Math 6th TIA Document

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CCSS Math, 6 Grade 1
Domain: Ratios and Proportional Relationships 6.RP Pacing Guide
Standard: Understand ratio concepts and use ratio reasoning to solve problems.
Essential Questions:
CCSS Standards Sample Sheltered Task Analysis Vocabulary Sample Suggested
Instruction Content and Assessment Materials/Resources
Language Objective Item and Correlated Idaho
Standards
Sample ELL Strategy
6.RP.1. e.g., Sample Content  Use ratio language to Prior  Lesson 6-1 Ratios
Understand the concept Objective: Sample describe a comparison  Fraction and Rates
of a ratio and use ratio Language Objective of two quantities  Lesson 6-2 Ratio
language to describe a which can be written
Tables
ratio relationship between as a to b, a/b , or
two quantities. For a:b.
example, “The ratio of
wings to beaks in the bird
house at the zoo was Sample ELL Strategy Explicit
2:1, because for every 2  Ratio
wings there was 1 beak.”
“For every vote
candidate A received,
candidate C received
nearly three votes.”
Introductory
Created June 2011, Southeast Idaho

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Standard: Understand ratio concepts and use ratio reasoning to solveproblems.
Instruction Content Assessment Materials/Resources
and Language Item and Correlated Idaho
Objective Standards
Sample ELL Strategy
6.RP.2. e.g., Sample Content  Demonstrate Prior  Lesson 6-1 page
Understand the concept Objective: Sample understanding of unit 315 Ratios and
of a unit rate a/b Language Objective rate. rates
associated with a ratio  Create unit rates to  6-2 Ratio Tables
a:bwith b ≠ 0, and use name the amount of
rate language in the  6-3 Proportion
either quantity, in
context of a ratio terms of the other
relationship. quantity.
For example, “This Sample ELL Strategy  Express the concept Explicit
recipe has a ratio of 3 of a unit rate a/b  Rate
cups of flour to 4 cups associated with a  Unit rate
of sugar, so there is 3/4 ratio a:b with b ≠ 0,
cup of flour for each and use rate language
cup of sugar.” “We in the context of a
paid $75 for 15 ratio relationship. Introductory
hamburgers, which is a  Proportion
rate of $5 per
hamburger.”

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Standard: Understand ratio concepts and use ratio reasoning to solve problems.
Objective Standards
Sample ELL Strategy
6.RP.3a-d. e.g., Sample Content Recognize ratios in real life Prior  Extend 2-2 page 86 (need
the Excel program and
Use ratio and rate Objective: Sample situations:  Coordinate access to computers for
reasoning to solve real- Language Objective A: plane every student)
world and  Create table of  Ordered pairs  2-1 Make a table
mathematical problems, equivalent ratios.  Percentage  11-7 Coordinate plane
e.g., by reasoning  Find missing values  Lesson 6-1
about tables of  6-2 Ratio Tables
within a ratio table.
 6-3 Proportion
equivalent ratios,  Compare ratios using  6-4 Solving Proportions
tapediagrams, double Sample ELL Strategy tables. Explicit  6-5 Looking for Patterns
number line diagrams,  Plot pairs of values  Equivalent  6-6 Sequences and
or equations. from a ratio table on ratios Expressions
 6-7 Proportions and
a coordinate plane.  Ratio tables
a. Make tables of equations
B:  7-1 Percent and
equivalent ratios relating  Solve unit rate Probability
quantities with whole problems involving  7-2 Circle graphs
number measurements, unit pricing.  7-3 Percents and Decimals
find missing values in  Solve unit rate Introductory  7-4 Probability
the tables, and plot problems involving
 7-5 Sample Spaces
the pairs of values on the  7-6 Making Predictions
constant speed.  7-7 solve a Simpler
coordinate plane. Use C: Problem
tables to compare
 Convert decimals to  7-8 Estimating with
ratios. Percents
percentages.

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b. Solve unit rate  Convert fractions to

problems including percentages.
those involving unit  Find a percent of a
pricing and quantity as a rate per
constant speed. For 100 (e.g., 30% of
example, if it took 7 a quantity means
hours to mow 4 lawns, 30/100 times the
then at that rate, how quantity).
many lawns could be  Given a part and the
mowed in 35 hours? At percent, solve
what rate were lawns problems to find the
being mowed? whole.
c. Find a percent of a D:
quantity as a rate per 100  Use ratios to convert
(e.g., 30% of a measurement units.
quantity means 30/100
times the quantity);
solve problems
involving finding the
whole, given a part and
the percent.
d. Use ratio reasoning to
convert measurement
units; manipulate
and transform units
appropriately when
multiplying or
dividing quantities.

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Domain: The Number System 6.NS Pacing Guide
Standard: Apply and extend previous understandings of multiplication anddivision to divide fractions by
fractions.
and Language Item and Correlated
Objective Idaho Standards
Sample ELL
Strategy
6.NS.1. e.g., Sample  Construct and use Prior  5-6 Estimating
Interpret and compute quotients of Content Objective: a visual fraction  Reciprocal Products of
fractions, and solve word problems Sample Language models to  Quotient Fractions
involving division of fractions by Objective represent a story  Numerator  5-7 Multiplying
fractions, e.g., by using visual problem  Denominator
fraction models and equations to involving division Fractions
represent the problem. For of fractions by  5-8 Multiplying
example, create a story context for fractions. Mixed Numbers
(2/3) ÷ (3/4) and use a visual Sample ELL  Construct and Explicit  5-9 Dividing
fraction model to show the Strategy solve equations Fractions
quotient; use the relationship from visual  5-10 Dividing
between multiplication and division fraction models.
to explain that (2/3) ÷ (3/4) = 8/9 Mixed numbers
 Compute
because 3/4 of 8/9 is 2/3.(In quotients of
general, (a/b) ÷ (c/d) = ad/bc.) fractions.
How much chocolate will each

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person get if 3 people share 1/2 lb  Solve word Introductory

of chocolate equally? How many problems
3/4-cupservings are in 2/3 of a cup involving division
of yogurt? How wide is a of fractions by
rectangular strip of land with fractions.
length 3/4 mi and area 1/2 square  Interpret
mi? Compute fluently with multi- quotients of
digit numbers and find common fractions given
factors and multiples. the context of the
story problem.

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Standard: Compute fluently with multi-digit numbers and find common factors and multiples.
Standards
Sample ELL Strategy
6.NS.2. e.g., Sample Content  Divide multi-digit Prior Additional Worksheets
Fluently divide multi- Objective: Sample numbers using the  Divisor needed to review division
digit numbers using the Language Objective standard algorithm.  Dividend of multi-digit numbers
standard algorithm.  Quotient using the standard
algorithm
Sample ELL Strategy Explicit
Introductory

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Objective Standards
Sample ELL Strategy
6.NS.3. e.g., Sample Content  Add multi-digit Prior  3-4 Estimating Sums
Fluently add, subtract, Objective: Sample decimals using the  Decimal and Differences
multiply, and divide Language Objective standard algorithm.  Tenths  3-5 adding and
multi-digit decimals Subtracting decimals
 Subtract multi-digit  Hundredths
using  3-6 Multiplying
decimals using the  Thousandths Decimals by Whole
the standard standard algorithm.
Numbers
algorithm for each Sample ELL Strategy  Multiply multi-digit Explicit  3-7 Multiplying
operation. decimals using the Decimals
standard algorithm.  3-8 Dividing Decimals
 Divide multi-digit by Whole Numbers
decimals using the  3-9 Dividing by
standard algorithm. Decimals
Introductory

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Objective Standards
Sample ELL
Strategy
6.NS.4. e.g., Sample  Distinguish prime from Prior  1-2 Prime Factors
Find the greatest Content Objective: composite numbers.  Factor  4-1 Greatest
common factor of Sample Language  Apply divisibility rules.  Multiple Common Factor
two whole numbers Objective  Decompose (break down)  Common  4-5 Least Common
less than or equal to numbers into factors. factor
100 and the least Multiple
 Demonstrate the use of  Prime number
common multiple of  12-1 Distributive
prime factorization to find  Composite
two whole numbers common factors and number property
less than or equal to multiples.  12-2 Simplifying
12. Use the Sample ELL  Find the greatest common Explicit Algebraic
distributive property Strategy factor of two whole  Greatest expressions
to express a sum of numbers less than or equal Common
two whole numbers to 100. Factor
1–100 with a  Find the least common  Least Common
common factor as a multiple of two whole Multiple
multiple of a sum of numbers less than or equal  Distributive
two whole numbers to 12. property
with no common  Apply the distributive  Prime
factor. For example, property to express any sum factorization
express 36 + 8 as 4 as a multiple of a GCF and
(9 + 2). Introductory
the sum of two whole
numbers.

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Standard: Apply and extend previous understandings of numbers to the system of rational numbers.
Language Objective Item and Correlated
Idaho Standards
Sample ELL Strategy
6.NS.5. e.g., Sample Content  Recognize the Prior  2-9 Integers and
Understand that positive Objective: Sample meaning of the  Opposite Graphing
and negative numbers are Language Objective positive and negative  11-1 Ordering
used together to describe numbers when given
Integers
quantities having context (real world
opposite directions or examples).
values (e.g.,  Explain the meaning
Explicit
temperature above/below Sample ELL Strategy of “zero” within a
zero, elevation  Negative
given context (zero is
above/below sea level, numbers
a point of reference or
credits/debits,  Positive
the point of origin).
positive/negative electric numbers
charge); use positive and  Integers
negative numbers to
represent quantities in
real-world contexts, Introductory
explaining the meaning
of 0 in each situation.

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Instruction Assessment Materials/Resources
Content and Item and Correlated
Language Idaho Standards
Objective
Sample ELL
Strategy
6.NS.6a-c. e.g., Sample A: Prior  4-7 Writing
Understand a Content  Define rational numbers  Coordinate plane Decimals as
st
rational number as Objective: and integers.  1 quadrant Fractions
a point on the Sample  Classify rational numbers  x-axis  11-1 Ordering
number line. Language and integers.  y-axis Integers
Extend number line Objective  Show that a negative sign  Origin  11-2 Adding
diagrams and and a positive sign  Ordered pairs Integers
coordinate axes indicates the direction from  Coordinates  11-3 Subtracting
familiar from zero.  Horizontal/vertical Integers
previous grades to  Conclude that a negative number line  11-4 Multiplying
represent points on sign indicates “the opposite Integers
the line and in the of.”
Sample ELL Explicit  11-6 Dividing
plane with negative  Plot a rational number on a
number Strategy  Rational number Integers
number line.  11-7 The
coordinates.  Recognize that opposite coordinate plane
signs of numbers indicate
a. Recognize  11-8 Translations
locations equidistant either
opposite signs of  11-9 Reflections
direction from zero on the
numbers as number line.  11-10 Rotations

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indicating locations  Identify that the opposite of Introductory

on opposite sides of the opposite of a number is  Reflection
0 on the number line; the number itself.  Quadrant
recognize that the  Recognize that zero is its nd
 2 quadrant
opposite of the own opposite rd
 3 quadrant
opposite of a number B: th
 4 quadrant
is the number itself,  Locate the four quadrants
e.g.,–(–3) = 3, and on a coordinate plane.
that 0 is its own  Recognize that larger
opposite. numbers are on the right or
b. Understand signs the top of the number line
of numbers in and smaller numbers are to
ordered pairs as the left or bottom of the
indicating number line.
locations in  Locate positive and
quadrants of the negative numbers on the x
coordinate plane; and y- axis.
recognize that  Understand signs of
when two ordered numbers in ordered pairs as
pairs differ only by indicating
signs, the locations
 locations in quadrants of
of the points are
the coordinate plane.
Related by
 Recognize that when two
reflections across one
ordered pairs differ only by
or both axes.
signs, the locations of the
c. Find and position
points are related by
integers and other
reflections (mirror images)
rational numbers on
across one or both axes.
a horizontal or
C:
vertical number line
diagram; find and  Plot ordered pairs of
position pairs integers and other rational
Of integers and other numbers on a coordinate
rational numbers on plane in all four quadrants.
a coordinate plane.

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Standards
Sample ELL Strategy
6.NS.7a-d. e.g., Sample Content A: Prior  2-9 Integers and
Understand ordering Objective: Sample  Recognize that larger  Greater than graphing
and absolute value of Language Objective numbers are on the  Less than  11-1 Ordering Integers
rational numbers. right of the number  11-2 Adding Integers
line and smaller  11-3 Subtracting
a. Interpret statements Integers
numbers are to the left
 11-4 Multiplying
of inequality as of the number line.
Integers
statements about the  Use a number line to
 11-6 Dividing Integers
relative position of two Sample ELL Strategy show the relationship Explicit  11-7 The coordinate
numbers on a number between two numbers.  Absolute plane
line diagram. For  Demonstrate value  11-8 Translations
example, interpret –3 > understanding that  Inequality  11-9 Reflections
–7 as a statement that – inequalities are a  11-10 Rotations
3 is located to the right comparison of  LA2 and Negative
of –7 one number line quantities. Rational Numbers
oriented from left to  Use comparison signs  LA4 Absolute Value
right. (< , >, ≤ , ≥ , ≠) to Introductory  12-4 Solving inequalities
b. Write, interpret, and show the relationship using models
explain statements of between quantities.  *additional resources
order for rational B: needed for absolute
numbers in real-world  Explain statements of value
contexts. For example, order for rational
o o
write –3 C > –7 C to numbers in real-world
express the fact that –3 contexts.

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o
C is warmer than –7  Interpret statements of
o
C. order for
c. Understand the rational numbers in
absolute value of a real-world contexts.
rational number as its  Write statements of
distance from 0 on the order for rational
number line; interpret numbers in real-world
absolute value as contexts.
magnitude for a positive C:
or negative quantity in a  Recognize the symbol
real-world situation. For for absolute value
example, for an account (│x│).
balance of –30 dollars,  Read and write
write |–30| = 30 to absolute value.
describe the size of the  Describe the absolute
debt in dollars. value of a rational
d. Distinguish number as its distance
comparisons of absolute from 0 on the number
value from statements line.
about order. For  Interpret absolute
example, recognize that value in a real-world
an account balance less situation.
than –30 D:
dollars represents a debt  Compare statements
greater than 30 dollars. of absolute value.
 Apply statements of a
comparison using
absolute value.

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Standards
Sample ELL Strategy
6.NS.8. e.g., Sample Content  Graph ordered pairs in Prior  11-7 The
Solve real-world and Objective: Sample all four quadrants. coordinate plane
mathematical problems Language Objective  Identify absolute value  Practice Page 49
by graphing points in all of each coordinate  11-8 Translations
four quadrants of the within ordered pairs.
coordinate plane. Include  11-9 Reflections
 Use the absolute value
use of coordinates and to find the distance  11-10 Rotations
absolute value to find between points on a
distances between points Sample ELL Strategy coordinate plane. Explicit * Need more information
with the same first  Solve mathematical on absolute value
coordinate or the same problems by graphing
second coordinate. points in all four
quadrants of the
coordinate plane.
 Solve real-world
problems by graphing
points in all four Introductory
quadrants of the
coordinate plane.

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Domain: Equations and Expressions 6.EE Pacing Guide
Standard: Apply and extend previous understandings of arithmetic to algebraic expressions.
Standards
Sample ELL Strategy
6.EE.1. e.g., Sample Content  Express whole- Prior  Lesson 1-3 Powers and
Write and evaluate Objective: Sample number exponents as  Exponent Exponents
numerical expressions Language Objective repeated  Base  Lesson 1-4 Order of
involving whole- multiplication. Operations
 Power
number exponents.  Write numerical  Lesson 1-5 Algebra:
expressions involving Variables and
Expressions
whole-number
 12-1 Distributive
exponents.
property
Sample ELL Strategy  Evaluate numerical Explicit
 12-2 Simplifying
expressions involving Algebraic expressions
whole-number  12-3 Solving Addition
exponents. equations
 12-4 Solving Subtration
. Equations
 12-5 Solving
Multiplication
Introductory Equations

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Objective Standards
Sample ELL Strategy
6.EE.2a-c. e.g., Sample Content A: Prior  Lesson 1-4 Order of
Write, read, and Objective: Sample  Define variable.  Sum Operations
evaluate expressions Language Objective  Translate word  Lesson 1-5 Algebra:
 Product
in which letters stand Variables and
phrases into  Factor
for numbers. Expressions
numeric and  Quotient  1-6 Algebra Functions
algebraic  Term  1-8 Equations
a. Write expressions expressions.
 12-3 Solving Addition
that record operations  Read and write equations
with numbers and with Sample ELL Strategy numeric and Explicit  12-4 Solving
letters standing for algebraic  Variable Subtraction Equations
numbers. For example, expressions.  Constant  12-5 Solving
express the calculation B:  Coefficient Multiplication
“Subtract y from 5” as  Identify parts of Equations
5 – y. numerical and 
b. Identify parts of an algebraic expressions
expression using using mathematical
mathematical terms terms. Introductory
(sum, term, product,  Defining sums,  Algebraic
factor, quotient, and differences, products expression
coefficient); view one and quotients inside  Numeric
or more parts of an parenthesis as one expression
expression as a single quantity.  Expression
entity. For example, C:
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describe the expression  Evaluate formulas by

2 (8 + 7) as a product substituting a
of two factors; view (8 specific value for
+ 7) as Botha single each variable.
entity and a sum of two  Apply conventional
terms. order (order of
c. Evaluate expressions operations) to
at specific values of solving multiple step
their variables. Include expressions
expressions that arise (including whole
from formulas used in number exponents).
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
= 6 s2 to find the
volume and surface
area of a cube with
sides of length s = 1/2.

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Objective Standards
Sample ELL Strategy
6.EE.3. e.g., Sample Content  Demonstrate working Prior  12-1 Distributive
Apply the properties of Objective: Sample knowledge of the  Commutative Property
operations to generate Language Objective properties of  Associative  12-2 Simplifying
equivalent operations.  identity Algebraic
expressions.  Generate equivalent  Distributive
For example, apply the Expressions
expressions using the  Zero property
distributive property to properties of  12-3 Subtraction
the expression 3 (2 + operations. Property
x) to produce the Sample ELL Strategy Explicit  Concepts and Skills
equivalent expression Bank pg.748
6 + 3x; apply the
distributive property
to the expression 24x
+ 18y to produce the
equivalent expression
6 (4x + 3y); apply
properties of Introductory
operations to y + y + y
to produce the
equivalent expression
3y.

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Domain : Equations and Expressions 6.EE Pacing Guide
Standards
Sample ELL Strategy
6.EE.4. e.g., Sample Content  Identify when two Prior  1-5 Algebra:
Identify when two Objective: Sample expressions are Variables and
expressions are Language Objective equivalent Expressions
equivalent (i.e., when the  12-2 Simplifying
two expressions name the Algebraic
same number regardless Expressions
of which value is  12-3 Solving Addition
substituted into them). Equations
For example, the Sample ELL Strategy Explicit  12-4 Solving
expressions y + y + y and Subtraction Equations
3y are equivalent because  12-5 Solving
they name the same Multiplication
number regardless of Equations
which number y stands 
for.
Introductory

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Standard: Reason about and solve one-variable equations and inequalities.
Objective Standards
Sample ELL Strategy
6.EE.5. e.g., Sample Content  Understand solving Prior  1-5 Algebra:
Understand solving an Objective: Sample an equation or  Substitution Variables and
equation or inequality Language Objective inequality as a Expressions
as a process of process of answering  12-2 Simplifying
answering a question: the question: Which Algebraic
which values from a values from a Expressions
specified set, if any, specified set, if any,  12-3 Solving
make the equation or make the equation or Addition Equations
inequality true? Use Sample ELL Strategy inequality true? Explicit  12-4 Solving
substitution to  Given a set of Subtraction
determine whether a numbers, use Equations
given number in a substitution to  12-5 Solving
specified set makes an determine which Multiplication
equation or inequality number makes an Equations
true. equation or
inequality true.
Introductory

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Standards
Sample ELL Strategy
6.EE.6. e.g., Sample Content  Understand that a Prior  1-5 Variables and
Use variables to represent Objective: Sample variable can represent Expressions
numbers and write Language Objective an unknown number,  The book uses “Real
expressions when or, depending on the World Situations”
solving a real-world or purpose at hand, any throughout.
mathematical problem; number in a specified 
understand that a set.
variable can represent an  Apply knowledge of
unknown number, or, Sample ELL Strategy algebraic expressions Explicit
depending on the purpose to write expressions
at hand, any number in a when solving a real-
specified set. world or mathematical
problem;
Introductory

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Idaho Standards
Sample ELL Strategy
6.EE.7. e.g., Sample Content  Explore strategies for Prior  12-1 thru 12-6
Solve real-world and Objective: Sample solving one-step Algebra:
mathematical problems Language Objective equations. Properties and
by writing and solving  Use algebraic Equations
equations of the form x + equations to solve
p = q and px = q for cases real-world and
in which p, q and x are all mathematical
nonnegative rational Sample ELL Strategy problems. Explicit
numbers.
Introductory
 Inverse
operations

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Domain :Equations and Expressions 6.EE Pacing Guide
Idaho Standards
Sample ELL Strategy
6.EE.8. e.g., Sample Content  Recognize that a variable Prior  3-2 Comparing
Write an inequality of the Objective: Sample in an inequality and Ordering
form x > c or x < c to Language Objective represents more than Decimals
represent a constraintor one number.
 Concepts and
condition in a real-world  Represent solutions of
or mathematical problem. Skills Bank pgs.
inequalities on number
Recognize that line diagrams. 749-750
inequalities of the form x  Write an inequality to 
> c or x < c have Sample ELL Strategy represent a constraint or Explicit
infinitely many condition in a real-world
solutions; represent or mathematical problem.
solutions of such
inequalities on number
line diagrams.
Introductory

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Domain Equations and Expressions 6.EE Pacing Guide
Standard: Represent and analyze quantitative relationships between dependent and independent variables.
CCSS Standards Sample Task Analysis Vocabulary Sample Suggested
Sheltered Assessment Materials/Resources
Instruction Item and Correlated
Content and Idaho Standards
Language
Objective
Sample ELL
Strategy
6.EE.9. e.g., Sample  Use multiple Prior  No Material
Use variables to represent two Content representations to show Available
quantities in a real-world problem Objective: relationships between two
that change in relationship to one Sample quantities that change in
another; write an equation to Language relation to one another.
express one quantity, thought of as Objective  Use variables to represent
the dependent variable, in terms of two quantities in a real-
the other quantity, thought of as world problem that
the independent variable. Analyze Sample ELL change in relationship to Explicit
the relationship between the Strategy one another.
dependent and independent  Write an equation to
variables using graphs and tables, express one quantity in
and relate these to the equation. terms of the other quantity
For example, in a problem (dependent/ independent
involving motion at constant variable).
speed, list and graph ordered pairs  Analyze the relationship
of distances and times, and write between the dependent Introductory
the equation d = 65t to represent and independent variables  Dependent
the relationship between distance using graphs and tables.  Independent
and time.  Relate graphs and tables
to the equation.
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Domain: Geometry 6.G Pacing Guide
Standard: Solve real-world and mathematical problems involving area, surface area, and volume.
Instruction Assessment Materials/Resources
Content and Item and Correlated Idaho
Language Standards
Objective
Sample ELL
Strategy
6.G.1. e.g., Sample  Choose the appropriate Prior  1-9 Algebra: Area
Find the area of Content formula for the situation.  Perimeter Formulas
right triangles, Objective:  Substitute values into a  Area  10-1 Perimeter
other triangles, Sample Language formula.  Square units  10-3 Area of
special Objective  Recognize that a formula  Triangle
quadrilaterals, is consistent. Parallelograms
 Polygon
and polygons by  Recognize that area is the  10-4 Area of
 Coordinate plane
composing into amount of space in Triangles
rectangles or square units.  Formula Page in
Sample ELL  Compare and Contrast Explicit
decomposing into the back of the
triangles and other
Strategy attributes and formulas of  Formula
different polygons.  Parallelogram student book
shapes; apply these
techniques in the  Base
context of 12-1  Height
solving real-world  Linear units
and mathematical  Variable
problems.  Special quadrilaterals
 Quadrilateral
Introductory

th
Standards
Sample ELL Strategy
6.G.2. e.g., Sample Content  Recognize the Prior  9-5 Quadrilaterals
Find the volume of a Objective: Sample relationship between  Volume  10-6 Volume of
right rectangular prism Language Objective volume using area of  Right Rectangular Prisms
with fractional edge the base and height. rectangular 
lengths by packing it  Determine volume of prism
with unit cubes of the a rectangular prism  Base
appropriate unit fraction using unit cubes.  Height
edge lengths, and show  Reconstruct the prism  Unit cube
that the volume is the using unit cubes and
same as would be found Sample ELL Strategy analyze the fractional Explicit
by multiplying the edge edge lengths.
lengths of the prism.  Apply formula to find
Apply the formulas V = l volume.
w h and V = B h to find  Validate formula for
volumes of right volume through
rectangular prisms with exploration with
fractional edge lengths manipulatives.
in the context of solving Introductory
real-world and
mathematical problems.

th
Standard: Solve real-world and mathematical problems involving area, surfacearea, and volume.
Objective Standards
Sample ELL Strategy
6.G.3. e.g., Sample Content  Define coordinate Prior  4-9 Algebra: Ordered
Draw polygons in the Objective: Sample plane, x-axis, y-axis,  Coordinate Pairs and Functions
coordinate plane given Language Objective origin, and ordered plane  11-7 Coordinate
coordinates for the pair. quadrants Plane
vertices; use  Show the  x-axis  Supplement Material
coordinates to find the relationship between  y-axis Chapter 11
length of a side joining an ordered pair and  Origin
points with the same 
its location on a  Ordered pair
first coordinate or the coordinate plane  Coordinates
same second using positive and  Polygon
coordinate. Apply negative values for x

th
These techniques in the Sample ELL Strategy and y. Write the Explicit
context of solving real- ordered pair for a  Coordinate
world and given point on a points
mathematical coordinate plane.  Vertices
problems.  Locate and plot  Positive and
points on a Negative
coordinate plane values
creating the vertices Introductory
of polygons.
 Solve real-world
problems applying
these techniques.

th
Idaho Standards
Sample ELL Strategy
6.G.4. e.g., Sample Content  Identify three Prior  Tape tangrams
Represent three- Objective: Sample dimensional figures.  Area together and
dimensional figures Language Objective  Construct a net for  Pyramids origami shapes in
using nets made up of three-dimensional  Three- to boxes to show
rectangles and triangles, figures with dimensional 3 dimensional
and use the nets to find rectangular and figures shapes.
the surface area of these triangular faces.
figures. Apply these  Decompose the net
techniques in the context Sample ELL Strategy onto a coordinate grid Explicit
of solving real-world and to determine area of  Surface area
mathematical problems. each face to determine  Net
the surface area.  Prisms
 Find surface area of  Face
various figures  Edge
 Apply technique to  Vertex
real-world problems.
Introductory

th
Domain: Statistics and Probability 6.SP Pacing Guide
Standard: Develop understanding of statistical variability.
Objective Standards
Sample ELL Strategy
6.SP.1. e.g., Sample Content  Recognize a Prior  Materials needed to
Recognize a statistical Objective: Sample statistical question as  Data introduce and
question as one that Language Objective one that anticipates reinforce the concept
anticipates variability in variability in the data of statistics.
the data related to the related to the  2-8 Statistical Lab
question and accounts question and Collecting Data to
for it in the answers. accounts for it in the Solve a Problem
For example, “How old answers  7-4 Probability
am I?” is not a Sample ELL Strategy Explicit  7-5 Sample Spaces
statistical question, but
 7-6 Making
“How old are the
Predictions
students in my school?”
is a statistical question 
because one anticipates
variability in students’
Introductory
ages.
 Statistics
 Variability

th
Standards
Sample ELL Strategy
6.SP.2. e.g., Sample Content  Understand that a set Prior  2-5 Line Plots
Understand that a set of Objective: Sample of data collected to  2-6 Mean
data collected to answer a Language Objective answer a statistical  2-7 Median, Mode,
statistical question question has a and Range
has a distribution which distribution.
can be described by its  Distribution can be
center, spread, and overall described by its center,
shape. spread, and overall
Sample ELL Strategy shape. Explicit
Introductory

th
Standards
Sample ELL Strategy
6.SP.3. Recognize that e.g., Sample Content  Recognize that a Prior 
a measure of center for Objective: Sample measure of center for
a numerical data set Language Objective a numerical data set
summarizes all of its summarizes all of its
values with a single values with a single
number, while a measure number.
of variation describes  Recognize that a
how its values vary with measure of variation
a single number. Sample ELL Strategy describes how values Explicit
vary with a single  Mean
number.  Median
 Mode
 Range
Introductory

th
 Domain: Statistics and Probability 6.SP Pacing Guide
Standard: Summarize and describe distributions.
Standards
Sample ELL Strategy
6.SP.4. e.g., Sample Content  Display numerical Prior  2-3 Interpret Line
Display numerical data Objective: Sample data in plots on a  Line plot Graphs
in plots on a number Language Objective number line.  Number line  2-4 Stem and Leaf
line, including dot  Display numerical Plots
plots, histograms, and data in plots on a dot  2-5 Line Plots
box plots. plots. 
 Display numerical
data in plots on a
Sample ELL Strategy histograms. Explicit
 Display numerical
data in plots on a box
plots.
Introductory
 Histogram
 Dot plot
 Box plot

th
Standard: Summarize and describe distributions.
Objective Standards
Sample ELL Strategy
6.SP.5a-d. e.g., Sample Content A: Prior  2-1 Make a Table
Summarize numerical Objective: Sample  Summarize numerical (Problem Solving
data sets in relation to Language Objective data sets in relation to Investigation)
their context, such as their context by  2-2 Bar Graphs and
by: reporting the number of Line Graphs
observations.  2-3 Interpret Line
a. Reporting the B: Graphs
number of  Summarize numerical  2-4 Stem and Leaf
observations. Sample ELL Strategy data sets in relation to Explicit Plots
b. Describing the their context by  Outlier  2-5 Line Plots
nature of the attribute describing the nature of  2-6 Mean
under investigation, the attribute under
including how it was  2-7 Median, Mode,
investigation (including
measured and its units and Range
how it was measured
of measurement. and its units of  2-8 Selecting an
c. Giving quantitative measurement). Appropriate Display
measures of center C: Introductory  2-9 Integers
(median and/or mean)  Summarize numerical  Quartile  LA 6 (Looking
and variability (inter data sets in relation to  Absolute Ahead) pg. LA 25
quartile range and/or their context by giving deviation 
mean absolute quantitative measures  Inter quartile 
deviation), as well as of center (median range
describing any overall
th
pattern and any striking and/or mean).

deviations from the  Summarize numerical
overall pattern with data sets in relation to
reference to the context their context by giving
in which the data were quantitative measures
gathered. of variability (inter
d. Relating the choice quartile range and/or
of measures of center mean absolute
and variability to the deviation.
shape of the data  Describing any overall
distribution and the pattern and any striking
context in which the deviations from the
data were gathered. overall pattern with
reference to the context
in which the data were
gathered (outliers).
D:
 Summarize numerical
data sets in relation to
their context by relating
the choice of measures
of center and variability
to the shape of the data
distribution.
 Summarize numerical
data sets in relation to
the context in which the
data were gathered.
Idaho Standard
Outlier

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CCSS Math, 6 Grade 1

Domain: Ratios and Proportional Relationships 6.RP Pacing Guide

Created June 2011, Southeast Idaho

Domain: Ratios and Proportional Relationships 6.RP Pacing Guide

Standard: Understand ratio concepts and use ratio reasoning to solveproblems.

Created June 2011, Southeast Idaho

Domain: Ratios and Proportional Relationships 6.RP Pacing Guide

Created June 2011, Southeast Idaho

b. Solve unit rate  Convert fractions to

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

person get if 3 people share 1/2 lb  Solve word Introductory

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Sample ELL Strategy Explicit

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

indicating locations  Identify that the opposite of Introductory

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

Created June 2011, Southeast Idaho

Domain: The Number System 6.NS Pacing Guide

Created June 2011, Southeast Idaho

Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Apply and extend previous understandings of arithmetic to algebraic expressions.

Created June 2011, Southeast Idaho

Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Apply and extend previous understandings of arithmetic to algebraic expressions.

describe the expression  Evaluate formulas by

Created June 2011, Southeast Idaho

Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Apply and extend previous understandings of arithmetic to algebraic expressions.

Created June 2011, Southeast Idaho

Domain : Equations and Expressions 6.EE Pacing Guide

Standard: Apply and extend previous understandings of arithmetic to algebraic expressions.

Created June 2011, Southeast Idaho

Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Reason about and solve one-variable equations and inequalities.

Created June 2011, Southeast Idaho

Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Reason about and solve one-variable equations and inequalities.

Created June 2011, Southeast Idaho

Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Reason about and solve one-variable equations and inequalities.

Created June 2011, Southeast Idaho

Domain :Equations and Expressions 6.EE Pacing Guide

Standard: Reason about and solve one-variable equations and inequalities.

Created June 2011, Southeast Idaho

Domain Equations and Expressions 6.EE Pacing Guide

Domain: Geometry 6.G Pacing Guide

Created June 2011, Southeast Idaho

Domain: Geometry 6.G Pacing Guide

Created June 2011, Southeast Idaho