Cubes Tool on (). NCTM’s Illuminations Reasoning Target the appropriate unit fraction edge lengths. Apply volume formulas for right In addition to filling boxes, students can draw diagrams to represent fractional side lengths, connecting with rectangular prisms to solve real- world multiplication of fractions. This process is similar to and mathematical problems involving composing and decomposing two dimensional shapes. rectangular prisms with fractional edge lengths. Examples: The model shows a cubic foot filled with cubic Performance Target inches. The cubic inches can also be labeled as Model the volume of a right a fractional cubic unit with dimensions of ft3. rectangular prism with fractional edge lengths by packing it with unit cubes of The models show a rectangular prism with the appropriate unit fraction edge dimensions 3/2 inches, 5/2 inches, and 5/2 lengths. inches. Each of the cubic units in the model is in3. Students work with the model to illustrate 3/2 x 5/2 x 5/2 = (3 x 5 x 5) x 1/8. Students reason that a small cube has volume 1/8 because 8 of them fit in a unit cube. Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision Look for and make use of Look for and express problems and and quantitatively arguments and mathematics tools strategically structure regularity in repeated preserver in critiques the reasoning solving them. reasoning of others Cluster: Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Knowledge Targets “I Can” Statements Standard Interpretations
the appropriate unit fraction edge lengths. Cubes Tool on NCTM’s Illuminations (). In addition to filling boxes, students can draw diagrams to represent fractional side lengths, connecting with multiplication of fractions. This process is similar to composing and decomposing two dimensional shapes. Examples: The model shows a cubic foot filled with cubic inches. The cubic inches can also be labeled as a fractional cubic unit with dimensions of ft3. The models show a rectangular prism with dimensions 3/2 inches, 5/2 inches, and 5/2 inches. Each of the cubic units in the model is in3. Students work with the model to illustrate 3/2 x 5/2 x 5/2 = (3 x 5 x 5) x 1/8. Students reason that a small cube has volume 1/8 because 8 of them fit in a unit cube. Reasoning Target Apply volume formulas for right rectangular prisms to solve real- world and mathematical problems involving rectangular prisms with fractional edge lengths. Performance Target Model the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Cluster: Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Knowledge Targets “I Can” Statements Standard Interpretations
6th%20Grade%20Units%202014-2015-Revised%20June%2014.docx