Reading and Math
Learning Outcomes (Scroll for Math) Reading Learning Outcomes:
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Math Learning Outcomes:
August/Early September Learning Targets
CCSS.MATH.CONTENT.6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
CCSS.MATH.CONTENT.6.NS.A.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
October Learning Targets
CCSS.MATH.CONTENT.6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
November Learning Targets
CCSS.MATH.CONTENT.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
CCSS.MATH.CONTENT.6.RP.A.3.B Solve unit rate problems including those involving unit pricing and constant speed.For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
CCSS.MATH.CONTENT.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
CCSS.MATH.CONTENT.6.RP.A.3.B Solve unit rate problems including those involving unit pricing and constant speed.For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
- identify problem solving strategies and apply them.
- apply mathematical concepts to real life experiences.
- use mathematical concepts in new and challenging situations.
- articulate critical thinking and problem solving orally and in written form.
August/Early September Learning Targets
CCSS.MATH.CONTENT.6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
- I can add and subtract decimals.
- I can estimate products of decimals by rounding to whole numbers.
- I can multiply decimals by whole numbers using repeated addition and traditionally, annexing zeros to show proper place value.
- I can multiply decimals by decimals and annex zeros to show proper place value.
- I can divide using 3 and 4 digit dividends and 1 and 2 digit divisors.
- I can estimate by rounding dividends and divisors to whole numbers or compatible numbers.
- I can divide decimals by 1 digit numbers.
- I can divide decimals by other decimals with zeros in the quotient and dividend
CCSS.MATH.CONTENT.6.NS.A.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
- I can estimate products of fractions by using compatible numbers and benchmark fractions.
- I can multiply fractions and whole numbers.
- I can multiply fractions and fractions.
- I can multiply mixed numbers.
- I can draw a diagram to solve word problems.
- I can divide whole numbers by fractions.
- I can divide fractions by fractions.
- I can divide mixed numbers by fractions and mixed numbers.
October Learning Targets
CCSS.MATH.CONTENT.6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
- I can write real-world situations using integers and graph integers on a number line.
- I can understand absolute value and how it relates to real-world situations.
- I can use knowledge of absolute value to find opposites of integers.
- I can compare and order integers from least to greatest and greatest to least.
- I can understand the difference between rational numbers, whole numbers, irrational numbers, terminating decimals, and repeating decimals.
- I can compare and order rational numbers from least to greatest and greatest to least.
- I can identify points and ordered pairs on a coordinate plane.
- I can graph ordered pairs and their reflections across axes on a coordinate plane.
November Learning Targets
CCSS.MATH.CONTENT.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
- I can find the greatest common factor and least common multiple by using organized lists, prime factorization, and line plots.
- I can compare quantities using ratios.
- I can determine unit rates and prices.
- I can use ratio tables to represent and solve problems with equivalent ratios.
- I can graph ordered pairs on a coordinate plane and compare ratios to determine whether a set of ratios is equivalent.
CCSS.MATH.CONTENT.6.RP.A.3.B Solve unit rate problems including those involving unit pricing and constant speed.For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
- I can use unit rates & equivalent fractions to determine whether a set of ratios is equivalent.
- I can solve ratio and rate problems using multiplication and division.
CCSS.MATH.CONTENT.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
- I can find the greatest common factor and least common multiple by using organized lists, prime factorization, and line plots.
- I can compare quantities using ratios.
- I can determine unit rates and prices.
- I can use ratio tables to represent and solve problems with equivalent ratios.
- I can graph ordered pairs on a coordinate plane and compare ratios to determine whether a set of ratios is equivalent.
CCSS.MATH.CONTENT.6.RP.A.3.B Solve unit rate problems including those involving unit pricing and constant speed.For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
- I can use unit rates & equivalent fractions to determine whether a set of ratios is equivalent.
- I can solve ratio and rate problems using multiplication and division.