MCC6.SP.2,3,4,5 Culminating Task Culminating Task Culminating Task “Order Up! “Order Up! “Order Up! -Continue working with Box Plots and MAD using II III Fast Food Frenzy” Part I Fast Food Frenzy” Part Fast Food Frenzy” Part teacher/student created data (examples: shoe sizes of students, (CCGPS Framework) (CCGPS Framework) (CCGPS Framework) number of times students saw a movie in a theater last year, have students guess your age and record guesses, etc) -Play to have students record the “Minute Win It” Games () data and create box plots, line plots; use data to find MAD Grade 6 Unit 7 Rational Explorations: Numbers and Their Opposites – – Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 March 9 March 10 March 11 March 12 March 13 MCC6.NS.5,6,7 MCC6.NS.5,6,7 MCC6.NS.5,6,7 MCC6.NS.5,6,7 -Continue Learning Task -Create a graphic organizer to -Learning task -Learning task of “Representing “Symbols Your (CCGPS show the relationship between Rational Numbers on the Inequalities and the Coordinate “What’s Sign” MCC6.NS.5,6,7 Framework) counting, natural/whole, Number (CCGPS (CCGPS Framework) Line” Plane” -Begin learning task -Complete Part II (Absolute integers and rational numbers Framework) “What’s Your Part Value) pages 17-20, #1-14, -Mini-lesson/review -Independent practice on **Give the pre-assessment in Sign” Numbers on the from Framework Teacher decimal/fraction conversion graphing rational numbers on anticipation for the FAL Task number line (CCGPS Edition the number line Framework) -Complete Part III pages -Create a human number line (Opposites), pages20-21 (give each student a card with (finding the opposite of an integer on it and have them absolute value) and then line up numerically from L to page 26 from Framework R without talking)-you will Teacher Edition need SPACE! -Comparing and ordering integers independent practice
MCC6.SP.2,3,4,5 -Continue working with Box Plots and MAD using teacher/student created data (examples: shoe sizes of students, number of times students saw a movie in a theater last year, have students guess your age and record guesses, etc) -Play “Minute to Win It” Games () have students record the data and create box plots, line plots; use data to find MAD Culminating Task “Order Up! Fast Food Frenzy” Part I (CCGPS Framework) Culminating Task “Order Up! Fast Food Frenzy” Part II (CCGPS Framework) Culminating Task “Order Up! Fast Food Frenzy” Part III (CCGPS Framework) Grade 6 – Unit 7 – Rational Explorations: Numbers and Their Opposites Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 March 9 March 10 March 11 March 12 March 13 MCC6.NS.5,6,7 -Begin learning task “What’s Your Sign” Part Numbers on the number line (CCGPS Framework) -Create a human number line (give each student a card with an integer on it and have them line up numerically from L to R without talking)-you will need SPACE! -Comparing and ordering integers independent practice MCC6.NS.5,6,7 -Continue Learning Task “What’s Your Sign” (CCGPS Framework) -Complete Part II (Absolute Value) pages 17-20, #1-14, from Framework Teacher Edition -Complete Part III pages (Opposites), pages20-21 (finding the opposite of absolute value) and then page 26 from Framework Teacher Edition MCC6.NS.5,6,7 -Create a graphic organizer to show the relationship between counting, natural/whole, integers and rational numbers -Mini-lesson/review decimal/fraction conversion MCC6.NS.5,6,7 -Learning task “Representing Rational Numbers on the Number Line” (CCGPS Framework) -Independent practice on graphing rational numbers on the number line MCC6.NS.5,6,7 -Learning task “Symbols of Inequalities and the Coordinate Plane” (CCGPS Framework) **Give the pre-assessment in anticipation for the FAL Task
6th%20Grade%20Curriculum%20Map.docx