express a sum of two whole numbers? Module 3  What is similar and different about comparing rational numbers and integers?  How would a diagram, graph, or table… help? Key Vocabulary Module 1:  Integers  Positive  Negative  Opposite  Inequality  Absolute Value

Module 2:  Factor  Greatest Common Factor (GCF)  Multiple  Least Common Multiple (LCM)  Distributive Property

Module 3:  Rational Number

Monday Unit: 1 Module 2 Rigor Level: 2 Daily Agenda Daily  I can find the GCF and LCM of two numbers and I can rewrite a sum as the product of Objective their GCF and another sum BELL  On board RINGER I DO:  Review Bellwork  Small group WE DO:  Work on completing flow  1st, 3rd, 4th – mini task – complete 10 distributive property questions by yourself and turn in.  5th – work on IXL E.8 (LCM) YOU DO:  Finish all required work for the module  Take Module 2 post test Homework  5th – do independent practice lesson 2.2 (LCM)  IF not on teacher pace you will need to complete assignments to catch up.

Tuesday Unit: 1 Module 2 Rigor Level: 2 Daily Agenda Daily  I can find the GCF and LCM of two numbers and I can rewrite a sum as the product of Objective their GCF and another sum BELL  On board RINGER I DO:  Review Bellwork  Small group in all classes as needed WE DO:  1st, 3rd, 4th – thinking map on rational numbers, negative numbers and whole numbers  2nd & 5th – mini task – complete 10 distributive property questions by yourself and turn in.  2nd and 5th – Kahoot for review of GCF/LCM YOU DO:  1st, 3rd, 4th – do Module 2 test if all work is completed and signed off by teacher  Pre-test on Module 3  1st, 3rd, 4th - Begin working on flow for Module 3  2nd & 5th – Continue to finish required work for Module (check your flow) Homework  IF not on teacher pace you will need to complete assignments to catch up. Wednesday Unit: 1 Module 2 Rigor Level: 2 Daily Agenda Daily  I can use the distributive property to rewrite a problem by pulling out GCF and Objective multiplying by sum of two other numbers.  1st, 3rd, 4th – I can understand a rational number as a point on the number line BELL  On board RINGER I DO:  Review Bellwork  Small group as needed WE DO:  2nd and 5th – Review upside down cake method.  1st, 3rd, 4th – PL Day YOU DO:  1st, 3rd, 4th – PL Day  2nd and 5th – take post test on GCF/LCM and distributive property Homework  IF not on teacher pace you will need to complete assignments to catch up.

Thursday Unit: 1 Module: 3 Rigor Level: 2 Daily Agenda Daily  I can understand and order rational numbers Objective BELL RINGER  On board I DO:  Review Bellwork  Mini lesson on converting between mixed number and improper fraction  Small group as needed WE DO:  Review test and re-test as needed  Convert between mixed numbers and improper fractions. Then order them on a number line activity.  Break down standard YOU DO:  Work on flow Homework  Complete an assignment on your flow.

Friday Unit: 1 Module 3 Rigor Level: 2 Daily Agenda Daily  I can classify rational numbers. Objective BELL RINGER  On board I DO:  Review Bellwork  Small group as needed WE DO:  H.O.T. questions from workbook  2nd and 5th – thinking map on rational numbers, negative numbers and whole numbers  PL Day – post- test after all assignments are completed You DO:  PL Day for all Homework  Complete an assignment on your flow. Note: Learning Scales and Accommodations are below. WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Students Sharing ideas with a • accessing prior • using a rubric as find the answers right there partner or in a group knowledge evaluation in the text. • making predictions On-demand/Timed writing Carousel/Gallery Walk • writing that is completed • Costa’s Level 2: Students During reading activities Problem solving in groups in class within a set amount must figure out the answer • marking the text of time from information in the • Cornell notes text. Projects in groups • grade is evaluated using a • graphic organizers rubric • Cornell Notes Costa’s Level 3: Students After reading strategies apply what they have • taking notes on the most • summarizing learned or use what they important information • group projects • summarizing have learned to evaluate or create. • using the notes to study Reflective writing • students write about what they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students  Read directions for the  Allow student time to step  Extended time on  Read Aloud to Students student out to de-escalate assignments =1 day  Visual manipulatives  Check for  Testing in small groups  Preferential seating  Cooperative Learning, understanding  Use of a planner/binder for  Written direction given  Vocabulary,  Allow to leave class for organization  Break directions into Description, assistance  English Language chunks Introduction,  Extra time for exams Dictionary .  Daily agenda

Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. • Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. • Check whether your solution makes sense.

MAFS.K12.MP.2.1 Reason abstractly and quantitatively. • Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. • Explain both what to do and why it works. • Work to make sense of others’ mathematical thinking. MAFS.K.12.MP.4.1 Model with mathematics. • Apply math to real-world situations. • Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate tools strategically. • Choose appropriate tools for your problem. • Use mathematical tools correctly and efficiently. • Estimate and use what you know to check the answers you find using tools. MAFS.K12.MP.6.1 Attend to precision. • Communicate your mathematical thinking clearly and precisely. • Use the level of precision you need for your problem. • Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. • Find, extend, analyze, and create patterns. • Use patterns and structures to solve problems. MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. • Use patterns and structures to create and explain rules and shortcuts. • Use properties, rules, and shortcuts to solve problems. • Reflect on your thinking before, during, and after you solve a problem.