Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Unit rate Students know: EE6.RP.1-3. Level IV Students will: Students understand Given contextual or Demonstrate a Use a ratio to describe a relationship using numbers and objects. EE6.RP.1-3. that/are able to: mathematical situations simple ratio Ex. Given an even number of red and twice as many green beads, identify the ratio of Ratio Characteristics of involving multiplicative relationship. green beads compared to red beads. multiplicative Explain relationships comparisons, Ex. While preparing a recipe, fill in a ratio of flour to sugar (e.g., one cup of sugar to four comparison Rate language between ratios and cups of flour.) situations, the related unit rates, Ex. Compare the number of male students to female students. Use rate language to Ex. Given the quantity of materials available and the number of groups who will conduct explain the relationships Rate and ratio Represent contextual a science experiment, use a ratio relationship to describe how much each group will between ratio of two language, relationships as receive. quantities and the ratios. associated unit rate of one Techniques for Level III Students will: of the quantities in terms determining unit EE6.RP.1-3. Demonstrate a simple ratio relationship. of the other. rates. Ex. Give a pen and a pencil to each classmate. Ex. After the teacher explains what materials each group needs, use a C to tell another student to get two cups for one table. Level II Students will: EE6.RP.1-3. Complete a pattern given a simple ratio. Ex. Take two steps on a number line each time the teacher says “step.” Ex. Give a ratio of two-to-one, complete a BBB pattern (e.g., jump, jump, clap; jump, jump, clap). Level I Students will: EE6.RP.1-3. Identify a one-to-one relationship. Ex. Given a stack of napkins, give a napkin to each classmate. Ex. When sorting mail in the main office, place one copy of the school newsletter in each teacher’s mailbox. Ex. Touch each object as teacher counts.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given contextual or mathematical situations involving multiplicative comparisons, Use rate language to explain the relationships between ratio of two quantities and the associated unit rate of one of the quantities in terms of the other. Unit rate Ratio Rate language Students know: Characteristics of multiplicative comparison situations, Rate and ratio language, Techniques for determining unit rates. Students understand that/are able to: Explain relationships between ratios and the related unit rates, Represent contextual relationships as ratios. EE6.RP.1-3. Demonstrate a simple ratio relationship. Level IV Students will: EE6.RP.1-3. Use a ratio to describe a relationship using numbers and objects. Ex. Given an even number of red and twice as many green beads, identify the ratio of green beads compared to red beads. Ex. While preparing a recipe, fill in a ratio of flour to sugar (e.g., one cup of sugar to four cups of flour.) Ex. Compare the number of male students to female students. Ex. Given the quantity of materials available and the number of groups who will conduct a science experiment, use a ratio relationship to describe how much each group will receive. Level III Students will: EE6.RP.1-3. Demonstrate a simple ratio relationship. Ex. Give a pen and a pencil to each classmate. Ex. After the teacher explains what materials each group needs, use a C to tell another student to get two cups for one table. Level II Students will: EE6.RP.1-3. Complete a pattern given a simple ratio. Ex. Take two steps on a number line each time the teacher says “step.” Ex. Give a ratio of two-to-one, complete a BBB pattern (e.g., jump, jump, clap; jump, jump, clap). Level I Students will: EE6.RP.1-3. Identify a one-to-one relationship. Ex. Given a stack of napkins, give a napkin to each classmate. Ex. When sorting mail in the main office, place one copy of the school newsletter in each teacher’s mailbox. Ex. Touch each object as teacher counts.
6th-Math-Pacing-GuideVersion-3.docx