00 2015 2016 6th Number System Unit 1 Plan

Houston County Board of Education
2015-2016
6th Grade
Georgia Common Core Mathematics
Unit 1: Number System Fluency

August 3- September 4
4 weeks
Unit 1: By the end of fifth grade, students have had a variety of experiences working with whole numbers and fractions. In the
first unit, work with whole numbers continues into dividing multi-digit numbers using the standard algorithm. All four operations
with decimals, as well as dividing fractions by fractions, are emphasized from a hands-on approach in order to build
understanding, not rely on memorization of rules and procedures. Students also find common factors and multiples as they
progress in their understanding of composition and decomposition of numbers and become fluent in number sense.
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Find the greatest common factor of two whole numbers less than or equal to 100
Find the least common multiple of two whole numbers less than or equal to 12
Use the greatest common factor and the least common multiple to solve problems
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.
Interpret and compute the quotients of fractions
Solve word problems involving division of fractions by fractions using visual fraction models and equations to represent the
problem.
Fluently divide multi-digit numbers using the standard algorithm.
Sixth Grade 2015-2016
Page 1
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
At each grade level in the standards, one or two fluencies are expected. For sixth graders the expected fluencies are
multi-digit whole number division and multi-digit decimal operations. Procedural fluency is defined by the Common
Core as skill in carrying out procedures flexibly, accurately, efficiently and appropriately. Students may not achieve
fluency within the scope of one unit but it is expected the fluency will be obtained by the conclusion of the course.
In the past fraction and decimal computation have been dominated by rules but research based best practices have
proven that students who are taught to focus on the pencil-and-paper rules for decimal computation do not even
consider the actual values of the numbers. Therefore a good place to begin decimal computation is with estimation. It
helps children to look at answers in terms of a reasonable range.
ENDURING UNDERSTANDINGS
The meanings of each operation on fractions are consistent with the meanings of the operations on whole numbers. For
example: It is possible to divide fractions without multiplying by the inverse or reciprocal of the second fraction.
Least common multiple and greatest common factor are helpful when solving real-world problems.
When dividing by a fraction, there are two ways of thinking about the operation partition and measurement which will
lead to two different thought processes for division.
When we divide one number by another, we may get a quotient that is bigger than the original number, smaller than the
original number or equal to the original number.
Pre-Test
I Can Statements
Formative Assessment Item Bank
FAL
Standards & Student Misconceptions
Clarifications, Examples & Instructional Resources
Compute fluently with multi-digit numbers and find common factors and multiples.
CC.6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
Page 2
Essential Questions:
What is the role of place value when dividing multi-digit values?

What do I do when I see a 0 in the dividend? In the remainder?
How can I find a quotient using two different methods?
MISCONCEPTIONS:
Cases involving 0 in the dividend when dividing may require
special attention.
Writing the remainder as a decimal, for example 264 R 8 may be

mistakenly written as 264.8. Students may write the remainder as
a fraction or continue dividing using decimal place values.
In 5th Grade, students were expected to divide using models for whole number and decimal division. Students may have used models such as
base-ten blocks, the area model or the partitive division method shown below:
Example 1:
Partitive Division Model:
Traditional Algorithm:
Page 3
Students are expected to fluently and accurately divide multi-digit whole numbers. Divisors can be any number of digits at this grade level.
As students divide they should continue to use their understanding of place value to describe what they are doing. When using the standard
algorithm, students language should reference place value. For example, when dividing 32 into 8456, as they write a 2 in the quotient they
should say, there are 200 thirty-twos in 8456, as they write 6 in the quotient they should say, there are 60 thirty-twos in 2056 rather than
only writing a 6 without any understanding of place value.
The partitive division method in Example 1 above shows the idea behind understanding place value when dividing. This division model does
not rely solely on finding factors that can get the closest to the dividend; however this method allows students to select numbers that may
be friendlier to work with and may help students who struggle computationally. Eventually students will need to move towards the more
efficient model of long-division.
Book and Web Resources:

CC.6.NS.2
1. Elementary & Middle School Mathematics (VanDeWalle, 7th Ed.)
TEACHER Resource
o Division of Whole Numbers: p. 232-237
STUDENT ACTIVITIES
o Division of Whole Numbers: p. 232-237 Figures 12.23-12.27 & problems in bold print
2. http://mason.gmu.edu/~mmankus/whole/base10/asmdb10.htm#div
Connects conceptual and procedural processes of division and uses explanations and manipulatives to show algorithm.
3. http://www.doubledivision.org/ Similar to partitive division- doubling divisor.
Page 4
4.
http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=9
Site may be best for remediating students- RTI.
5. Number Line Division Modeling (click on the division symbol)
http://nlvm.usu.edu/en/nav/frames_asid_197_g_2_t_1.html?open=activities&from=search.html?qt=division
6. Division Folder for more info
SMP 1: Make sense of problems and persevere in solving them.
SMP 2: Reason abstractly and quantitatively.
SMP 3: Construct viable arguments and critique the reasoning of others.
SMP 4: Model with mathematics.
SMP 5: Use appropriate tools strategically.
SMP 6: Attend to precision.
SMP 7: Look for and make use of structure.

SMP 8: Look for and express regularity in repeated reasoning. In grade 6, students use repeated reasoning to understand algorithms and make generalizations about
patterns.
CC.6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
How are decimals compared?

How is place value represented in decimal addition and division?
How do multiplication rules for whole numbers apply to decimal multiplication?
What is the divisor and what role does it have in decimal division?
MISCONCEPTIONS:
Use terms for multiplication and division consistently: factor,

product, divisor, dividend, quotient, and multiple.
Page 5
Procedural fluency is defined by the Common Core as skill in carry out procedures flexibly, accurately, efficiently, and appropriately. In 4 th
and 5th grades, students added and subtracted decimals. Multiplication & division of decimals was introduced in 5 th grade (whole number &
decimals to hundredths place). At the elementary level, these operations were based on concrete models or drawings and strategies based on
place value; properties of operations, and/or the relationship between addition and subtraction.
In 6th grade, students become fluent in the use of the standard algorithms of each of these operations.
Computational fluency is best put to use when students solve problems set in appropriate contexts. The following problems show three
problems that are set in the same kind of context, but the first is a straightforward multiplication problem while the other two are the
corresponding "How many groups?" and "How many in each group?" division problems. It is important for students to see each of these types
of problems.
1. Sandra has 6 grandchildren, and she gave each of them $24.50. How much money did she give to her grandchildren altogether?
2. Nita gave each of her grandchildren $42.50. If she gave a total of $340, how many grandchildren does Nita have?
3. Helen gave each of her 7 grandchildren an equal amount of money. If she gave a total of $227.50, how much did each grandchild get?
Applying estimation skills & developing reasoning ability is important for students to develop and understand algorithmic computation with
decimals. The following tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their
algorithmic computations.

CC.6.NS.3
1. Elementary & Middle School Mathematics (VanDeWalle, 7th Ed.)
2. Algorithms Using Decimal Numbers: Learning Task, Operations Using Decimals Requires explanations for why decimals are lined up for +
and (-) and why decimals are moved ( x and )
3. http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=9%20
Page 6
Video lesson illustrating base-ten multiplication and division relating both to the algorithm.
SMP 1: Make sense of problems &
persevere in solving them. Students
solve real world problems; seek the
meaning of a problem; look for efficient
ways to represent & solve it. Students
check thinking by asking Does this
make sense?, & Can I solve the
problem in a different way?
SMP 2:
Reason
abstractly
and
quantitativ
ely.
SMP 3:
Construct
viable
arguments
and critique
the
reasoning
of others.
SMP 4: Model with

mathematics. Students
should be able to model
multiplication & division of
decimals using base-ten
blocks. Connect models when
developing fluency of the
algorithm.
SMP 5: Use
appropriat
e tools
strategicall
y.
SMP 6:
Attend
to
precision
.
SMP 7:
Look for
and
make use
of
structure
.
SMP 8: Look for and

express regularity in
repeated reasoning.
Patterns for multiplication
and division of decimals
should derive from repeated
addition & subtraction
patterns.
CC.6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100.
a. Find the greatest common factor of 2 whole numbers and 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 factors. (GCF) Example: 36 + 8 = 4(9 + 2)
b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve real-world problems.
How
How
How
How
are factors used to find GCF?

are multiples used to find LCM?
does the distributive property show relationships between expressions?
is GCF used in the distributive property?
Page 7
What is the difference between the LCM and GCF?

How can you tell if the GCF is needed to answer the question?
How can you tell if the LCM is needed to answer the question?
MISCONCEPTIONS:
Students often confuse the terms, factor and
multiple.
Greatest common factor and least common multiple are usually taught as a means of combining fractions with unlike denominators. This
cluster builds upon the previous learning of the multiplicative structure of whole numbers, as well as prime and composite numbers in Grade
4. Although the process is the same, the point is to become aware of the relationships between numbers and their multiples. For example,
consider answering the question: If two numbers are multiples of four, will the sum of the two numbers also be a multiple of four? Being
able to see and write the relationships between numbers will be beneficial as further algebraic understandings are developed.
Another focus is to be able to see how the GCF is useful in expressing the numbers using the distributive property. (36 + 24) = 12(3 + 2),
where 12 is the GCF of 36 and 24. This concept will be extended in Expressions and Equations as work progresses from understanding the
number system and solving equations to simplifying and solving algebraic equations in Grade 7.
Students will find the GCF of numbers less than or equal to zero. Students should be able to express the prime factors as a list (2 x 2 x 2x 3) or
using exponents (23 x 3).
Methods for finding the GCF and LCM include lists, factor trees, and ladder or upside-down division. Students should be able to apply factors
and multiples to real world problems.

CC.6.NS.4
Page 8
1. Illuminations - The Venn Factor Lesson - Students calculate the greatest common factor by multiplying common prime factors and
develop a definition based on their exploration. http://illuminations.nctm.org/LessonDetail.aspx?id=L859
2. LearnAlberta Spy Guys - Factors, Multiples, and Prime Factorization Video Lesson- Video begins with LCM and GCF includes
number line modeling.
http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell07.swf
SMP 1: Make sense of problems & persevere in solving them. Students solve real world problems. Students check thinking by asking Does this make sense?, and Can I
solve the problem in a different way? GCF & LCM problems are difficult in terms of wording- students need to make sense of what the problem is asking for them to find.

SMP 6: Attend to precision.

SMP 8: Look for and express regularity in repeated reasoning. Students should be able to see patterns developing between numbers in terms of factors and multiples.
Patterns should be utilized when discussing divisibility. Use repeated addition and/or skip counting to help students recognize these patterns.
CC.6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including
reasoning strategies such as 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 becaus3 3/4 of 8/9 is2/3. (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?
Page 9
How can we model fraction multiplication? division?

Which real-world situations lead to fraction multiplication?
How can we interpret realworld situations as requiring division with fractions?
How is fraction division like division of whole numbers?
Is multiplying a whole number and a fraction different from multiplying a fraction and a whole number?
Is the product of two proper fractions greater than the fractions being multiplied?
MISCONCEPTIONS:
Students may believe that dividing by means dividing in half.
Dividing by means finding how many halves there are in a
quantity, whereas dividing in half means to take a quantity and
split it into two equal parts. For example,
7 divided by =
14 and 7 divided in half = 3 .
Page 10
Page 11

CC.6.NS.1
1. Fraction Number Line Bars- Division
http://nlvm.usu.edu/en/nav/frames_asid_265_g_2_t_1.html?open=activities&from=category_g_2_t_1.html
2. Visual Fractions: This website provides interactive practice with both area and linear models for exploring fraction
multiplication and division (as well as earlier fraction skills and concepts).
http://www.visualfractions.com/
Prior to 6th Grade, students have had experiences with the following methods and models.
Grade 4: In grade 4, students will learn equivalence in order to compare fractions, add & subtract fractions with like denominators, and
decompose mixed numbers. Students will also begin multiplying fractions- first connecting addition and multiplication.
For example:
5
3
1 1 1 1 1
+ + + +
3 3 3 3 3
and then transitioning to rewriting
5
3
as 5 x
1
3 .
Students will use models to add & subtract fractions, multiply fractions and whole numbers and when decomposing fractions.
Grade 5: In grade 5, students will add & subtract fractions with unlike denominators (and mixed numbers) using models and their
understanding of equivalence. Students will also multiply fractions by whole numbers and fractions by fractions using models.
Page 12
Example 1: Number line model
1
3
x5=
Example 2: Number line model
5
3
1
3
1
2
1
6
Example 3: Area model

Additionally, students in 5th grade
using models.
will divide whole numbers by fractions and fractions by whole numbers
6th Grade: *Special Note:

Teaching invert & multiply or keep change flip without developing an understanding of why it works leads to confusion when only teaching
division algorithmically.
In 6th grade, it will be important to build upon familiar understandings of whole number and fraction division by pairing visual representations
or models with computational concepts. Begins with the question, How many groups of ___ are in ___?
Example 1: 6
1
2
How many groups of
1
2
Page 13
are in 6?
Contexts and visual models can help students to understand quotients of fractions and begin to develop the relationship between
multiplication and division. Students make drawings, model situations with manipulatives, or manipulate computer generated models.
Example 2:
Manny has
1
2
yard of fabric to make book covers. Each book cover is made from
make?
Ask, How many fourths are in one-half?
Page 14
1
4
yard of fabric. How many book covers can Manny
There are two
1
4 s in
1
2
yard of fabric. So Manny can make 2 book covers for each
yard of fabric.
Example 3: How many groups of are in 1
1
5 ?
Snippet from this website: http://nlvm.usu.edu/en/nav/frames_asid_265_g_2_t_1.html?open=activities&from=search.html?qt=fraction

%20division
SMP 1: Make sense of problems & persevere in solving them.

Page 15
1
2
SMP 6: Attend to precision. In grade 6, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with
others and in their own reasoning.

SMP 8: Look for and express regularity in repeated reasoning. Students use repeated reasoning to understand algorithms & make generalizations about patterns. During
multiple opportunities to solve and model problems, they may notice that a/b c/d = ad/bc and construct other examples & models that confirm their generalization.
WIDA Standard: (English Language Learners)

English language learners communicate information, ideas and concepts necessary for academic success in the
content area of Mathematics.
English language learners benefit from:
the opportunity to use visual and concrete models in order to understand and apply fraction and decimal
concepts and language.
explicit vocabulary instruction regarding fractions and decimals
Essential Vocabulary:
1.
2.
3.
4.
5.
6.
Algorithm: a step-by-step solution to a problem.

Difference: The amount left after one number is subtracted from another number.
Distributive Property: The sum of two addends multiplied by a number is the sum of the product of each addend and the number.
Dividend: A number that is divided by another number.
Divisor: A number by which another number is to be divided.
Factor: When two or more integers are multiplied, each number is a factor of the product. "To factor" means to write the number or term
as a product of its factors.
7. Greatest Common Factor: The largest factor that two or more numbers have in common.
8. Least Common Multiple: The smallest multiple (other than zero) that two or more numbers have in common.
9. Minuend: The number that is to be subtracted from.
10. Multiple: The product of a given whole number and an integer.
11. Quotient: A number that is the result of division.
12. Reciprocal: Two numbers whose product is 1.
13. Sum: The number you get by adding two or more numbers together
14. Subtrahend: The number that is to be subtracted.
Page 16
15. Product: A number that is the result of multiplication.
Task Name
Task Type
Content Addressed
Standard(s)
*School Fund Raiser
Scaffolding/Learning Task
GaDOE
Discovering Trading for Dividing
MCC6. NS.2
*Scaffolding Division
Through Strip Model
Diagraming
(Spotlight Task)
GaDOE
Strip Model Division
MCC6. NS.2
Area Model Division
Scaffolding Task
Area Model Division
Column Division Vs
Partial Quotients
Learning Task
Comparison of Division Methods
Critiquing Division
Performance Task
Interpreting student errors in division
Interpreting Division
Computation
Formative Task
Connecting Partial Quotients to Standard

Algorithm
MCC6.NS.2
2 Digit Division PPT
Teaching Task
Dividing with the Standard Algorithm
MCC6. NS.2
From Partitive to
Standard
Practice Task
MCC6. NS.2
Garden Fence
Performance Task
MCC6. NS.2
Water Water
Performance Task
MCC6. NS.2
Page 17
MCC6.NS.2
MCC6.NS.2
MCC6.NS.2
Estimating is the Root of

Fluency Addition and
Subtraction
**Where Does the
Decimal Go?
(Multiplication)
Formative Task
GaDOE
Decimal Fluency
MCC6.NS.3
Constructing Task
GaDOE
Decimal Fluency
MCC6.NS.3
Constructing Task
GaDOE
Decimal Fluency
MCC6.NS.3
GaDOE
MCC6. NS.3
Algorithms using
Decimal Numbers
Performance Task
Decimal Fluency
MCC6.NS.3
Multiply and Divide

Decimals Chain
Practice Task
Decimal Fluency
MCC6.NS.3
Multiply and Divide

Decimals Flow Map
Practice Task
Decimal Fluency
MCC6.NS.3
Decimal Place Value

Patterns
1, 2, 3
Performance Task
Decimal Fluency
MCC6.NS.3
Constructing Task
GaDOE
Factors and Multiples
MCC6.NS.4
*Counting and Building

Rectangles
(Spotlight Task)
Constructing Task
GaDOE
Factors, Multiples, Primes & Composites
MCC6.NS.4
*Factors and Multiples

Puzzles
Constructing Task
GaDOE
MCC6.NS.4
GCF.LCM PPT
Teaching Task
GCF and LCM
MCC6.NS.4
**Where Does the

Decimal Go? (Division)
*Hanging By a Hair
(Spotlight Task)
*Geared Up
(Spotlight Task)
Page 18
Back To School
Practice Task
GaDOE
Least Common Multiple
Secret Number
Practice Task
GaDOE
Cicada Survival
Video
Practice Task
Planning Cruises
Practice Task
MCC6.NS.4
MCC6.NS.4
MCC6.NS.4
MCC6.NS.4
MCC6.NS.4
Lets Distribute
Formative Task
GaDOE
Distributive Property
*The Kool-Aid Kid

(Spotlight Task)
GaDOE
Division of Fractions
MCC6.NS.1
Divide and Conquer

Series
Learning asks
MCC6.NS.1
Dividing Fractions Bar

Model Video
Teaching Task
MCC6.NS.1
Dividing Fractions Bar

Model PPT
Teaching Task
MCC6.NS.1
Dividing Fractions
Number Line PPT
Teaching Task
MCC6.NS.1
*Dividing Fractions in
Context
GaDOE
MCC6.NS.1
Fractional Divisors
GaDOE
Dividing Fractions with

Modeling
*Discovering an
Algorithm for
GaDOE
Individual/Partner Task
Page 19
MCC6.NS.1
MCC6.NS.1
MGSE6.NS.1
Dividing Fractions
Understanding
Algorithms
GaDOE
MCC6.NS.1
**Do It Yourself
Formative Task
GaDOE
MCC6.NS.1
Fraction Division Tile

Game
Practice Task
Partner Game
MCC6.NS.1
*Modeling Fraction
Division (FAL)
Formative Assessment Lesson

Individual/Partner
MCC6.NS.1
Share My Candy
Performance Task
MCC6.NS.1
Patterns and Division PPT
Teaching Task
MCC6.NS.1
Division Handouts Series
Practice Task
Division of Fractions, Mixed Numbers, Whole

Numbers, Patterns, Modeling
MCC6.NS.1
Factors, Multiples, Distributive Property,

MCC6.NS.1
MCC6.NS.2
MCC6.NS.3
MCC6.NS.4
Culminating Task:
Pick a Number, Any
Number
Summative Performance Task

GaDOE
Additional Practice and Tasks
Unit 1 - Number System Fluency
Holt-McDougal (new)
my.hrw.com
CC.6.NS.1 Divide fractions by fractions; models
Lesson 3-2, 3-3 p.52-59
CC.6.NS.2: Divide multi-digit numbers
CC.6.NS.3: +, -, x, multi-digit decimals
CC.6.NS.4: GCF and LCM
Page 20
Lesson 1-1 p.6-9

Lesson 1-2, 1-3, 2-1, 2-2, 2-3, 2-4 p.1019, p.24-39
Lesson 3-1, 3-2, 8-3 p.44-51, p.164-167
Explorations
p.49-58
p.5-10, p.55-58
p.11-38
p.39-48

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Houston County Board of Education

Georgia Common Core Mathematics

Unit 1: Number System Fluency

Interpret and compute the quotients of fractions

Fluently divide multi-digit numbers using the standard algorithm.

Sixth Grade 2015-2016

Sixth Grade 2015-2016

What is the role of place value when dividing multi-digit values?

Writing the remainder as a decimal, for example 264 R 8 may be

Sixth Grade 2015-2016

Book and Web Resources:

Sixth Grade 2015-2016

SMP 7: Look for and make use of structure.

How are decimals compared?

Use terms for multiplication and division consistently: factor,

Sixth Grade 2015-2016

Book and Web Resources:

Sixth Grade 2015-2016

SMP 4: Model with

SMP 8: Look for and

are factors used to find GCF?

Sixth Grade 2015-2016

What is the difference between the LCM and GCF?

Book and Web Resources:

Sixth Grade 2015-2016

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

SMP 7: Look for and make use of structure.

Sixth Grade 2015-2016

How can we model fraction multiplication? division?

Sixth Grade 2015-2016

Sixth Grade 2015-2016

Book and Web Resources:

and then transitioning to rewriting

Sixth Grade 2015-2016

Example 1: Number line model

Example 2: Number line model

Example 3: Area model

will divide whole numbers by fractions and fractions by whole numbers

6th Grade: *Special Note:

How many groups of

Sixth Grade 2015-2016

Sixth Grade 2015-2016

yard of fabric. How many book covers can Manny

There are two

yard of fabric. So Manny can make 2 book covers for each

Example 3: How many groups of are in 1

Snippet from this website: http://nlvm.usu.edu/en/nav/frames_asid_265_g_2_t_1.html?open=activities&from=search.html?qt=fraction

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

Sixth Grade 2015-2016

SMP 7: Look for and make use of structure.

WIDA Standard: (English Language Learners)

Algorithm: a step-by-step solution to a problem.

Sixth Grade 2015-2016

15. Product: A number that is the result of multiplication.

*School Fund Raiser

Discovering Trading for Dividing

Strip Model Division

Area Model Division

Area Model Division

Comparison of Division Methods

Interpreting student errors in division

Connecting Partial Quotients to Standard