In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
Make sense of problems and persevere in solving them.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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3 - Make (Sense of problems)
3 - Persevere (Solving problems)
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3 - I can make sense of problems.
3 - I can persevere in solving problems.
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A. For one to understand how math can be used, one needs to be able to solve problems.
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A.1 How do you make sense of a problem?
A.2 What do I need to persevere in problem solving?
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Reason abstractly and quantitatively.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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3 - Reasoning (Abstract)
2 - Reasoning (Quantitative)
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3 - I can reason abstractly.
2 - I can reason quantitatively.
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A. One needs to be able to reason in order to understand the world of math.
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A.1 How can I reason abstractly?
A.2 How can I reason quantitatively?
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Construct viable arguments and critique the reasoning of others.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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3 - Construct (viable arguments)
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3 - I can construct viable arguments.
4 - I can critique the reasoning of others.
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A. One must be able to construct good arguments and critique the reasoning of others to justify solutions to math problems.
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A.1 What do I need to do to construct a good argument?
A.2 Why do I critique the reasoning of others?
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Model with mathematics.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Mathematics
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6 - Model (Using mathematics)
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6 - I can model using mathematics.
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A. Mathematics can be used to model the world around us.
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A.1 What does it look like when I model using math?
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Use appropriate tools strategically.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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3 - Use (appropriate tools strategically)
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3 - I can use appropriate tools strategically.
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A. One can solve math problems more easily by using appropriate tools strategically.
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A.1 How can I use tools to make problem solving easier?
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Attend to precision.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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1 - Attend (to precision)
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1 - I can attend to precision.
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A. One must attend to precision when solving math problems.
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A.1 How can I attend to precision when solving math problems?
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Look for and make use of structure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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1 - Looking (for structure)
3 - Making use (of structure)
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1 - I can look for structure.
3 - I can make use of structure.
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A. Structure provides a framework for mathematical relationships.
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A.1 How is structure identified?
A.2 How can structure be useful?
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Look for and express regularity in repeated reasoning.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Practice
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1 - Looking (for regularity in reasoning)
2 - Expressing (regularity in reasoning)
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1 - I can look for regularity in repeated reasoning.
3 - I can express regularity in repeated reasoning.
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A. Regularity of mathematical repeated reasoning is a key aspect in problem solving.
B. Regularity of mathematical repeated reasoning can be observed and expressed in the problem solving process.
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A.1 In what ways is repeated mathematical reasoning regular?
B.1 How can regularity in repeated mathematical reasoning be observed?
B.2 How can regularity in repeated mathematical reasoning be expressed?
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