Grade 6 Mathematics, Quarter 1, Unit 1.

Factors, Multiples, and Decimal Computation

Overview

Number of Instructional Days:

Content to Be Learned

12

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated 1. Make sense of problems and persevere in solving them. Know which operation to use and plan a solution. Use various problem-solving strategies to solve the same problem. Ask, Does the answer make sense?

Use the standard algorithm to divide multidigit numbers. Use standard algorithms to add, subtract, multiply, and divide multi-digit decimals. Find the GCF of two whole numbers less than or equal to 100. Find the LCM of two whole numbers less than or equal to 12.

7. Look for and make use of structure. Understand and apply the correct algorithm/structure. See complicated problems as simpler problems put together. Find the patterns in multiples.

Essential Questions How do you add/subtract decimals? How do you multiply/divide decimals? How do you find the GCF of two numbers?

What is the difference between a factor and a multiple?

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathematical Content The Number System Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.2 6.NS.3 Fluently divide multi-digit numbers using the standard algorithm. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). 6.NS

6.NS.4

Common Core Standards for Mathematical Practice

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9 x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Clarifying the Standards Prior Learning In fourth grade, students fluently added and subtracted whole numbers using the standard algorithm. In fifth grade, students fluently multiplied whole numbers using the standard algorithm. They found whole-number quotients with up to four-digit dividends and two-digit divisors. They used all operations of decimals up to the hundredths place using models. Current Learning According to the PARCC framework, this is an additional cluster. Students fluently divide multidigit numbers using the standard algorithm. They add, subtract, multiply, and divide multidigit decimals fluently using the standard algorithm. Students also find the GCF of two numbers up to 100 and the LCM of two numbers up to 12. They use the distributive property to find the sum of two whole numbers with a common factor. This is an additional cluster according to PARCC. Future Learning Students in grade 7 will extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. Students will use the arithmetic of rational numbers as they formulate expressions and equations with one variable and use these equations to solve problems. Additional Findings According to Principles and Standards for School Mathematics , students need to understand numbers, ways of representing numbers, relationship among numbers, and number systems using factors and multiples to solve problems. Students need to understand the meanings of operations
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

and how they relate to one another using the distributive property to simplify computations with decimals. Students need to compute fluently by developing and analyzing algorithms for computing with decimals and develop fluency in their use (p. 214). According to Curriculum Focal Points Prekindergarten through Grade 8 Mathematics , all students should develop and analyze algorithms for computing decimals and develop fluency in their use (p. 37). According to the PARCC framework, grade 6 students should fluently compute with multidigit numbers, and find factors and multiples (p. 30).

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014