Topic 1: Numeration Weeks: 1 Domain: The Number System Cluster: Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Knowledge Targets “I Can” Statements Standard Interpretations The use of estimation strategies supports I can fluently add multi-digit decimals using Fluently add, subtract, multiply, and divide student understanding of operating on the standard algorithm. multi-digit decimals using the standard decimals. algorithm for each operation with speed Example: I can fluently subtract multi-digit decimals and accuracy. First, students estimate the sum and using the standard algorithm. then find the exact sum of 14.4 and 8.75. An estimate of the sum might be I can fluently multiply multi-digit decimals 14 + 9 or 23. Students may also state if their estimate is low or high. They using the standard algorithm. Reasoning Target would expect their answer to be greater than 23. They can use their I can fluently divide multi-digit decimals using estimates to self-correct. the standard algorithm. Answers of 10.19 or 101.9 indicate that students are not considering the concept of place value when adding (adding tenths to tenths or hundredths to hundredths) whereas answers like 22.125 or 22.79 indicate that students Performance Target are having difficulty understanding how the four-tenths and seventy-five hundredths fit together to make one whole and 25 hundredths. Students use the understanding they developed in 5th grade related to the patterns involved when multiplying and dividing by powers of ten to develop fluency with operations with multi-digit decimals.
Topic 1: Numeration Weeks: 1 Domain: The Number System Cluster: Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Knowledge Targets “I Can” Statements Standard Interpretations Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation with speed and accuracy. I can fluently add multi-digit decimals using the standard algorithm. I can fluently subtract multi-digit decimals using the standard algorithm. I can fluently multiply multi-digit decimals using the standard algorithm. I can fluently divide multi-digit decimals using the standard algorithm. The use of estimation strategies supports student understanding of operating on decimals. Example: First, students estimate the sum and then find the exact sum of 14.4 and 8.75. An estimate of the sum might be 14 + 9 or 23. Students may also state if their estimate is low or high. They would expect their answer to be greater than 23. They can use their estimates to self-correct. Answers of 10.19 or 101.9 indicate that students are not considering the concept of place value when adding (adding tenths to tenths or hundredths to hundredths) whereas answers like 22.125 or 22.79 indicate that students are having difficulty understanding how the four-tenths and seventy-five hundredths fit together to make one whole and 25 hundredths. Students use the understanding they developed in 5th grade related to the patterns involved when multiplying and dividing by powers of ten to develop fluency with operations with multi-digit decimals. Reasoning Target Performance Target
6th%20Grade%20Units%202014-2015-Revised%20June%2014.docx