Math 6th 2017

20162017ScopeandSequenceMathematicsGrade6
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
TheMathematicalProcessStandardsareintegratedthroughoutthecourseinallactivitiesandlessons.
Teachersshouldrefertothesestandardsforinstructionalstrategiesanddepthofrigor.Specificprocess
standardshavebeenhighlightedforeachunit,buttheseprocessstandardsshouldnotbetheonly
processstandardsassociatedwiththedailylessons.
MathematicalProcessStandards.The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
MATH.6.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
MATH.6.1BUse a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
MATH.6.1CSelect tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems.
MATH.6.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.6.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
MATH.6.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
MATH.6.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Unit1:Establishinga 3class periods

ProblemSolving
ProcessStudents
workplace.
develop a problem
solving process and
use previous
understandings of
(90-minutes each) the problem-solving process and the reasonableness of the solution.
operations to solve or6class periods
real-life problems
(45-minutes each) technology as appropriate, and techniques, including mental math, estimation, and number
involving addition,
subtraction,
multiplication and
division of whole
numbers. They also
solve
mathematical ideas.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons

ideas.
problems involving
addition and
subtraction of
fractions and
decimals.
NumberandOperations.The student applies mathematical process standards to add, subtract,
multiply, and divide while solving problems and justifying solutions. The student is expected
to:
R MATH.6.3EMultiplyanddividepositiverational numbersfluently.
Unit2:Rational
NumbersStudents
build an
understanding of
2class periods
rational numbers,
(90-minutes each)
model situations
or4class periods
involving them with
(45-minutes each)
concrete and pictorial
models, and
compare and order
them.
mathematical language in written or oral communication.NumberandOperations.The student
applies mathematical process standards to represent and use rational numbers in a variety of
forms. The student is expected to:
S MATH.6.2AClassify whole numbers, integers, and rational numbers using a visual
representation such as a Venn diagram to describe relationships between
sets of numbers.S MATH.6.2BIdentifyanumber,itsopposite, and its absolute value.
R MATH.6.2DOrder a set of rational numbers arising from mathematical and real- world
contexts.
Unit3:Multiplication 3class periods

andDivisionof
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
or6class periods
DecimalsStudents
NumberandOperations.The student applies mathematical process standards to represent
solve real-life
addition, subtraction, multiplication, and division while solving problems and justifying
problems involving
(45-minutes each) solutions. The student is expected to:
multiplication and
division of decimals.
S MATH.6.3BDetermine, with and without computation, whether a quantity is increased or
decreased when multiplied by a fraction, including values greater than
or less than one.R MATH.6.3EMultiply and divide positive rational numbers fluently.
S MATH.6.4ERepresent ratios and percents with concrete models, fractions, and decimals.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Personalfinancialliteracy.The student applies mathematical process standards to develop an

economic way of thinking and problem solving useful in ones life as a knowledgeable
consumer and investor. The student is expected to:
MATH.6.14DExplain why it is important to establish a positive credit history. S MATH.6.14E
Describe the information in a credit report and how long it is retained.
mathematical ideas.
Unit4:Introductionto
IntegersStudents
model and solve
real- world problems
involving operations
on integers and
develop an
understanding of the
algorithms entailed.
NumberandOperations.The student applies mathematical process standards to represent and

use rational numbers in a variety of forms. The student is expected to:
3.5class periods
(90- minutes
each) or7class
periods (45minutes each)
S MATH.6.2BIdentify a number, its opposite, and its absolute value.

S MATH.6.2CLocate, compare, and order integers and rational numbers using a number
line.R MATH.6.11AGraph points in all four quadrants using ordered pairs of rational
numbers.
S MATH.6.14ACompare the features and costs of a checking account and a debit card
offered by different local financial institutions.S MATH.6.14BDistinguish between debit cards
and credit cards.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons

workplace.
mathematical ideas.
Unit5Additionand
SubtractionofIntegers
Students model and 2class periods
(90-minutes each)
solve real- world
problems involving or4class periods
addition and
(45-minutes each)
subtraction of
integers.

ideas.
S MATH.6.3CRepresent integer operations with concrete models and connect the actions
with the models to standardized algorithms.R MATH.6.3DAdd,subtract,multiply, and divide
integersfluently.
S MATH.6.14CBalance a check register that includes deposits, withdrawals, and transfers.
Unit6Multiplication
andDivisionof
IntegersStudents
model and solve
real- world problems
involving
multiplication and
1.5class periods
(90- minutes
each) or3class

workplace.
mathematical ideas.
ideas.
division of integers.

S MATH.6.3CRepresent integer operations with concrete models and connect the actions
with the models to standardized algorithms.R MATH.6.3DAdd, subtract, multiply,anddivide
integersfluently.
st
1 Cycle
Unit
Unit7:Featuresof
CheckingAccounts
Students develop an
understanding of
financial literacy as
they compare
features of different
financial institutions
checking and saving
accounts. They also
balance a check
register.
43Days
Aug. 22 Oct. 21, 2016
#ofLessons

workplace.
2class periods
(90-minutes each) PersonalFinancialLiteracy.The student applies mathematical process standards to develop an
or4class periods economic way of thinking and problem solving useful in one's life as a knowledgeable
(45-minutes each) consumer and investor. The student is expected to:
Unit8:DebitandCredit
CardsStudents
enhance their
understanding of
1class periods
financial literacy as
(90-minutes each)
they describe the
or2class periods
information in a
(45-minutes each)
credit report and
distinguish between
credit and debit
cards.
S MATH.6.14ACompare the features and costs of a checking account and a debit card
offered by different local financial institutions.S MATH.6.14CBalance a check register that
includes deposits, withdrawals, and transfers.
workplace.
PersonalFinancialLiteracy.The student applies mathematical process standards to develop an
economic way of thinking and problem solving useful in one's life as a knowledgeable
S MATH.6.14BDistinguish between debit cards and credit cards.MATH.6.14DExplain why it
is important to establish a positive credit history.S MATH.6.14EDescribe the information in a
credit report and how long it is retained.S MATH.6.14FDescribe the value of credit reports to
borrowers and to lenders.
st
1 Cycle
43Days
Aug. 22 Oct. 21, 2016
Unit
#ofLessons
Unit9:Multiplication
andDivisionof
FractionsStudents
solve real-life
problems involving
multiplication and
division of fractions.
3.5class periods
(90- minutes
each) or7class

S MATH.6.2EExtend representations for division to include fraction notation such as a/b
represents the same number as a bwhere b= 0.
solutions. The student is expected to:
S MATH.6.3ARecognize that dividing by a rational number and multiplying by its
reciprocal result in equivalent values.
S MATH.6.3BDetermine, with and without computation, whether a quantity is
increased or decreased when multiplied by a fraction, including values greater than or less
than one.
R MATH.6.3EMultiply and divide positive rational numbers fluently.
S MATH.6.4ERepresent ratios and percents with concrete models, fractions, and
decimals.
S MATH.6.4FRepresent benchmark fractions and percents such as 1%, 10%,
25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number
lines, and numbers.
S MATH.6.5CUse equivalent fractions, decimals, and percents to show equal parts of the
same whole.
nd
2 Cycle
Unit
Unit10:Ratios,Rates,
andtheir
Representations
Students develop a
sense of
proportionality
through an
understanding of
ratios, rates, and
factor of change
(scale factor). They
will also represent
and solve
mathematical and
real-world problems
involving ratios and
rates using scale
factors, tables,
graphs, and
proportions, and use
proportions to
convert between
measurement
systems.
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
3class periods
or6class periods
(45-minutes each) MATH.6.1DCommunicate mathematical ideas, reasoning, and their implications using
Proportionality.The student applies mathematical process standards to develop an
understanding of proportional relationships in problem situations. The student is expected to:
R MATH.6.4BApply qualitative and quantitative reasoning to solve prediction and
comparison real-world problems involving ratios and rates.S MATH.6.4CGive examples of
ratios as multiplicative comparisons of two quantities describing the same attribute.
S MATH.6.4DGive examples of rates as the comparison by division of two quantities having
different attributes, including rates as quotients.R MATH.6.4GGenerate equivalent forms of
fractions, decimals, and percents using real-world problems, including problems that involve
money.R MATH.6.4HConvert units within a measurement system, including the use of
proportions and unit rates.S MATH.6.5ARepresent mathematical and real-world problems
involving ratiosand ratesusing scale factors, tables, graphs, and proportions.R MATH.6.5B
Solve real-world problems to determine the whole given a part and
the percent, to determine the part given the whole and the percent, and to determine the
percent given the part and the whole including the use of concrete and pictorial models.

S MATH.6.14HCompare the annual salary of several occupations requiring
various levels of post-secondary education or vocational training and calculate the effects of
the different annual salaries on lifetime income.
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons

Unit11:Algebraic
ExpressionsStudents
generate and
evaluate algebraic
and numerical
expressions using
multiple
representations.
3.5class periods
(90- minutes
each) or7class

Expressions,Equations,andRelationships.The student applies mathematical process standards
to develop concepts of expressions and equations. The student is expected to:
S MATH.6.4ACompare two rules verbally, numerically, graphically, and symbolically in the
form of y= axor y= x+ a in order to differentiate between
additive and multiplicative relationships.R MATH.6.7AGenerate equivalent numerical
expressions using order of operations, including whole number exponents and prime
factorization.S MATH.6.7BDistinguish between expressions and equations verbally,
numerically, and algebraically.S MATH.6.7CDetermine if two expressions are equivalent
using concrete models, pictorial models, and algebraic representations.R MATH.6.7D
Generate equivalent expressions using operations, the inverse, identity, commutative,
associative, and distributive properties.
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons

workplace.
Unit12:Equationsand
InequalitiesStudents
write and represent
algebraic equations 4class periods
(90-minutes each)
and inequalities.
They also model and or8class periods
solve one- variable, (45-minutes each)
one-step equations
and inequalities to
represent situations.

to use equations and inequalities to represent situations. The student is expected to:
R MATH.6.3DAdd, subtract, multiply, and divide integers fluently.
S MATH.6.9AWrite one-variable, one-step equations and inequalities to represent
constraints or conditions within problems.S MATH.6.9BRepresent solutions for one-variable,
one-step equations, and inequalities on number lines.S MATH.6.9CWrite corresponding realworld problems given one-variable, one- step equations or inequalities.
to use equations and inequalities to solve problems. The student is expected to:
R MATH.6.10AModel and solve one-variable, one-step equations and inequalities that
represent problems, including geometric concepts.S MATH.6.10BDetermine if the given
value(s) make(s) one- variable, one-step equations or inequalities true.
rd
3 Cycle
Unit
Unit13:Algebraic
RelationshipsinTwo
VariablesStudents
represent given
statements using
verbal descriptions,
tables, graphs, and
equations as they
are introduced to
linear equations.
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
4class periods
or8class periods
(45-minutes each) MATH.6.1BUse a problem-solving model that incorporates analyzing given information,
mathematical ideas.
to use multiple representations to describe algebraic relationships. The student is expected
to:
S MATH.6.4ACompare two rules verbally, numerically, graphically, and symbolically in the
form of y= axor y= x+ a in order to differentiate between
additive and multiplicative relationships.S MATH.6.5ARepresent mathematical and realworld problems involving ratios and rates using scale factors, tables, graphs, and
proportions.S MATH.6.6AIdentify independent and dependent quantities from tables and
graphs.S MATH.6.6BWrite an equation that represents the relationship between
independent and dependent quantities from a table.R MATH.6.6CRepresent a given
situation using verbal descriptions, tables, graphs, and equations in the form y=kxor y=x+
b.
NumberandOperations.The student applies mathematical process standards to use
coordinate geometry to identify locations on a plane. The student is expected to:
R MATH.6.11AGraph points in all four quadrants using ordered pairs of rational
numbers.Personalfinancialliteracy.The student applies mathematical process standards to
develop an economic way of thinking and problem solving useful in ones life as a
knowledgeable consumer and investor. The student is expected to:
S MATH.6.14GExplain various methods to pay for college, including through savings, grants,
scholarships, student loans, and work-study.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons

Unit14:Anglesand
TrianglesRelationships
4class periods
Students extend their
(90-minutes each)
knowledge of angles
or8class periods
and triangles and the
(45-minutes each)
relationships
between them.
to use geometry to represent relationships and solve problems. The student is expected to:
S MATH.6.8AExtend previous knowledge of triangles and their properties to
include the sum of angles of a triangle, the relationship between the lengths of sides and
measures of angles in a triangle, and determining when three lengths form a triangle.
Unit15:AreaofTwo 3class periods

DimensionalFigures (90-minutes each)
Students extend their or6class periods
knowledge of two(45-minutes each)
dimensional
geometric figures to
measurement by
investigating area.

mathematical ideas.
to use geometry to represent relationships and solve problems. The student is expected to:
R MATH.6.3EMultiply and divide positive rational numbers fluently.
S MATH.6.8BModel area formulas for parallelograms, trapezoids, and triangles
by decomposing and rearranging parts of these shapes.

S MATH.6.8CWriteequationsthatrepresentproblemsrelatedtotheareaof
rectangles,parallelograms,trapezoids,andtrianglesand volume of right rectangular prisms where
dimensionsarepositiverationalnumbers.
R MATH.6.8DDeterminesolutionsforproblemsinvolvingtheareaof
rectangles,parallelograms,trapezoids,andtrianglesand volume of right rectangular prisms where
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons

Unit16:Volumeof
RightRectangular
PrismsStudents
extend their
knowledge of twoand threedimensional
geometric figures to
measurement by
investigating volume
of right rectangular
prisms.
4class periods
(90-minutes each) to use geometry to represent relationships and solve problems. The student is expected to:
or8class periods
(45-minutes each) R MATH.6.3EMultiply and divide positive rational numbers fluently.
S MATH.6.8CWriteequationsthatrepresentproblemsrelatedtothearea of rectangles,
parallelograms, trapezoids, and triangles and volumeofrightrectangularprismswhere
R MATH.6.8DDeterminesolutionsforproblemsinvolvingthearea of
rectangles, parallelograms, trapezoids, and triangles and volumeofrightrectangularprisms
wheredimensionsarepositiverationalnumbers.

Unit17:Measuresof
CenterStudents
calculate measures
of center, spread,
and shape of data
2class periods
or4class periods
(45-minutes each) MATH.6.1ECreate and use representations to organize, record, and communicate
mathematical ideas.

ideas.
MeasurementandData.The student applies mathematical process standards to use numerical
or graphical representations to analyze problems. The student is expected to:
and use them to
summarize numeric
data and understand
problem situations.
S MATH.6.12BUse the graphical representation of numeric data to describe the

center, spread, and shape of the data distribution.
R MATH.6.12CSummarize numeric data with numerical summaries, including the mean and
median (measures of center) and the range and interquartile range (IQR) (measures of
spread), and use these summaries to describe the center, spread, and shape of the data
distribution.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons

mathematical ideas.
Unit18:Statistical
GraphsStudents use
graphical
representations to
describe, represent,
and interpret data.

ideas.
3class periods
(90-minutes each)
or6class periods MeasurementandData.The student applies mathematical process standards to use numerical
(45-minutes each) or graphical representations to analyze and solve problems. The student is expected to:
S MATH.6.12ARepresent numeric data graphically, including dot plots, stem-andleaf plots, histograms, and box plots.
R MATH.6.13AInterpret numeric data summarized in dot plots, stem-and-leaf plots,
histograms, and box plots.
Unit19:Descriptionof 3class periods

DataStudents
(90-minutes each)
or6class periods
summarize
categorical data with (45-minutes each)
numerical and
graphical summaries,
and use these
summaries to
describe data
distribution.

ideas.
R MATH.6.5BSolve real-world problems to determine the whole given a part and
the percent, to determine the part given the whole and the percent, and to determine the
percent given the part and the whole including the use of concrete and pictorial models.
MeasurementandData.The student applies mathematical process standards to use numerical
or graphical representations to analyze problems. The student is expected to:
R MATH.6.12DSummarize categorical data with numerical and graphical summaries,
including the mode, the percent of values in each category (relative
frequency table), and the percent bar graph, and use these summaries to describe the data
distribution.
S MATH.6.13BDistinguish between situations that yield data with and without variability.
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons

workplace.
Unit20:Readinessand
SupportingStandards
ReviewStudents use
appropriate problemsolving strategies
and skills to review
relevant Readiness
and Supporting
Standards (based on
individual student
diagnostic data).

5class periods
(90-minutes each)
or10class periods
(45-minutes each)
mathematical ideas.
ideas.
Unit21:Bridgeto
5class periods
Grade7Mathematics (90-minutes each)
Students extend their or10class periods
knowledge of
(45-minutes each)
operations on
rational numbers to
solve real-world

MATH.6.1C/MATH.7.1CSelect tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
MATH.6.1E/MATH.7.1ECreate and use representations to organize, record, and

communicate mathematical ideas.
solutions. The student is expected to:
problems and justify
solutions as they
make connections
between current
standards and those
of subsequent
courses.
S MATH.6.3ARecognize that dividing by a rational number and multiplying by its reciprocal

result in equivalent values.R MATH.6.3EMultiply and divide positive rational numbers
fluently.
NumberandOperations.The student applies mathematical process standards to add, subtract,
multiply, and divide while solving problems and justifying solutions. The student is expected
to:
S MATH.7.3AAdd, subtract, multiply, and divide rational numbers fluently.R MATH.7.3B
Apply and extend previous understandings of operations to solve
problems using addition, subtraction, multiplication, and division of rational numbers.

Math 6th 2017

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Math 6th 2017

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20162017ScopeandSequenceMathematicsGrade6

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

MATH.6.1FAnalyze mathematical relationships to connect and communicate mathematical

Unit3:Multiplication 3class periods

Personalfinancialliteracy.The student applies mathematical process standards to develop an

NumberandOperations.The student applies mathematical process standards to represent and

S MATH.6.2BIdentify a number, its opposite, and its absolute value.

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1FAnalyze mathematical relationships to connect and communicate mathematical

MathematicalProcessStandards.The student uses mathematical processes to acquire and

NumberandOperations.The student applies mathematical process standards to represent and

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MathematicalProcessStandards.The student uses mathematical processes to acquire and

consumer and investor. The student is expected to:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1DCommunicate mathematical ideas, reasoning, and their implications using

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1BUse a problem-solving model that incorporates analyzing given information,

MathematicalProcessStandards.The student uses mathematical processes to acquire and

Unit15:AreaofTwo 3class periods

MathematicalProcessStandards.The student uses mathematical processes to acquire and

by decomposing and rearranging parts of these shapes.

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1FAnalyze mathematical relationships to connect and communicate mathematical

S MATH.6.12BUse the graphical representation of numeric data to describe the

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1FAnalyze mathematical relationships to connect and communicate mathematical

Unit19:Descriptionof 3class periods

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1BUse a problem-solving model that incorporates analyzing given information,

MathematicalProcessStandards.The student uses mathematical processes to acquire and

MATH.6.1E/MATH.7.1ECreate and use representations to organize, record, and

S MATH.6.3ARecognize that dividing by a rational number and multiplying by its reciprocal

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