UNIT 1: OPERATIONS OF DECIMALS AND

FRACTIONS
Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Operations of Decimals and Semester: 1st Time Frame: 6 weeks
Fractions
Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

During this unit, students will learn how to fluently add, subtract, multiply, and divide multi-digit decimals and fractions.
During the unit students will identify the operation and break down each problem into steps. Students will also practice
solving real-world word problems related to operations of decimals and fractions. They will also have the opportunity to
create and solve their own word problems.

Stage 1 Desired Results

What academic standards are being addressed in this unit?
Established Goals
1. CCSS 6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each
2. CA State operation.
Standards
5.NF 1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with
like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
 Standards:

5.NF 2 Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 <
1/2.

6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions
by fractions.

Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions

Students will understand that
Meaning and
Acquisition Students will be able to relate fractions and When do we use fractions and decimals in real life?
decimals to the real-world.
 Where do we see fractions and decimals in real life?
Students will be able to identify equivalent
fractions and decimals. How can we use the operations of fractions and decimals to
help us in real life?
Students will be able to use different methods
in solving operations of fractions and decimals. How do we solve real-world problems involving fractions and
decimals?
Given a word problem, students will be able to
identify the appropriate operation they need to
use to solve the real-world problem involving
decimals and fractions. Students will then
accurately solve each problem by showing all of
their work.

Given an improper fraction, students will be

able to accurately convert it into a mixed
number. Given a mixed number, students will
be able to accurately convert it into an
improper fraction.

Given a fraction, students will be able to

identify if the fraction can be simplified then
accurately simplify the fraction to simplest
form.

Students will be able to find the least common

denominator and greatest common factor to
help them solve and simplify fraction math
problems.
 Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Creating a Word Problem:

Students create a mini-poster that is divided into three parts. 1. Informal Assessment: Ticket Out the Door
In the first section, students create their own word problem
with decimals/fractions that they can relate to. In the second 2. Formative Assessment: Quiz on Operations of Decimals
section, students solve their own word problem showing
every step and explaining every step. In the third section, 3. Formative Assessment: Quiz on Operations of Fractions
students create a picture that relates to their word problem.
4. Summative Assessment: Unit 1 Exam on Operations of
Performance Task- Create a Budget: Decimals and Fractions
Students will use and practice using all operations of decimals
and their own money skills to create a budget. The students
will get the chance to choose their career, car, and house.
Some of the choices might be limited depending on the salary
they get with their career. Students will get the opportunity to
begin thinking about what career path they want to take, and
will look at real life data on average salary, housing, food, and
transportation costs.

Performance Task- Stuffed with Pizza:

Students use fractional parts of a whole, addition and
subtraction of fractions, and comparison, to determine if two
boys eat the same amount or a different amount of pizza
pieces. Students will be asked to show all their work, draw out
the problem, and solve using reasoning and problem solving
methods that they learned.

Performance Task- Peanut Butter Cookie Task:

Students will be given a Peanut Butter Cookie Recipe with
fractions. Students will be asked to double the recipe
(multiplying fractions) and cut the recipe in half (dividing
fractions). Students will have to show all of their work and
answer the questions.

Stage 3 Learning Plan

Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

Discussion Students will discuss methods that they learned with a partner and share it with the class. Students will take
about notes on different methods on how to solve and simplify operations of fractions, then they will learn a few more
different ways as a class. Students will be asked to know how to solve a problem more than one way.
methods

Learning Event Brief Description (explanation of activity and relevant resources)

Stations Students will partner up, and work together to solve different practice problems involving decimals and
Activity fractions. There will be a decimal/fraction problem at each station and students will rotate around the room.
Students will show all of their steps, check each others work, box their answers, and then switch stations.
Students are responsible for solving a certain amount of practice problems.

Learning Event Brief Description (explanation of activity and relevant resources)

Create Students create a mini-poster that is divided into three parts. In the first section, students create their own
their own word problem with decimals/fractions that they can relate to. In the second section, students solve their own
word word problem showing every step and explaining every step. In the third section, students create a picture that
problem relates to their word problem.
Learning Event Brief Description (explanation of activity and relevant resources)

Graphic Students create graphic organizers in their notes to organize each process when solving each operation for
Organizers decimals and fractions. Each operation includes steps and an example.

Learning Event Brief Description (explanation of activity and relevant resources)

Dissecting Given a word problem, students will mark the text (circle and underline important words and numbers), draw
Word out the problem, and solve each problem accurately.
Problems

Learning Event Brief Description (explanation of activity and relevant resources)

Create a For the steps of dividing decimals, students are divided into groups. Each group creates a song to remember
Song the steps then performs it in front of the class.

Learning Event Brief Description (explanation of activity and relevant resources)

Flash Students create flashcards with academic vocabulary for the unit. Students partner up and practice spelling
Cards each vocabulary word and defining it. After practice, students line up in two lines in front of teacher, while the
Game teacher holds up a word, students compete to know the definition, and vice versa.

Learning Event Brief Description (explanation of activity and relevant resources)

Error Students look at anonymous pictures of common errors that students make on their homework and quiz.
Analysis Students identify error and fix it.
Activity
 UNIT 2: CONVERSIONS:
DECIMALS, FRACTIONS & PERCENTS
Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Decimals, Fractions, and Percents Semester: 1st Time Frame: Approx. 2 weeks
Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

During this unit, students will use what they know about decimals, fractions, and percents to figure out how they are related
to each other. Students will learn how to do six conversions: fractions to decimals, fractions to percents, decimals to
fractions, decimals to percents, percents to fractions, and percents to decimals. Students will be able to connect these
conversions to situations in real life.
 Stage 1 Desired Results
What academic standards are being addressed in this unit?
Established Goals
3. CCSS Understand ratio concepts and use ratio reasoning to solve problems.
4. CA State
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
Standards
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes.

6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b =0, and use rate language
in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar,
so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing
values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.3b 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?

6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.

6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately
when multiplying or dividing quantities.
 Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions
Students will understand that
Meaning and What are different ways to represent a ratio?
Acquisition
Students will be able to design a tree map What are the similarities and differences between a fraction
where they categorize different examples of and a ratio?
ratios, rates, and unit rates. Students will use
their examples to create a double-bubble map What are the differences/similarities between ratios, rates
comparing/contrasting two of the categories, and unit rates?
then complete a sentence frame similar to the
following: Ratios, rates, and unit rates are How can ratios and proportional reasoning be used to solve
similar to each other because _____________ but real-world mathematical problems?
they are also different because
_______________________.

Students will be able to define ratio as a pair of

non-negative numbers, A:B, which are not both
zero.
 Students will be able to use ratios to compare
parts to whole and parts to parts.

Students will be able to identify and describe

any ratio using language such as, For every
____, there are ____.

Students will be able to identify the role of

multiplication and division in how equivalent
ratios are related.

Students will be able to use ratio and rate

language to deepen their understanding of
what a ratio describes.

Students will be able to properly use ratio

notation, symbolism and label quantities.

Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Candies: 1. Informal Assessment: Ticket Out the Door

This task challenges a student to use models to understand
and describe fractions and to solve ratio problems. Students 2. Formative Assessment: Quiz on Ratios, Proportions, and
must be able to distinguish between part/part relationships Percentages
and part/whole relations to make sense of and solve for the
number or portion of candies in a box and find and use scale 3. Summative Assessment: Unit 2 Exam on Ratios,
factor to solve a problem. Proportions, and Percentages
 Stage 3 Learning Plan
Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

White Each student will get a white board, dry-erase marker, and eraser to practice solving real-world math problems
Boards involving ratios, proportions, and percents.

Learning Event Brief Description (explanation of activity and relevant resources)

Graphic Students create graphic organizers in their notes to organize the similarities and differences between ratios and
Organizers fractions.

Learning Event Brief Description (explanation of activity and relevant resources)

Flash Students create flashcards with academic vocabulary for the unit. Students partner up and practice spelling
Cards each vocabulary word and defining it. After practice, students line up in two lines in front of teacher, while the
Game teacher holds up a vocabulary word, students compete to know the definition, and vice versa.

Learning Event Brief Description (explanation of activity and relevant resources)

Error Students look at anonymous pictures of common errors that students make on their homework and quiz.
Analysis Students identify error and fix it.
Activity
Learning Event Brief Description (explanation of activity and relevant resources)

Dissecting Given a word problem involving ratios, students will mark the text (circle and underline important words and
Word numbers), draw out the problem, and solve each problem accurately.
Problems

UNIT 3: RATIOS, PROPORTIONS, AND UNIT RATES

Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Ratios, Proportions, and Unit Rates Semester: 1st Time Frame: Approx. 4 weeks
Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

During this unit, students will work with models to develop their understanding of ratios and will learn the similarities and
differences between fractions and ratios. Students will connect ratio, rate and percentage to whole number multiplication and
division and use concepts of ratio and rate to solve problems. They will also connect ratio to percent. Students will also learn
different ways to solve proportions using algebra, relationships, and patterns.
 Stage 1 Desired Results
What academic standards are being addressed in this unit?
Established Goals
5. CCSS Understand ratio concepts and use ratio reasoning to solve problems.
6. CA State
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
Standards
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes.

6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b =0, and use rate language
in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar,
so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing
values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.3b 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?

6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.

6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately
when multiplying or dividing quantities.
 Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions
Students will understand that
Meaning and What are different ways to represent a ratio?
Acquisition
Students will be able to design a tree map What are the similarities and differences between a fraction
where they categorize different examples of and a ratio?
ratios, rates, and unit rates. Students will use
their examples to create a double-bubble map What are the differences/similarities between ratios, rates
comparing/contrasting two of the categories, and unit rates?
then complete a sentence frame similar to the
following: Ratios, rates, and unit rates are How can ratios and proportional reasoning be used to solve
similar to each other because _____________ but real-world mathematical problems?
they are also different because
_______________________.

Students will be able to define ratio as a pair of

non-negative numbers, A:B, which are not both
zero.
 Students will be able to use ratios to compare
parts to whole and parts to parts.

Students will be able to identify and describe

any ratio using language such as, For every
____, there are ____.

Students will be able to identify the role of

multiplication and division in how equivalent
ratios are related.

Students will be able to use ratio and rate

language to deepen their understanding of
what a ratio describes.

Students will be able to properly use ratio

notation, symbolism and label quantities.

Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Candies: 1. Informal Assessment: Ticket Out the Door

This task challenges a student to use models to understand
and describe fractions and to solve ratio problems. Students
must be able to distinguish between part/part relationships
and part/whole relations to make sense of and solve for the
number or portion of candies in a box and find and use scale
2. Formative Assessment: Quiz on Ratios, Proportions, and
Percentages
3. Summative Assessment: Unit 2 Exam on Ratios,
factor to solve a problem. Proportions, and Percentages

Stage 3 Learning Plan

Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

White Each student will get a white board, dry-erase marker, and eraser to practice solving real-world math problems
Boards involving ratios, proportions, and percents.

Learning Event Brief Description (explanation of activity and relevant resources)

Graphic Students create graphic organizers in their notes to organize the similarities and differences between ratios and
Organizers fractions.

Learning Event Brief Description (explanation of activity and relevant resources)

Flash Students create flashcards with academic vocabulary for the unit. Students partner up and practice spelling
Cards each vocabulary word and defining it. After practice, students line up in two lines in front of teacher, while the
Game teacher holds up a vocabulary word, students compete to know the definition, and vice versa.

Learning Event Brief Description (explanation of activity and relevant resources)

Error Students look at anonymous pictures of common errors that students make on their homework and quiz.
Analysis Students identify error and fix it.
Activity

Learning Event Brief Description (explanation of activity and relevant resources)

Dissecting Given a word problem involving ratios, students will mark the text (circle and underline important words and
Word numbers), draw out the problem, and solve each problem accurately.
Problems

UNIT 4: RATIONAL NUMBERS

(Integers, Absolute Value, Coordinate Plane)
Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Rational Numbers Semester: 1st Time Frame: Approx. 5 weeks
Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

In this unit, students will understand rational numbers as points on the number line and extend previous understandings of
numbers to the system of rational numbers, which include positive and negative numbers. Students extend coordinate axes
to represent points in the plane with negative number coordinates and, as part of doing so, see that negative numbers can
represent quantities in real-world contexts. They use the number line to order numbers and to understand the absolute value
of a number. Students will begin to solve real-world and mathematical problems by graphing points in all four quadrants, a
concept that continues throughout to be used into high school and beyond.

Stage 1 Desired Results

What academic standards are being addressed in this unit?
Established Goals
7. CCSS Apply and extend previous understandings of numbers to the system of rational numbers.
8. CA State
6.NS.5 Understand that positive and negative numbers are used together to describe quantities having
Standards
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
realworld contexts, explaining the meaning of 0 in each situation.

6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and
coordinate axes familiar from previous grades to represent points on the line and in the plane with negative
number coordinates.
6.NS.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number
line; recognize that the opposite of the opposite of a number is the number itself, e.g., (3) = 3, and that 0 is
its own opposite.

6.NS.6b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate
plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by
reflections across one or both axes.
 6.NS.6c Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

6.NS.7 Understand ordering and absolute value of rational numbers.

6.NS.7a Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram. For example, interpret 3 > 7 as a statement that 3 is located to the right of 7 on a
number line oriented from left to right.

6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For
example, write 3C > 7C to express the fact that 3C is warmer than 7C.

6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or negative quantity in a real- world situation. For example,
for an account balance of 30 dollars, write |30| = 30 to describe the size of the debt in dollars.

6.NS.7d Distinguish comparisons of absolute value from statements about order. For example, recognize
that an account balance less than 30 dollars represent a debt greater than 30 dollars.

6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate
plane. Include use of coordinates and absolute value to find distances between points with the same first
coordinate or the same second coordinate.

Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

 5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions

Students will understand that
Meaning and What are rational numbers?
Acquisition
Students will be able to understand the set of How can you find the opposite of a rational number?
rational numbers in general. (Whole numbers,
fractions and their opposites) How can you plot/locate a coordinate?
Students will be able to understand whole How can you determine the relative position of two numbers
numbers and their opposite then move onto on a number line?
negative fractions and decimals.
How can you find the distance between two coordinates?
Students will be able to understand that all
numbers have an opposite.

Students will be able to plot points on the

coordinate plane.

Students will be able to understand signs of

numbers in ordered pairs as indicating locations
in quadrants of the coordinate plane.

Students will be able to understand a rational

number as a point on the number line, and find
 the position of rational numbers on a number
line, both horizontal and vertical.

Students will be able to understand absolute

value.

Students will be able to solve real-world and

math problems by graphing points in all
quadrants including distance between 2 points
with the same first coordinate.

Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Lemonade Business: 1. Informal Assessment: Ticket Out the Door
Students will plot and analyze how much money was earned
and lost by a lemonade business. 2. Formative Assessment: Quiz on Integers and Absolute
Value
Performance Task- Alaska Temperatures:
Students will plot and analyze the temperatures in Alaska . 3. Formative Assessment: Quiz on Coordinate Plane

4. Summative Assessment: Unit 3 Exam on Rational Numbers

 Stage 3 Learning Plan
Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

White Each student will get a white board, dry-erase marker, and eraser to practice solving real-world math problems
Boards involving rational numbers. After solving a problem, students will hold up their white board to show
understanding of a math problem.

Learning Event Brief Description (explanation of activity and relevant resources)

Graphic Students create graphic organizers in their notes to compare and contrast the characteristics of positive and
Organizers negative numbers.

Learning Event Brief Description (explanation of activity and relevant resources)

Flash Students create flashcards with academic vocabulary for the unit. Students partner up and practice spelling
Cards each vocabulary word and defining it. After practice, students line up in two lines in front of teacher, while the
Game teacher holds up a vocabulary word, students compete to know the definition, and vice versa.

Learning Event Brief Description (explanation of activity and relevant resources)

Error Students look at examples of common errors that students make when dealing with negative numbers.
Analysis Students identify the error and fix it.
Activity
Learning Event Brief Description (explanation of activity and relevant resources)

Party vs. Students will create their own math problem with at least 3 positive numbers and 3 negative numbers. On a
Battle Mini mini-poster students will divide poster into three sections. In each section, students will solve their math
Poster problem using three different methods.

UNIT 5: EXPRESSIONS
Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Expressions Semester: 1st/2nd Time Frame: Approx. 4 weeks

Subject: Math 6 Teacher: Badilla Dates:
Brief Unit Description (3-5 sentences):

With their sense of number expanded to include negative numbers, in Unit 4 students begin a formal study of algebraic
expressions. Students learn equivalent expressions by continuously relating algebraic expressions back to arithmetic and the
properties of arithmetic (commutative, associative, and distributive).

Stage 1 Desired Results

What academic standards are being addressed in this unit?
Established Goals
9. CCSS Apply and extend previous understandings of arithmetic to algebraic expressions.
10. CA State
6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.
Standards

6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For
example, express the calculation Subtract y from 5 as 5 y.

6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an expression as a single entity. For example, describe the expression
2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the
distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the
distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply
properties of operations to y + y + y to produce the equivalent expression 3y. 6.EE.4 Identify when two
expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is
substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the
same number regardless of which number y stands for.
 Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions

Students will understand that
Meaning and What is the difference between a numerical and algebraic
Acquisition expression?
Students will understand that any number,
measure, numerical expression, algebraic What is a term and how can it be used to simplify complex
expression, or equation can be represented in expressions?
an infinite number of ways that have the same
value. What are the parts of an expression?
Students will understand that mathematical How can you use the distributive property to combine like
situations and structures can be translated and terms?
represented abstractly using variables,
expressions, and equations.

Students will build their conceptual

understanding of terms to simplify expressions
with order of operations.

Students will be able to read, write and

evaluate expressions with variables.

Students will be able to identify the parts of an

algebraic expression.

Students will apply conventions of algebraic

notation (traditional x and symbols are
replaced by this)

Students will be able to evaluate various

expressions at multiple values of a variable to
help develop the concept of a function.

Students will use modeling to interpret the

Distributive property. 3(2+x) as 3 groups of (2
+ x)

Students will be able to understand the

Distributive property is the basis for combining
like terms in an expression. 4a +7a = (4 +
7)a = 11a

Students will be able to use the distributive

property forwards and backwards.

Students will work with expressions and identify

when two expressions are equivalent.
 Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Gym: 1. Informal Assessment: Ticket Out the Door

This task challenges a student to use rules to calculate and
compare the costs of memberships. Students must be able to 2. Formative Assessment: Quiz on Expressions
work with the idea of break-even point to find when the costs
for two types of fee rules would be equal. 3. Summative Assessment: Unit 5 Exam on Expressions

Stage 3 Learning Plan

Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

White Each student will get a white board, dry-erase marker, and eraser to practice simplifying expressions. After
Boards simplifying an expression, students will hold up their white board to show understanding of combining like
terms.

Learning Event Brief Description (explanation of activity and relevant resources)

Flash Students create flashcards with academic vocabulary for the unit. Students partner up and practice spelling
Cards each vocabulary word and defining it. After practice, students line up in two lines in front of teacher, while the
Game teacher holds up a vocabulary word, students compete to know the definition, and vice versa.
Learning Event Brief Description (explanation of activity and relevant resources)

Scavenger There will be ten papers around the classroom. On each paper there will be an expression to simplify and a
Hunt simplified expression. Students will work with a partner to simplify the expression and then they will have to
search the other papers around the room for the correct answer. On whichever paper the answer is on, the next
problem they will solve will be on that paper and so on.

Learning Event Brief Description (explanation of activity and relevant resources)

Create and Students will create their own expression on strip of paper and put it in a cup. Students will choose an
Simplify expression from the cup to simplify. After one minute, the strips of paper will rotate around the room. Students
Expression will practice simplifying expressions that they created.
s

UNIT 6: EQUATIONS & INEQUALITIES

Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Equations and Inequalities Semester: 2nd Time Frame: Approx. 4 weeks
Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

With their sense of number expanded to include negative numbers, in Unit 6 students begin a formal study of algebraic
equations and inequalities. They write, interpret, and use expressions and equations as they reason about and solve one-
variable equations and inequalities and analyze quantitative relationships between two variables.

Stage 1 Desired Results

What academic standards are being addressed in this unit?
Established Goals
11. CCSS Reason about and solve one-variable equations and inequalities.
12. CA State
6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas
Standards
used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents,
in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For
example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of
length s = .
6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a
specified set, if any, make the equation or inequality true? Use substitution to determine whether a given
number in a specified set makes an equation or inequality true.
6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand,
any number in a specified set.
6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and
p + x = q for cases in which p, q and x are all nonnegative rational numbers.
 6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or
mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative
relationships between dependent and independent variables.
6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one
another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other
quantity, thought of as the independent variable. Analyze the relationship between the dependent and
independent variables using graphs and tables, and relate these to the equation. For example, in a problem
involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation
d = 65t to represent the relationship between distance and time.

Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

 Skills, Facts, and Overall Understandings Essential Questions
Students will understand that
Meaning and When given a set of values, how can you determine which
Acquisition Solving one-variable equations and inequalities value makes an equation or inequality true?
is based on selecting values from a specified
set to determine if the equation or inequality is What is a variable and what can it represent?
true.
How can you use inequalities to show constraint?
A solution is a value of the variable that makes
the equation or inequality true.
Students can identify solutions to variables How can you show the relationship between a dependent and
using mental math or tape diagrams independent variable?
Students will use variables to represent
numbers and expressions in a real world
context as independent variables

Students will use simple inequalities using < or

> to represent real-world or mathematical
situations.

Students will represent inequalities on a

number line with an open circle and a solid line
arrow.

Students will use variables to represent two

quantities that change in relationship to one
anotherinarealworldproblem.

Studentswillwriteanequationtoexpressonequantityas
dependentandtheotherasindependent

Studentswillbeabletoanalyzetherelationshipbetweenthe
 variablesusinggraphsandtablesandrelatethesetothe
equation.

Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Boxes: 1. Informal Assessment: Ticket Out the Door

Thetaskchallengesastudenttodemonstrateunderstandingofequality.Astu
dentmustmakesenseofdifferentmathematicalcontextsforequalitysuchas
scalesandbalancebeams.Usingapictorialrepresentationoftheweightofdi
fferentnumberedblocksoneithersideofascale,astudentmustusemathema
ticalreasoningtodeterminewhichboxistheheaviest.Givenadditionalscen
arioswithabalancescale,astudentmustcontinuetomakesenseofequivalen
tweightstodetermineineachscenariotheheaviestbox.
2. Formative Assessment: Quiz on Equations
3. Mini-Poster Assessment: Create Equation & Solve Showing
Every Step
4. Summative Assessment: Unit 6 Exam on Equations and
Inequalities

Stage 3 Learning Plan

Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

Create Each student will create their own equation and solving showing every step. Students will share their equation
Your Own with a partner and will get the opportunity to solve other students equations.
Equation
Learning Event Brief Description (explanation of activity and relevant resources)

Stations There will be 6 stations around the room. At each station there will be an equation and multiple-choice
answers. Students will work with a partner and show all of the work in their notebook. When time is up, teacher
will put up an answer key. Students will check their work and correct their answers.

Learning Event Brief Description (explanation of activity and relevant resources)

Writing Students will write a summary of the unit in complete sentences. In the summary students will be asked to
Activity write about what they learned during the unit, what was easy or challenging during the unit, and what would
you add to the unit. Students must include every vocabulary word in the word box.

Learning Event Brief Description (explanation of activity and relevant resources)

White Each student will get a white board, dry-erase marker, and eraser to practice solving equations and
Boards inequalities. After simplifying an expression, students will hold up their white board to show understanding of
solving equations and inequalities. If a student is still needs help, they can work with a partner.
 UNIT 7: STATISTICS
Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: STATISTICS Semester: 2nd Time Frame: 3 weeks

Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

In Unit 7, students develop an understanding of statistical variability and apply that understanding as they summarize,
describe, and display distributions. In particular, careful attention is given to measures of center and variability.

Stage 1 Desired Results

What academic standards are being addressed in this unit?
Established Goals
13. CCSS Develop understanding of statistical variability.
14. CA State
6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question
Standards
and accounts for it in the answers. For example, How old am I? is not a statistical question, but How old are
the students in my school? is a statistical question because one anticipates variability in students ages.
6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution, which can be
 described, by its center, spread, and overall shape.
6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single
number, while a measure of variation describes how its values vary with a single number.

Summarize and describe distributions.

6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5 Summarize numerical data sets in relation to their context, such as by:
6.SP.5a Reporting the number of observations.
6.SP.5b Describing the nature of the attribute under investigation, including how it was measured and its units
of measurement.
6.SP.5c Giving quantitative measures of center (median and/or mean) and variability (inter-quartile range
and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the
overall pattern with reference to the context in which the data were gathered.
6.SP.5d Relating the choice of measures of center and variability to the shape of the data distribution and the
context in which the data were gathered.

Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

 8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions

Students will understand that
Meaning and Howcanyoucollect,organizeandrepresentdata?
Acquisition To be a statistical question the data must vary
and apply appropriate responses and can result Howcanyousummarizedatasets?
in a narrow or wide range of numerical values
and variability.
Howcanyoudisplaydatagraphically?
Design survey questions that anticipate
Howcangraphicaldatabeinterpreted?
variability.

Data sets contain many numerical values that Howcanyoudeterminewhichtypeofgraphicaldisplayisappropriatetoa

can be summarized by one number such as a particulardataset?
measure of center (mean and median), spread,
and overall shape and range.

Students can measure variability using the

inter-quartile range (IQR) or the mean absolute
deviation (MAD).

Both the IQR and MAD are represented by a

single numerical value.

Higher values represent a greater variability in

the data.

Data can be displayed graphically and

interpreted using number lines, dot plots,
histograms or box plots.
 Students will be able to determine the
appropriate graph to display data and how to
read data from graphs generated by others
(using dot plots, histograms, and box plot
number lines)

Interpret data displays and determine measures

of center and variability from them.

Summarize numerical data sets in relation to

context.

Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- Baseball Players: 2. Formative Assessment: Mean, Median, & Range Quiz
Thetaskchallengesastudenttodemonstrateunderstandingofthemeasures
ofcenterthemean,medianandrange.Astudentmustbeabletousethe 3. Project: Students will Collect Data, Organize Data on a
measuresofcenterandspread(mean,median,andrange)tosolveproblems. Graph, & Summarize What That Data Means?
Astudentmustdeterminethetotalweightofplayersgiventhemeanweight.
Astudentmustmakesenseofhowadditionaldataaffectsthemeanweight 4. Summative Assessment: Unit 7 Exam on Statistics
whenadditionalteamplayerswithahighermeanweightareaddedtothe
team.

Stage 3 Learning Plan

 Summary Of Key Learning Events & Instruction

Learning Event Brief Description (explanation of activity and relevant resources)

Creating A Each student will create a survey with questions to ask their classmates. Each student will collect data in a
Poll table, graph the data on a graph, then summarize what the data means.

Learning Event Brief Description (explanation of activity and relevant resources)

Stations There will be 6 stations around the room. At each station there will be a list of numbers. Students will work with
a partner and figure out the mean, median, and range of each group of numbers. When time is up, students will
check their work and correct their answers.

Learning Event Brief Description (explanation of activity and relevant resources)

Verbal Students will partner up and read graphs together and explain to each other verbally what it means. Then the
Activity/ students will individually look at different graphs and explain in complete sentences what the graph is telling
Writing them.
Activity
Learning Event Brief Description (explanation of activity and relevant resources)

Mini On a mini-poster and with a partner, students will create a list of numbers. Students will create a number line
Poster and determine the mean, median, and range of their list of numbers.
Activity
 UNIT 8: GEOMETRY
Unit Plan / Evaluation
Strategic Design for Student Achievement

Unit Title: Geometry Semester: 2nd Time Frame: 3 weeks

Subject: Math 6 Teacher: Badilla Dates:

Brief Unit Description (3-5 sentences):

In Unit 8, students will apply their newly acquired capabilities with expressions and equations to solve for unknowns in area,
surface area, and volume problems. They find the area of triangles and other two- dimensional figures and use the formulas
to find the volumes of right rectangular prisms with fractional edge lengths. Students use negative numbers in coordinates as
they draw lines and polygons in the coordinate plane. They also find the lengths of sides of figures, joining points with the
same first coordinate or the same second coordinate and apply these techniques to solve real-world and mathematical
problems.
 Stage 1 Desired Results
What academic standards are being addressed in this unit?
Established Goals
1. CCSS Solverealworldandmathematicalproblemsinvolvingarea,surfacearea,andvolume.
2. CA State
Standards 6.G.1Findtheareaofrighttriangles,othertriangles,specialquadrilaterals,andpolygonsbycomposingintorectanglesordecomposinginto
trianglesandothershapes;applythesetechniquesinthecontextofsolvingrealworldandmathematicalproblems.
6.G.2Findthevolumeofarightrectangularprismwithfractionaledgelengthsbypackingitwithunitcubesoftheappropriateunitfraction
edgelengths,andshowthatthevolumeisthesameaswouldbefoundbymultiplyingtheedgelengthsoftheprism.ApplytheformulasV=
lwhandV=bhtofindvolumesofrightrectangularprismswithfractionaledgelengthsinthecontextofsolvingrealworldand
mathematicalproblems.
6.G.3Drawpolygonsinthecoordinateplanegivencoordinatesforthevertices;usecoordinatestofindthelengthofasidejoiningpoints
withthesamefirstcoordinateorthesamesecondcoordinate.Applythesetechniquesinthecontextofsolvingrealworldandmathematical
problems.
6.G.4Representthreedimensionalfiguresusingnetsmadeupofrectanglesandtriangles,andusethenetstofindthesurfaceareaofthese
figures.Applythesetechniquesinthecontextofsolvingrealworldandmathematicalproblems.

Students will be able to independently use their learning to

Transfer Goal 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.
 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Skills, Facts, and Overall Understandings Essential Questions

Students will understand that
Meaning and How does the area of a triangle relate to the area of a
Acquisition Students will be able to derive the area of a rectangle?
triangle
(Students use their previous knowledge of How can you find the area of a polygon by decomposing
decomposing a rectangular area to derive it); (deconstructing) it into other shapes?
including right triangles and other triangles

Use their knowledge of rectangular and How can you find the side lengths of a polygon on a
triangular area to decompose and compose coordinate plane?
other shapes: (special quadrilaterals, and
polygons)

Find the volume of right rectangular prisms with

fractional edge lengths.

Apply the idea of packing shapes to

determine the number of unit cubes that could
make up a prism and how this relates to the
formulas for volume (V=lwh and V=bh)

Solve real-world problems using volume

Draw polygons on a coordinate plane and find

side lengths given coordinates for the vertices

Find the length of a side

 Solve real-world problems using area

Apply knowledge of rectangular and triangular

area in conjunction with nets that form 3-D
figures.

Solve real-world problems using surface area

Stage 2 Evidence
Briefly describe each Performance Task or Other Evidence
List Performance Tasks: List Other Evidence:

Performance Task- How Many Cubes? : 2. Formative Assessment: Geometry Quiz

Determinethevolumeofseveralboxesandexplainthethinkingbehindthe
answer.Findthemeasurementofaboxforagivennumberofcubes. 3. Small-Group Project: Measuring Real-World 2&3-
Dimensional Objects: Finding Perimeter, Area, Volume, &
Surface Area

4. Summative Assessment: Unit 8 Exam on Geometry

Stage 3 Learning Plan

Summary Of Key Learning Events & Instruction
Learning Event Brief Description (explanation of activity and relevant resources)

White Each student will get a white board, dry-erase marker, and eraser to practice finding the area, volume, and
Boards surface area of different given shapes. After, students will hold up their white board to show understanding of
volume, area, and surface area.
Learning Event Brief Description (explanation of activity and relevant resources)

Flash Students create flashcards with academic vocabulary and formulas for the unit. Students partner up and review
Cards each flashcard After practice, students line up in two lines in front of teacher, while the teacher holds up a
Game vocabulary word, students compete to know the definition, and vice versa.

Learning Event Students will create a foldable to help them review area formulas of different types of shapes. Students will
partner up and use the foldable to study formulas with a partner.
Area
Foldable

Learning Event Students will get in small groups and create a poster. Each group will get a packet of shapes and for each
shape students will have to find the area of each face, volume, and surface area. Students will also color, cut,
Small- and tape together each shape. Students will present their shapes and data to the class.
Group
Project