Grade Six: 2004 - 2005
Note: The resources in this document are listed in order of importance from top to bottom. TEXTEAMS activities provide students with an experience that interweaves and encompasses a large number of TEKS. Should you choose another suggested activity in place of TEXTEAMS, be aware that these other activities may expose students to only one of the TEKS indicated, therefore eliminating the multi-faceted, interconnectedness of TEXTEAMS. Many of the additional listed activities provide reinforcement and extension of the concepts.
*denotes this TEXTEAMS unit has been referenced in at least one other grade level. Please check with the appropriate grade level team(s) to determine the depth of coverage.
2nd
Nine Weeks |
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TAKS 1, 2, 4, 6 |
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Overview: The focus of the second nine weeks is to compare, order and round decimals, and perform operations with decimals. Connections between converting fractions and decimals to percents are investigated. Application problems focus on customary and metric measures. Topics (in order): Underlying processes: Use the district problem-solving model (6.11B) emphasizing guess and check, work a simpler problem, look for extraneous/missing information 6.11C); Communicate mathematical ideas using language, tools, appropriate units, graphical and physical models (6.12A) and evaluate the effectiveness of different representations (6.12B); Use manipulatives, estimation, and number sense to solve problems (6.11D); and check solutions for reasonableness (6.11B). Mathematical applications and connections are made to every day experiences (6.11A). Vocabulary (by topic):
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| Problem Solving | ||
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TEKS 6.11C select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.
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Prentice Hall, Section 3-4 Prentice Hall, Section 7-4 Prentice Hall, Section 4-9 |
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| Introduction to Ratios | |||
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TEKS 6.3A use ratios to describe proportional situations
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Prentice Hall, Section 7-1 | ||
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Introduction to Proportional Reasoning
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TEKS 6.3A use ratios to describe proportional situations 6.3B represent ratios and percents with concrete models, fractions and decimals 6.3C use ratios to make predictions in proportional situations 6.4B use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc. 6.7A locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers 6.11A identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics 6.11B use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 6.12A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models 6.12B evaluate the effectiveness of different representations to communicate ideas |
TEXTEAMS Proportionality: Trains - Activities 1, 2 and 4Kamico TAAS Connection Developmental Series (Green Book), “Pattern Puzzle”, p. 95 – 106 |
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Exploring Decimal Models
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TEKS 6.1A compare and order non-negative rational numbers 6.1B generate equivalent forms of rational numbers including whole numbers, fractions and decimals 6.11D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems |
Decimal Squares Teacher’s Guide p. 9 – 24
Visual Math Volume II, Lesson 90C (Especially exercises 3, 4) Visual Math Volume II, Lesson 91A (Decimal number sense) Prentice Hall, Section 3-1 Prentice Hall, Section 3-2 Prentice Hall, Section 3-3 |
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Compare and Order Decimals
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TEKS 6.1A compare and order non-negative rational numbers 6.1B generate equivalent forms of rational numbers including whole numbers, fractions and decimals |
Decimal Squares Teacher’s Guide p. 25 – 30
*TEXTEAMS Numerical Reasoning: Order on Line (with fractions and decimals) Mathematics Standards in the Classroom, p. 5-6 Prentice Hall, Section 5-9 |
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Decimal Addition and Subtraction
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TEKS 6.2B use addition and subtraction to solve problems involving fractions and decimals 6.2D estimate and round to approximate reasonable results and to solve problems where exact answers are not required |
Decimal Squares Teacher’s Guide p. 31 – 47
Lane County 6 p. 75 –78 Kamico TAKS Connection Developmental Series, Book 1, “It All Adds Up”, p. 64-73 Prentice Hall, Section 3-5, 3-6, 3-7 Lane County 6 p. 87 – 92, 177 – 178 |
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Proportionality Through Measurement
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TEKS 6.8B select and use appropriate units, tools, or formulas to measure and solve problems involving length (including perimeter), area, time, temperature, volume, and weight 6.8D convert measures within the same measurement system (customary and metric) based on relationships between units 6.3A use ratios to describe proportional situations 6.3B represent ratios and percents with concrete models, fractions, and decimals 6.3C use ratios to make predictions in proportional situations 6.1B generate equivalent forms of rational numbers including whole numbers, fractions, and decimals 6.2C use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates 6.2D estimate and round to approximate reasonable results and to solve problems where exact answers are not required 6.4A use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), and perimeter and area 6.5A formulate equations from problem situations described by linear relationships 6.11A identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics 6.11D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems 6.12A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models 6.12B evaluate the effectiveness of different representations to communicate ideas 6.13A make conjectures from patterns for sets of examples and non-examples 6.13B validate his/her conclusions using mathematical properties and relationships |
*TEXTEAMS Proportionality:
Lost and
Gained, Activities 1 – 4
SBISD Frameworks 6, p. M – 40 through M – 41 Mathematics Standards in the Classroom, p. 163-164
Prentice Hall, p. 196, 266 Prentice Hall, Section 6-10 (Customary) Prentice Hall, Sections 3-8, 3-9, 4-10 (Metric) |
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Estimate Measurements
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TEKS 6.2D estimate and round to approximate reasonable results and to solve problems where exact answers are not required 6.8A estimate measurements (including circumference) and evaluate reasonableness of results |
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