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-Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Weeks: 1- 2

Instructional Unit Plan

Unit 6 Georgia Performance Standards

M6G1a Determine and use lines of symmetry.M6G1b Investigate rotational symmetry, including degree of rotation.

Unit 6 Framework Enduring Understandings

How do you determine lines of symmetry? What do they tell us?How do you determine rotational symmetry? What does it tell us?What do degrees of rotation have to do with rotational symmetry?How is symmetry used in areas such as architecture and art? In what other areas is symmetry important?

Unit 6 Framework Essential Questions

An object may be asymmetrical, have one line of symmetry, or many lines of symmetry.Symmetry exists in nature and in man-made objects.Symmetry is an important concept in art, architecture, and in many other fields.

Unit 6Assessment

GPS Framework Unit 6 Symmetry, Culminating Task “Symmetry Task,” pp. 9 – 12 of 12

Literacy GPS

ELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects

ELA6W2a Produce technical writing that follows an organizing structure

ELA6LSV1b Ask relevant questions

ELA6LSV1c Respond to questions with appropriate information

Vocabulary

Asymmetrical Axis of symmetryLine of symmetry Line symmetryReflectional symmetry RotationRotational symmetry Symmetry

Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Week: 1

Georgia Performance Standards






Vocabulary


Literacy GPS





-Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Week: 1

Warm-Up/Quick PracticeMental Math: Use compatible numbers to calculate change from whole dollar amounts (For example, if you spent $7.42 and paid with $20.00, think I need one dollar for the coins, so I have used $8, and 8 + 12 = 20 so I get back $12; then think 42 and what number equals 100 so I know I get 58 cents, so my change is $12.58)Define terms associated with a circleDecompose numbers into their prime factorizationFind percent of a number

Problem SolvingEstimate and solve single- and multi-step problemsUse variables to represent the unknown quantityApply the Make an Organized List and Draw a Picture strategies to solve process problemsHM Problem Solving Strategies, pp. 739 and 748

Focus LessonsRef#

State Standards

Objectives Resources Materials

3.1.1 Foundation for M6G1b

Understand congruence Holt Mathematics Course 1, “Congruence,” pp. 456 - 458

Graph paperScissors

3.1.2 M6G1b Understand the actions and vocabulary involved in rotational symmetry

Holt Mathematics Course 1, “Transformations” Kinesthetic Experience and Reaching All Learners with a focus on rotations, p. 460

Paper to trace shapesGraph paperScissors

3.1.3 M6G1a Develop skills with rotational symmetry

Holt Mathematics Course 1, “Transformations,” pp. 461 – 462

If technology is available, GPS Framework Unit 6 Symmetry, “Line and Rotational Symmetry,” p. 5 of 12

Student work from previous lesson for examples of rotations

3.1.4 M6G1a Explore symmetry of figuresIdentify lines of symmetry within polygons

GPS Framework Unit 6 Symmetry, “Quadrilateral Symmetry,” pp. 7 - 8 of 12Holt Mathematics Course 1, “Line Symmetry” Motivate, p. 464

Blank paper easy to fold and cutScissorsMaterials to display student-made examples of line symmetry

3.1.5 See Variety of Instructional Tasks

Variety of Instructional Tasks

Weekly Focus: Apply symmetry skills with “Line and Rotational Symmetry,” from GPS Framework Unit 6 Symmetry, p. 5 of 12. (computer use)

Maintenance: Solve non-routine word problems with “Something’s Fishy” and “Secret Recipe” from HM Course 1, pp. 279 and 399.

Maintenance: Review fraction-decimal-percent equivalents with “Journal” and “Reaching All Learners” from HM Course 1, pp. 384 and 386.

Exploration: Develop algebraic reasoning with “Arrow Language” Bus Riddle from MIC Expressions and Formulas, pp. 1 - 3.

Intervention:

Homework

Weekly Focus: Model and define line and rotational symmetry

Maintenance: Use data from graphs or charts to answer questions and make inferences

Skill: Find percent of a number

Refer to Holt Mathematics Course 1

Reflection with ClosureWhy do symmetric designs and logos appeal to so many people? Do I find myself preferring those designs rather than asymmetrical figures as well?

JournalHow is the concept of congruence related to symmetry?Why is it necessary to locate the point of rotation used with models of rotational symmetry?

Evidence of Learning (Assessments)

Weekly Focus: Selected HM Course 1 Chapter 8 itemsSkill Mastery: Find the percent of each number

25% of 200 40% of 50 16% of 125 25% of 180Performance Task:Culminating Task:








Vocabulary


Literacy GPS






Warm-Up/Quick PracticeMental Math: Use compatible numbers to calculate change from whole dollar amountsRecognize and extend patterns represented in a tableRecognize or calculate fraction, decimal, and percent equivalentsAdd and subtract mixed numbers and fractions

Problem SolvingInterpret data from circle graphsRefer to science text, social studies text, or the newspaper

Focus LessonsRef#

State Standards


3.2.6 M6G1a Develop skills with line symmetry Holt Mathematics Course 1, “Line Symmetry,” pp. 464 – 467

Examples of symmetry from previous lesson

3.2.7 M6G1aM6G1b

Create designs with line and rotational symmetry

GPS Framework Unit 6 Symmetry, “Create Your Own Logo,” pp. 8 – 9 of 12

Art materials for students to create logos

3.2.8 M6G1aM6G1b

Identify line and rotational symmetry in designs

GPS Framework Unit 6 Symmetry, “Create Your Own Logo,” pp. 8 – 9 of 12

Art materials for students to create logos

3.2.9 M6G1aM6G1b

Recognize and describe line and rotational symmetry

GPS Framework Unit 6 Symmetry, Culminating Task “Symmetry Task,” pp. 9 – 12 of 12

Copies of task for individual students or group work


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Weekly Focus: Apply symmetry skills with “Rotational Symmetry,” from GPS Framework Unit 6 Symmetry, p. 6 of 12. (computer use)

Maintenance: Solve non-routine word problems with “Something’s Fishy” and “Secret Recipe” from HM Course 1, pp. 279 and 399.

Maintenance: Review fraction-decimal-percent equivalents with “Journal” and “Reaching All Learners” from HM Course 1, pp. 384 and 386.

Exploration: Develop algebraic reasoning with “Arrow Language” Bus Riddle from MIC Expressions and Formulas, pp. 1 – 3.

Intervention:

Homework

Weekly Focus: Create designs with line and/or rotational symmetry

Maintenance: Operations with decimals

Skill: Add and subtract mixed numbers and fractions


Reflection with ClosureDo I regularly see any example of symmetry being used in areas such as architecture and art? Is there any symmetry in the design of our school?

JournalWhy can points of rotation be located only on or outside the original figure, but not within it?What strategies can be used to determine efficiently the number of lines of symmetry within a plane figures?Can solid figures model rotational or line symmetry? What conditions must be met?


Weekly Focus: Selected HM Course 1 Chapter 8 itemsSkill Mastery: Add and subtract mixed numbers and fractions

9/10 – 3/4 = 1/8 + 3/4 = 1 1/4 + 2 2/5 = 7 2/3 – 4 5/6 =Performance Task:Culminating Task: GPS Framework Unit 6 Symmetry, Culminating Task “Symmetry Task,” pp. 9 – 12 of 12

Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Weeks: 3- 5



M6M1 Students will convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships.

M6M2a Measure length to the nearest half, fourth, eighth, and sixteenth of an inch.M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.M6M2c Compare and contrast units of measure for perimeter, area, and volume.M6A1 Students will understand the concept of ratio and use it to represent varying quantities.M6G1c Use the concepts of ratio, proportion, and scale factors to demonstrate the relationships between similar plane figures.M6G1d Interpret and sketch simple scale drawings.M6G1e Solve problems involving scale drawings.


It is important to be able to convert from one unit of measure to another within the same system of measurement.Ratios, proportions, and scale factors are used to solve many problems encountered in everyday life.The ratios of corresponding sides of similar figures are constant.Scale factors are used to create scale drawings.


Why is it important to be able to convert from one unit of measurement to another?How do you determine the most appropriate unit of measure for measuring lengths, areas, and perimeters of simple plane figures?How can scale factors, ratios, and proportions be used to represent the relationships that exist between similar figures?How can scale factors, ratios, and proportions be used to solve problems related to similar figures?Why do we need scale drawings?

Unit 7Assessment

GPS Framework Unit 7 Scale Factor, Culminating Task “Designer’s Challenge,” pp. 13 – 16 of 16

Literacy GPS


-ELA6W2a Produce technical writing that follows an organizing structure



Vocabulary

Proportion RatioScale drawings Scale factorSimilar figures



M6M1 Students will convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships.

M6M2a Measure length to the nearest half, fourth, eighth, and sixteenth of an inch.M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.M6M2c Compare and contrast units of measure for perimeter, area, and volume.M6A1 Students will understand the concept of ratio and use it to represent varying quantities.


It is important to be able to convert from one unit of measure to another within the same system of measurement.Ratios, proportions, and scale factors are used to solve many problems encountered in everyday life.


Why is it important to be able to convert from one unit of measurement to another?How do you determine the most appropriate unit of measure for measuring lengths, areas, and perimeters of simple plane figures?

Vocabulary

ProportionRatio

Literacy GPS






Warm-Up/Quick PracticeMental Math: Make compatible decimals when adding (for example, with 1.79 + 3.40, take .60 from the first addend and add it to the second for an easier new problem, 1.19 + 4.0)Solve one-step equations, including exponentsDetermine the mean, median, and mode for a data setMultiply and divide decimals

Problem SolvingSolve problems involving metric measurement units HM Course 1, Problems 24-25 and 35–39, pp. 502 - 503

Focus Lessons

Ref#

State Standards


3.3.11 M6M1M6M2bM6A1

Use metric units to estimate lengthConvert units within the metric system

MIC Models You Can Count On, “Choose Your Model” Meter Spotting and problems 5 – 9, pp. 52 - 54

Meter stick for each group of students

3.3.12 M6M1M6A1

Understand the significance of standardized units in measurementConvert linear measurements

GPS Framework Unit 7 Scale Factor, “New Unit,” p. 7 of 16

Copies of benchmark pencil from the task for each groupInch and centimeter rulers

3.3.13 M6M2bM6M2c

Measure area with metric or customary units

MIC Reallotment, “Measuring Area,” Area, pp. 26 - 29

Cm rulers, inch rulers, and cm grid paper for each studentMeter stick, scissors, and self-stick notes for each group

3.3.14 M6M1 Convert customary and metric units of length, using proportional relationships

Holt Mathematics Course 1, “Converting Customary Units” including Reaching All Learners, pp. 496 – 499

RulersOptional: Calculators


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Weekly Focus: Estimate and measure length of classroom items with customary and metric units.

Maintenance: Develop mental math strategies with “Reaching All Learners” from HM Course 1, p. 27 (Option: extend to three- or four-digit numbers)

Maintenance: Create designs with line and rotational symmetry (for school, favorite team, family, self or simply an artistic expression), based on “Create Your Own Logo,” from the GPS Framework Unit 6 Symmetry, pp. 8 – 9 of 12.

Exploration: Explore the development of measurement standards with GPS Framework Unit 7 Scale Factor, “The History of Measurement,” pp. 5 – 6 of 16.

Intervention:

Homework

Weekly Focus: Solve word problems involving conversion of measurement units

Maintenance: Model and define line and rotational symmetry

Skill: Multiply and divide decimals


Reflection with ClosureWhy is it so very important to identify the unit used when giving a measurement? What are some possible problems that could occur when the appropriate unit is not clearly stated?

Journal

What do mathematicians mean when they say no measurement is truly exact?What is the difference between precision and accuracy in measurement?


Weekly Focus: Selected HM Course 1 Chapter 9 itemsSkill Mastery: Multiply and divide decimals

2.46 ÷ 0.3 28 ÷ 0.02 $12.35 ÷ $0.65 5.2 x 2.35 2.01 x 8.01Performance Task:Culminating Task:

Atlanta Public Schools Teaching PlansSixth Grade Quarter: 3 Week: 4


M6G1c Use the concepts of ratio, proportion, and scale factors to demonstrate the relationships between similar plane figures.M6G1d Interpret and sketch simple scale drawings.M6G1e Solve problems involving scale drawings.

M6A1 Students will understand the concept of ratio and use it to represent varying quantities.


Ratios, proportions, and scale factors are used to solve many problems encountered in everyday life.The ratios of corresponding sides of similar figures are constant.


How can scale factors, ratios, and proportions be used to represent the relationships that exist between similar figures?How can scale factors, ratios, and proportions be used to solve problems related to similar figures?

Vocabulary

ProportionRatioScale drawingsScale factorSimilar figures

Literacy GPS






Warm-Up/Quick PracticeMental Math: Make compatible decimals when adding Convert customary measurement units for length, weight, and capacityCalculate percent of a given whole number or money amountMultiply fractions and mixed numbers

Problem SolvingSolve problems involving are and perimeterHM Course 1, “Practice and Problem Solving” and “Challenge/Problem Solving 10-4,” p. 556

Focus LessonsRef#

State Standards


3.4.16 M6G1c, dM6A1

Understand the relationship among the angles and sides of similar figures

Holt Mathematics Course 1, “Similar Figures” Motivate and Reaching All Learners, pp. 366 - 367

ProtractorsRulersSimilar Polygons (Teaching Tools)

3.4.17 M6G1c, dM6A1

Understand the relationship among the angles and sides of similar figures

Holt Mathematics Course 1, “Similar Figures,” pp. 366 - 369

Student work from previous lesson

3.4.18 M6G1c, d, e M6A1

Sketch scale drawingsIntroduce the term scale factor

Holt Mathematics Course 1, Hands-On Lab “Sketch Scale Drawings,” p. 373

Graph paper

3.4.19 M6G1c, d, e Identify similar figuresUnderstand scale factor

Holt Mathematics Course 1, “Scale Drawings and Maps,” pp. 375 - 377

Samples of maps and scales



Weekly Focus: Estimate and measure angles with “Palmanova,” from MIC Figuring All the Angles, pp. 42 – 43. (Protractors are required.)

Maintenance: Develop mental math strategies with “Reaching All Learners” from HM Course 1, p. 27 (Option: extend to three- or four-digit numbers)

Maintenance: Create designs with line and rotational symmetry (for school, favorite team, family, self or simply an artistic expression), based on “Create Your Own Logo,” from the GPS Framework Unit 6 Symmetry, pp. 8 – 9 of 12.

Exploration: Explore the development of measurement standards with GPS Framework Unit 7 Scale Factor, “The History of Measurement,” pp. 5 – 6 of 16.

Intervention:

Homework

Weekly Focus: Create simple scale drawings

Maintenance: Use data from graphs or charts to answer questions and make inferences

Skill: Multiply fractions and mixed numbers


Reflection with Closure/JournalHow might movie producers use scale drawings in their productions? Are there any other professions where the ability to sketch scale drawings would be beneficial?

Journal

How many pairs of corresponding sides must you compare in order to calculate the scale factor of similar figures?How can corresponding angle measurements stay the same in similar figures when all the corresponding side lengths are not?


Weekly Focus: HM Course 1 Chapter 7 itemsSkill Mastery: Multiply fractions and mixed numbers

7/8 x 2/7 = 2/5 x 1/2 = 1 2/3 x 3/4 = 5/4 x 3/8 = 3 3/4 x 5 ½ =Performance Task:Culminating Task:



M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.M6M2c Compare and contrast units of measure for perimeter, area, and volume.M6G1c Use the concepts of ratio, proportion, and scale factors to demonstrate the relationships between similar plane figures.M6G1d Interpret and sketch simple scale drawings.M6G1e Solve problems involving scale drawings.M6A1 Students will understand the concept of ratio and use it to represent varying quantities.


It is important to be able to convert from one unit of measure to another within the same system of measurement.Ratios, proportions, and scale factors are used to solve many problems encountered in everyday life.The ratios of corresponding sides of similar figures are constant.Scale factors are used to create scale drawings.


Why is it important to be able to convert from one unit of measurement to another?How do you determine the most appropriate unit of measure for measuring lengths, areas, and perimeters of simple plane figures?How can scale factors, ratios, and proportions be used to represent the relationships that exist between similar figures?How can scale factors, ratios, and proportions be used to solve problems related to similar figures?Why do we need scale drawings?

Vocabulary

ProportionRatioScale drawingsScale factorSimilar figures

Literacy GPS






Warm-Up/Quick PracticeMental Math: ‘Balance’ to subtract (for example, for 87 – 48 =, add two to each number to make the problem 89 – 50 =; also known as ‘same difference’)Convert metric measurement units for length, weight, and capacityDivde fractions and mixed numbersWrite prime factors using exponents

Problem SolvingUse proportions and known similar figures to find unknown measurementsHM Course 1, “Indirect Measurement,” pp. 370 - 372

Focus LessonsRef#

State Standards


3.5.21 M6G1c, d, e Identify similar figuresUnderstand scale factor

GPS Framework Unit 7 Scale Factor, “A Common Misconception about Scaling,” pp. 8 - 9 of 16

Optional: Transparency of problem from the framework taskTeacher-made problems similar to the task

3.5.22 M6G1c, d, eM6A1

Solve problems involving similar figures and scale factors

GPS Framework Unit 7 Scale Factor, “Similar Figures,” pp. 10 – 12 of 16

Copies of framework problems for each group or student pair

3.5.23 M6G1c, d, eM6M2b, c

Solve problems involving scale factor, area and perimeter


Copies of framework problem for each studentOptional: Art materials for student posters

3.5.24 M6G1c, d, eM6M2b, c

Solve problems involving scale factor, area and perimeter


Copies of framework problem for each studentOptional: Art materials for student

posters


-


Weekly Focus: Use map scales to determine actual distances between locations with “Reaching All Learners” from HM Course 1, p. 375.

Maintenance: Create scale drawings of student-drawn simple figures based on Hands-On Lab “Sketch Scale Drawings” from HM Course 1, p. 373.

Maintenance: Subtract or multiply fractions with “Reaching All Learners” from HM Course 1, pp. 245 and 255.

Exploration: Investigate use of geometric shapes in famous architectural sites with “Reaching All Learners” from HM Course 1, p. 567.

Intervention:

Homework

Weekly Focus: Create simple similar figures

Maintenance: Solve problems involving conversion of measurement units

Skill: Write prime factors using exponents


Reflection with ClosureWhat are some strategies that would help me determine the scale factor most efficiently?

JournalHow does knowledge of factors and multiples help to determine which scale factors are most appropriate when creating a scale drawing?Why are most scale drawings smaller than the actual real-life references? When might it be effective to create a scale drawing larger than the real-life reference?


Weekly Focus: HM Course 1 Chapter 7 itemsSkill Mastery: Write prime factors using exponents for the following numbers: 180 220 726Performance Task:Culminating Task: GPS Framework Unit 7 Scale Factor, Culminating Task “Designer’s Challenge,” pp. 13 – 16 of 16

Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Weeks: 6-9



M6G2a Compare and contrast right prisms and pyramids.M6G2b Compare and contrast cylinders and cones.M6G2c Interpret and sketch front, back, top, bottom, and side views of solid figures.M6G2d Construct nets for prisms, cylinders, pyramids, and cones.M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.M6M2c Compare and contrast units of measure for perimeter, area, and volume.M6M3a Determine the formula for finding the volume of fundamental solid figures.M6M3b Compute the volumes of fundamental solid figures, using appropriate units of measure.M6M3c Estimate the volumes of simple geometric solids.M6M3d Solve application problems involving the volume of fundamental solid figures.M6M4a Find the surface area of right rectangular prisms and cylinders using manipulatives and constructing nets.M6M4b Compute the surface area of right rectangular prisms and cylinders using formulae.M6M4c Estimate the surface area of simple geometric solids.M6M4d Solve application problems involving surface area of right rectangular prisms and cylinders.

-Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Weeks: 6-9

Instructional Unit Plan, continued



Various views of solid figures may be interpreted and sketched to provide a 2-dimensional representation of a 3-dimensional figure.Nets for prisms, cylinders, pyramids, and cones may be constructed.Formulas may be used to determine the volume of fundamental solid figures.Approximate units of measure should be used when computing the volumes of fundamental solid figures.Approximate surface areas of simple geometric solids may be found using estimation.Manipulatives and the construction of nets may be used in computing the surface area of right rectangular prisms and cylinders.Formulas may be used to compute the surface area of right rectangular prisms and cylinders.Volumes of right prisms and cylinders may be compared and contrasted.Volumes of cylinders and cones may be compared and contrasted.


How can I interpret and sketch various views of solid figures?How can I construct nets for prisms, cylinders, pyramids, and cones?How can I use formulae to determine the volumes of fundamental solid shapes?How can I determine the appropriate units of measure that should be used when computing the volumes of fundamental solid figures?What kinds of problems can be solved using volumes of fundamental solid figures?How can I estimate the surface areas of simple geometric solids?How can I use manipulatives and nets to help compute the surface areas of right rectangular prisms and cylinders?How can I use surface areas of plane figures to derive the formulas for the surface areas of solid figures?What kinds of problems can be solved using surface areas of right rectangular prisms and cylinders?How do the volumes of right rectangular prisms and pyramids compare?How do the volumes of cylinders and cones compare?

Unit 8Assessment

GPS Framework Unit 8 Solids, Culminating Task “Three Little Pig Builders,” pp. 22 – 29 of 29

Literacy GPS





Vocabulary

Base of a cone, pyramid, cylinder, prismCone Cube CylinderEdge Face Lateral facesNet Polyhedron PrismPyramid Surface area Volume



M6G2a Compare and contrast right prisms and pyramids.M6G2b Compare and contrast cylinders and cones.M6G2c Interpret and sketch front, back, top, bottom, and side views of solid figures.M6G2d Construct nets for prisms, cylinders, pyramids, and cones.


Various views of solid figures may be interpreted and sketched to provide a 2-dimensional representation of a 3-dimensional figure.Nets for prisms, cylinders, pyramids, and cones may be constructed.


How can I interpret and sketch various views of solid figures?How can I construct nets for prisms, cylinders, pyramids, and cones?

Vocabulary

Base of a prism CubeCylinder EdgeFace Lateral facesPolyhedron Prism

Literacy GPS






Warm-Up/Quick PracticeMental Math: ‘Balance’ to subtractDetermine the GCF and LCM for a given pair of numbersFind missing side measurements of similar trianglesOrder sets of rational numbers

Problem SolvingUse tables and graphs to examine variation that occurs within a group and variation that occurs between groups.Analyze data in various ways to determine how they are centered (mean, median, and mode) and how they are spread.Continue with problems from HM Course 1, Chapter 6

Focus LessonsRef#

State Standards


3.6.26 M6G2a, b Review geometric vocabulary related to solidsCompare and contrast solid figures

Holt Mathematics Course 1, “Three-Dimensional Figures,” pp. 566 - 569

Samples of common geometric solids

3.6.27 M6G2a, c Interpret and sketch views of three-dimensional figures from different perspectives

Holt Mathematics Course 1, Hands-On Lab “Draw Views of Three-Dimensional Figures” Activities 1 and 2, pp. 564 - 565

Blank paperOptional: Lab 10-6 Recording Sheet

3.6.28 M6G2a, c Interpret and sketch views of three-dimensional figures from different perspectives

Holt Mathematics Course 1, Hands-On Lab “Draw Views of Three-Dimensional Figures” Think and Discuss and Try This, pp. 564 – 565Extend for students to create own 3-D figures for partners to sketch

Student work from previous lessonCentimeter cubes

3.6.29 M6G2a, b, d Introduce nets to create a rectangular prism, a square pyramid, a cylinder and a cone

Holt Mathematics Course 1, Hands-On Lab “Model Three-Dimensional Figures,” pp. 580 – 581Note: Save nets for lesson 3.8.39

Art paperScissorsTape



Weekly Focus: Construct figures from centimeter cubes for partners to draw from three different views.

Maintenance: Create scale drawings of student-drawn simple figures based on Hands-On Lab “Sketch Scale Drawings” from HM Course 1, p. 373.

Maintenance: Subtract or multiply fractions with “Reaching All Learners” from HM Course 1, pp. 245 and 255.

Exploration: Investigate use of geometric shapes in famous architectural sites with “Reaching All Learners” from HM Course 1, p. 567.

Intervention:

Homework

Weekly Focus: Sketch and define geometric solids

Maintenance: Operations with decimals

Skill: Order sets of rational numbers


Reflection with ClosureWhich professions would require an ability to understand different perspectives of 3-D figures?

JournalWhy is it challenging to sketch a two-dimensional drawing of a three-dimensional figure?Is it possible that a figure could have the same view from any perspective?


Weekly Focus: HM Course 1 Chapter 10 itemsSkill Mastery: Order the following sets of rational numbers.

2/5 7/9 3/4 1/3 0.08 0.88 0.8 0.888 8 2/5 .8 .05 3/4 .2 Performance Task:Culminating Task:



M6M3a Determine the formula for finding the volume of fundamental solid figures.M6M3b Compute the volumes of fundamental solid figures, using appropriate units of measure.M6M3c Estimate the volumes of simple geometric solids.M6M3d Solve application problems involving the volume of fundamental solid figures.M6M4a Find the surface area of right rectangular prisms and cylinders using manipulatives and constructing nets.M6M4b Compute the surface area of right rectangular prisms and cylinders using formulae.M6M4c Estimate the surface area of simple geometric solids.M6M4d Solve application problems involving surface area of right rectangular prisms and cylinders.

Unit 8 Framework Enduring UnderstandingsApproximate volumes of simple geometric solids may be found using estimation.Formulas may be used to determine the volume of fundamental solid figures.Approximate units of measure should be used when computing the volumes of fundamental solid figures.Approximate surface areas of simple geometric solids may be found using estimation.Manipulatives and the construction of nets may be used in computing the surface area of right rectangular prisms and cylinders.Formulas may be used to compute the surface area of right rectangular prisms and cylinders.Volumes of right prisms and cylinders may be compared and contrasted.

Unit 8 Framework Essential QuestionsHow can I estimate the volumes of simple geometric solids?How can I use formulae to determine the volumes of fundamental solid shapes?How can I determine the appropriate units of measure that should be used when computing the volumes of fundamental solid figures?What kinds of problems can be solved using volumes of fundamental solid figures?How can I estimate the surface areas of simple geometric solids?How can I use manipulatives and nets to help compute the surface areas of right rectangular prisms and cylinders?How can I use surface areas of plane figures to derive the formulas for the surface areas of solid figures?What kinds of problems can be solved using surface areas of right rectangular prisms and cylinders?How do the volumes of right rectangular prisms and pyramids compare?

VocabularyBase of a cylinder Base of a prismEdge FaceLateral faces NetPolyhedron PrismSurface area Volume

Literacy GPSELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects



Warm-Up/Quick PracticeMental Math: ‘Balance’ to subtract decimals (for example, with 6.43 – 3.72 = , add 0.28 to each number so the subtrahend is a whole number for an easier problem of 6.71 – 4.0 = )Calculate tips, tax, and discountsSolve one-step equations, including exponentsApply order of operations to simplify expressions

Problem SolvingEstimate and solve single- and multi-step problemsUse variables to represent the unknown quantityApply the Make a Table and Logical Reasoning strategies to solve process problemsHM Problem Solving Strategies, pp. 744 and 746

Focus LessonsRef#

State Standards


3.7.31 M6M4a, b, c, dM6G2d

Introduce the concept of surface area Create nets to represent rectangular prisms

MIC Reallotment, “Surface Area and Volume” Packages, including the extension activity, pp. 49 – 50

Note: Save nets for lesson 3.8.39

Centimeter cubesCentimeter grid paperScissors

3.7.32 M6M3a, b, c, d M6M4a, b, c, d

Understand the difference between volume and surface areaCompare and contrast the measurement units used for surface area and volume

MIC Reallotment, “Surface Area and Volume” Measuring Inside, pp. 51 - 53

One small tissue box or a similar boxes for each group

Centimeter cubes

3.7.33 M6M3a, b, c, d Determine the volume of rectangular prisms

GPS Framework Unit 8 Solids, “Boxing Bracelets,” pp. 15 – 19 of 29

Copies of problem from the task

3.7.34 M6M3a, b, c, d Estimate and find volume of prisms

Holt Mathematics Course 1, “Volume of Prisms,” pp. 573 – 575

Optional: Calculators


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Weekly Focus: Construct and compare rectangular prisms and triangular prisms with “Reaching All Learners” from HM Course 1, p. 573.

Maintenance: Identify solid figures with “Poly-Cross Puzzle” including the Extend activity from HM Course 1, p. 588.

Maintenance: Create plane figures or simple designs on blank paper or grid paper. Trade designs with a partner. Partners then must create a figure/design similar to the original.

Exploration: Develop algebraic reasoning with “Arrow Language” Wandering Island and Airline Reservation from MIC Expressions and Formulas, pp. 3 - 5.

Intervention:

Homework

Weekly Focus: Determine volume of rectangular prisms

Maintenance: Find missing side measurements of similar figures

Skill: Apply order of operations to simplify expressions


Reflection with ClosureAs people wrap gifts for family members and friends, they often miscalculate the amount of wrapping paper they will need. Why is that such a common error?

JournalWhat is the difference between volume and capacity?Why is it often difficult to compare volumes of prisms with different dimensions?How many different ways could you create a net for a given rectangular prism?


Weekly Focus: Selected MIC Reallotment Section E itemsSkill Mastery: Apply order of operations to simplify these expressions

(3 + 2)2 + 6 = (3+ 7) + 3 x 22 = 25 + 33 x 2 = 41 + (2 x 3)2 - 4 x 2 =Performance Task:Culminating Task:

Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Week: 8Georgia Performance Standards

M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.M6M2c Compare and contrast units of measure for perimeter, area, and volume.M6M3a Determine the formula for finding the volume of fundamental solid figures.M6M3b Compute the volumes of fundamental solid figures, using appropriate units of measure.M6M3c Estimate the volumes of simple geometric solids.M6M3d Solve application problems involving the volume of fundamental solid figures.M6M4a Find the surface area of right rectangular prisms and cylinders using manipulatives and constructing nets.M6M4b Compute the surface area of right rectangular prisms and cylinders using formulae.M6M4c Estimate the surface area of simple geometric solids.M6M4d Solve application problems involving surface area of right rectangular prisms and cylinders.

Unit 8 Framework Enduring UnderstandingsApproximate volumes of simple geometric solids may be found using estimation.Formulas may be used to determine the volume of fundamental solid figures.Approximate units of measure should be used when computing the volumes of fundamental solid figures.Approximate surface areas of simple geometric solids may be found using estimation.Manipulatives and the construction of nets may be used in computing the surface area of right rectangular prisms and cylinders.Formulas may be used to compute the surface area of right rectangular prisms and cylinders.Volumes of right prisms and cylinders may be compared and contrasted.

Unit 8 Framework Essential QuestionsHow can I estimate the volumes of simple geometric solids?How can I use formulae to determine the volumes of fundamental solid shapes?How can I determine the appropriate units of measure that should be used when computing the volumes of fundamental solid figures?What kinds of problems can be solved using volumes of fundamental solid figures?How can I estimate the surface areas of simple geometric solids?How can I use manipulatives and nets to help compute the surface areas of right rectangular prisms and cylinders?How can I use surface areas of plane figures to derive the formulas for the surface areas of solid figures?What kinds of problems can be solved using surface areas of right rectangular prisms and cylinders?

-Vocabulary

Base of a cylinder Base of a prismCylinder EdgeFace Lateral facesNet PolyhedronPrism Surface areaVolume

Literacy GPSELA6W2a Produce technical writing that follows an organizing structure



Warm-Up/Quick PracticeMental Math: ‘Balance’ to subtract decimalsConvert customary measurement units for length, weight, and capacityRecognize and extend patterns represented in a tableAdd and subtract fractions and mixed numbers

Problem SolvingEstimate and solve single- and multi-step problemsUse variables to represent the unknown quantityApply the Logical Reasoning and Work Backwards strategies to solve process problemsHM Problem Solving Strategies, pp. 742 and 746

Focus Lessons

Ref#

State Standards


3.8.36 M6M3a, b, c, d Explore volume of cylinders Holt Mathematics Course 1, Hands-On Lab “Explore Volumes of (Prisms and) Cylinders,” pp. 570 - 571

Centimeter graph paperCentimeter cubesEmpty soup canIndex cards

3.8.37 M6M3abcdM6M2b, c

Solve problems involving the volume of prisms and cylinders

GPS Framework Unit 8 Solids, “Rain,” pp. 13 – 14 of 29

Copies of the problem from the task

3.8.38 M6M4a, b, c, d Investigate strategies to find the surface area of a cylinder

GPS Framework Unit 8 Solids, “Cylinder Task” parts a through d, pp. 8 – 12 of 29

Copies of problems from the task

3.8.39 M6M3a, b, c, d Find the volume of irregular solids constructed with cubesExplore the volume of a square pyramid, cones, and cylinders

MIC Reallotment, “Surface Area and Volume” Reshaping, pp. 54 - 56

Centimeter cubes for each groupThe nets from lessons 3.6.29 and

3.7.31


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Weekly Focus: Solve problems involving surface area with “Cylinder Task” part e, from GPS Framework Unit 8 Solids, pp. 10 – 11 of 29.

Maintenance: Identify solid figures with “Poly-Cross Puzzle” including the Extend activity from HM Course 1, p. 588.

Maintenance: Create plane figures or simple designs on blank paper or grid paper. Trade designs with a partner. Partners then must create a figure/design similar to the original.

Exploration: Develop algebraic reasoning with “Arrow Language” Wandering Island and Airline Reservation from MIC Expressions and Formulas, pp. 3 - 5.

Intervention:

Homework

Weekly Focus: Determine the surface area and volume of cylinders

Maintenance: Model and define line and rotational symmetry

Skill: Add and subtract fractions and mixed numbers


Reflection with ClosureWhy do I need to know about volume?

JournalIn the real world, who would need to calculate the exact volume or surface area of these geometric solids?A change in which dimension would result in the most significant difference in a cylinder’s volume or surface area?Why are most packages rectangular prisms?


Weekly Focus: Selected Math Expressions Section E Chapter 8 itemsSkill Mastery: Add and subtract fractions and mixed numbers

1 1/4 + 1 2/3 = 3 5/8 + 4 3/4 = 8 1/3 – 4 1/6 = 4 1/2 - 3 1/8 =Performance Task:Culminating Task:

Atlanta Public Schools Teaching Plans Sixth Grade Quarter: 3 Week: 9Georgia Performance Standards

M6M2b Select and use units of appropriate size and type to measure length, perimeter, area, and volume.M6M3b Compute the volumes of fundamental solid figures, using appropriate units of measure.M6M3c, 4c Estimate the volumes, surface areas of simple geometric solids.M6M3d Solve application problems involving the volume of fundamental solid figures.M6M4b Compute the surface area of right rectangular prisms and cylinders using formulae.M6M4d Solve application problems involving surface area of right rectangular prisms and cylinders.

Unit 8 Framework Enduring UnderstandingsFormulas may be used to determine the volume of fundamental solid figures.Approximate units of measure should be used when computing the volumes of fundamental solid figures.Approximate surface areas of simple geometric solids may be found using estimation.Manipulatives and the construction of nets may be used in computing the surface area of right rectangular prisms and cylinders.Formulas may be used to compute the surface area of right rectangular prisms and cylinders.Volumes of right prisms and cylinders may be compared and contrasted.Volumes of cylinders and cones may be compared and contrasted.

Unit 8 Framework Essential QuestionsHow can I use formulae to determine the volumes of fundamental solid shapes?How can I determine the appropriate units of measure that should be used when computing the volumes of fundamental solid figures?What kinds of problems can be solved using volumes of fundamental solid figures?How can I estimate the surface areas of simple geometric solids?How can I use manipulatives and nets to help compute the surface areas of right rectangular prisms and cylinders?How can I use surface areas of plane figures to derive the formulas for the surface areas of solid figures?What kinds of problems can be solved using surface areas of right rectangular prisms and cylinders?How do the volumes of right rectangular prisms and pyramids compare?How do the volumes of cylinders and cones compare?

VocabularyBase of a cone Base of a pyramidBase of a cylinder Base of a prismCone CubeCylinder EdgeFace Lateral facesNet PolyhedronPrism PyramidSurface area Volume

Literacy GPSELA6RC3a Demonstrate an understanding of contextual vocabulary in various subjects




Warm-Up/Quick PracticeMental Math: Multiply multiples of ten (for example, 70 x 30, 4 x 600)Convert metric measurement units for length, weight, and capacityDetermine the mean, median, and mode for a data setFind percent of a number

Problem Solving Solve problems involving scale factors and similar figures

Focus LessonsRef#

State Standards


3.9.41 M6M3a, b, c, d Find the volume of irregular solids constructed with cubesExplore the volume of a square pyramid, cones, and cylinders

MIC Reallotment, “Surface Area and Volume” Reshaping, pp. 56 - 58

Optional: Calculators

3.9.42 M6M4b, c, d Find the surface areas of prisms, (pyramids) and cylinders

Holt Mathematics Course 1, “Surface Area,” pp. 582 - 585

Nets of shapes made during the unit

3.9.43 M6M2bM6M3b, c, dM6M4b, c, d

Solve problems involving volume and surface area


Copies of problems for each student or group

3.9.44 M6M2bM6M3b, c, dM6M4b, c, d

Solve problems involving volume and surface area


Copies of problems for each student or group



Weekly Focus: Solve for surface area with “Journal” from HM Course 1, p. 585.

Maintenance: Determine surface area of rectangular prisms with “Reaching All Learners” from HM Course 1, p. 583.

Maintenance: Interpret data from circle graphs. Refer to cross-curricular grade level resources or newspapers.

Exploration: Develop algebraic reasoning with “Summary” and “Check Your Work,” from MIC Comparing Quantities, pp. 32 – 33.

Intervention:

Homework

Weekly Focus: Solve real-world problems involving volumes and surface area

Maintenance: Operations with fractions

Skill: Find percent of a number


Reflection with ClosureThese formulas are hard to remember. How can I just estimate the volume and surface area of these solids?

JournalHow would skills at calculating volume and surface area help design the most economical packaging for new products? How would skills at calculating volume and surface area help design the most misleading packaging for new products?


Weekly Focus: Selected HM Course 1 Chapter 10 and Math Expressions Section E itemsSkill Mastery: Find the following percent of a number

8% of 80 10% of 124.5 75% of 94 105% of 95 3% of 436Performance Task:Culminating Task: GPS Framework Unit 8 Solids, Culminating Task “Three Little Pig Builders,” pp. 22 – 29 of 29

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