Math Charts - 6th Anstey

Math Charts Grade 6
Stephanie Anstey and Carlishia Elligan

Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
SACE MA 6.1 SACE MA 6.1 SACE MA 6.1 SACE MA 6.1 SACE MA 6.1
Fractions, Fractions, Fractions, Fractions, Fractions, Percents,
Percents, and Percents, and Percents, and Percents, and and Decimals
Decimals Decimals Decimals Decimals
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: The teacher will
give a definition of instruct students discuss the model how to turn review terms
the word decimal on how to importance of a decimal into a concerning decimals.
and percent. represent, estimating percent. The teacher will also
caompare, and decimals. The teacher will review how to convert
order decimals. The teacher will guide the students decimals to percents.
The teacher will model estimating though completion
give the students decimals. of a worksheet.
laminated place The teacher will The teacher will
value charts and write a problem instruct the
write various containing students that
numbers on the decimals on the percents will
board. board. always be based
out of a hundred.
St: Students will

complete a review
St: The students St: Using the place St: Students will St: Students will worksheet.
will write down value chart, write down and complete a Given data concerning
the definition of students will write describe how they worksheet as a survey, Students will
decimal and the various solved the problem guided by the convert the number to
percent in their numbers that are written on the teacher. a decimal and percent
vocabulary on the board in the board. Students will make when prompted.
notebook. corresponding spot Students will play a list of practical
The students will on their place the “Spinner everyday things
create decimal and value chart. Game”. Each pair that use percents.
percent “cards”. *Students will of students will use Students will use
In two teams, complete a the spinner to get their base ten
students will playa worksheet on digits to make up blocks to solve
game using the decimals. two decimal decimal and
“cards” they numbers. Each percent problems.
created. One team student in the pair
chooses a decimal M will take turns
number and the estimating sums of
other team has to DA-Students the decimals.
come up with the having trouble
equivalent to the grasping the M
decimal using the concept will use a
corresponding table to order a
percent “card”. given list of items
that have decimals.
M, A, Col M M
Week 2
Fractions, Fractions, Fractions, Fractions, Fractions,
Percents, and Percents, and Percents, and Percents, and Percents, and
Decimals Decimals Decimals Decimals Decimals
give the students a review fractions. review reducing model the review fractions,
list of terms on the The teacher will fractions. conversion of decimals, and
overhead. instruct students The teacher will fractions to percents.
The teacher will on reducing instruct the decimals. The teacher will
discuss what a fractions. students on how to The teacher will instruct students on
fraction is. compare and order discuss with the converting
fractions. class the process of fractions to
converting decimals, decimals
fractions to to fractions, and
decimals. fractions to
percents.
St: The student St: Using fraction St: Students will St: Students will St: The student
will copy the key bars, students will choose a decimal cut ten by ten grids will write a
terms into his find the equivalent number that is from graph paper paragraph on a
vocabulary to fractions to different from and use it to situation in which
notebook. other given anyone else’s and visually see how you might have to
The student will fractions. create a sign using fractions have change a percent to
create and decorate Students will go that decimal equivalent a fraction or a
a pizza pie out of online to the number. Student decimals. fraction to a
paper plates that Harcourt Mega will line Students will play percent.
shows fractions Math page and themselves up the “Number Line Students will
and their complete the when prompted in Game” on the particiapte in a
equivalency. “Fraction Flare- the correct computer. version of “Four
Given a worksheet, Up” activity. numerical order. Corners” using
the student will decimals, fractions
shade in the and percents as the
equivalent part to corners.
the fraction. Students will
participate in a
race where they
M, VA M, Tech M, Mvmt M, VA, Tech must convert the
number given by a
DA- Gifted teacher as fast as
learners will b the they can and
given worksheets write it on the
with more difficult board.
problems
M, Mvmt
Week 3
Ratios Ratios Ratios Ratios Ratios
give an give instruction on review ratios. discuss proportions show the class two
introduction to ratios. with that class. different sized
ratios. The teacher will St: Students will rectangular
The teacher will model examples of write their own objects, discussing
define math terms using ratios. word problem and how it pertains to
that will be used solve it. The word proportions and
throughout the problem must have ratios.
chapters. an answer The teacher will
involving ratios. guide students
through story
problems using
proportions.
St: In small St: Using a given St: Using poker St: Using counters, St: Using the skills
groups, students ratio, students will chips, students will students will learned about
will couple a draw a picture. find the ratio deternine answers ratios and
problem solving Students will between the to whether or not proportions,
project having to complete a ratio amount of different various ratios form students will create
do with worksheet. colored chips a proprotion. 3D objects that use
comparison of data when prompted. the correct
for different cities proportions.
and determining Students will
answers using complete a
scales. worksheet on
proportions.
M, SS M, VA M M M, VA
Week 4
Ratios Ratios Ratios Ratios Ratios
T: The teacher will T: Teacher will T: The teacher will T: The teacher will T: The teacher will
instruct students review ratios. go over differences take a survey of review everything
on the different Teacher will show between ratios and the class and write from the chapter.
ways to write a video on proportions. the resulting datad
ratios and chimpanzees on the board.
proportions. getting food from The teacher will
their trainers. list a set of
questions on the
overhead for the
students to answer
concerning the
survey.
St: Given ratios on St: Students will St: Students will St: Students will St: Students will
the overhead, take notes on the participate in the write out the take a chapter test
students will write number of chimps vision acuity test. answers to the
two different ways and the number of Students will write question in ratio
to represent the bananas given to a paragraph on forms in two
ratio the chimp. what the results of different forms.
Students will Students will write the test represent
complete the ratio a proportion (in a (the results will be
worksheet p. 118C to b form) for the in ratio form).
number of bananas
given to the
number of chimps.
.
M M M
M, Tech M
DA- Students will

difficulties taking
tests will be given
extra time to
complete the test
Week 5
Factors and Factors and Factors and Factors and Factors and
Multiples Multiples Multiples Multiples Multiples
instruct and instruct and model define the greatest instruct and model review how to find
demonstrate the different ways to common factor. how to find the the LCM and GCF.
least common find the LCM. The teacher will Greatest Common The teacher will
multiple. The teacher will discuss Euclid’s Factor. hand out a
guide the students ideas about The Teacher ill worksheet with
St: Students will through geometry and his write numbers and various word
define the term- completion of a part in Greatest scenarios on the problems on it, that
Least Common LCM worksheet. Common Factor. board. requires finding
Multiple. wither the LCM or
Student will play St: Students will St: Students will St: Students will GCF.
around the world complete a LCM copy definition of find the LCM and
with multiplication worksheet with the GCM. GCF of various St: Students will
factors. guidance of the Students will numbers and for complete a
teacher. research about various scenarios. worksheet on LCM
In pairs, each Euclid and share and GCF.
student will role the findings with Students will write
number cubes and the class. a paragraph
record the LCM of explaining the
number rolled, difference between
after being rolled the LCM and the
five times the GCF.
student will the
most LCM’s wins.
M M M, S, Public M, E M
speaking
Week 6
Prime and Prime and Prime and Prime and Prime and
Composite Composite Composite Composite Composite
review factors. teach divisibility to intruct students on instruct students define and discuss
the class. even and odd and discuss prime composite
Having one side of numbers. numbers with the numbers.
the classroom The teacher will class. The teacher
representing no, assign students a will define a prime
and the other side number. number.
representing yes,
the teacher will
call out numbers.
St: Using St: Students will St: Students will St: With partners. St: students will
rectangular arrays, decide if the create a sign for Students will compare and
students will show prompted number their number. identify all the contrast prime and
the factors of is divisible or not Students will line prime numbers composite
various numbers. by going to the up numerically. from 1 though 100. numbers.
Students will make designated side of Every other Students will write Students will play
a table of all the the classroom in student starting down the a race game where
mulitplaication order to anser. with two will go to definition of a they must put
factors for one side of the prime number. various numbers in
mulitplication Movement classroom. either the prime or
families 1-12. Students left will Coll compostie category
be recognized as as fast as they can.
odds and the
students on the
side of the
classroom will be
recognized as
evens.
Week 7
Comparing Comparing Comparing Comparing Comparing
review whole demonstrate instruct on review ordering model different
numbers, fractions, ordering non comparing and fractions decimals mediums to use
decimals, and negative rational ordering fractions, and percents. The when comparing
percents. numbers. The decimals, and teacher will whole numbers,
teacher will set out percents. instruct students fractions, decimals,
various sized on how to order and percents.
objects. fractions decimal
and percents on a
number line.
St: Students will

St: The student St: Each student St: Students will St: Students will list some ways
will take a quiz. will order the create a pie out of create a number they can visually
items from clay. line on poster represent
smallest to largest. Students will cut board showing comparisons of
the pie into pieces. fractions on the top whole numbers,
Students will find of the number line fractions, decimals,
the fractional, and its equivalent and percents.
decimal and decimal part and Students will pick
percentage of percentage on the one thing off of
various scenarios bottom. their list and
with the pie. recreate it.
M,VA
M M M, VA
DA- For students

having difficulty
creating a pie out
of clay, they can
use a computer
program to show
the “pie”.
Week 8
Compare, Compare, Compare, Compare, Compare,
Orders, Identify Orders, Identify Orders, Identify Orders, Identify Orders, Identify
instruct on and discuss positive discuss negative comapre and review intergers.
define an integer. integers. integers. contrast postive The teacher will
The teacher will and negative make a bulletin
discuss the intergers. board with key
relationship among vocabulary terms
rational numbers, from the chapter
intergers, and labeled on the
whole numbers. baord. The teacher
will group students
and assign each
group an area.
St: Students will St: Students will St: Students will St: Students will St: In groups,
create a Venn make a list of real show negative make tables, Students will make
diagram showing life uses for numbers on a comparing and a display using
the realationship positive integers. number line. contrasting examples to
between rational Using postitive Student will positive and illustrate their
numbers intergers integers, students complete the negative integers. concept. Each
and whole will write a story. integer worksheet. Given a situation, group will present
numbers. Using an students will name their examples to
almanac, students an integer that fit’s the class.
will fiond the five the situation.
tallest mountains M, Col, VA
in North America
and record the
altitudes of the M, E
mountains on a M M
graph and order
the altitudes from
greatest to least.
M, SS
Week 9
Mixed Mixed Mixed Mixed Mixed
Numbers, and Numbers, and Numbers, and Numbers, and Numbers, and
instruct and model instruct and model instruct students instruct and model review LCD. The
how to add how to subtract on multiplying division of teacher will model
decimals. decimals. decimals. decimals. addition and
subtraction of
fractions.
St: Students will St: Using decimals St: Using base 10 St: Using decimals St: Using fraction
earn play money squares, students blocks, students square, students bars, students will
for doing various will find the will solve various will model solve addition and
things around the answer to decimal decimal dividing decimals. subtraction
classroom. subtraction multiplication Using play money, decimal problems.
Students will count problems. Students problems. In pairs, students can Students will write
up their money will make a list of students will make represent and solve a word problem
each time they things to be careful a set of 8 cards decimal division that can be solved
receive it and write to do when adding with certain problems. with fraction bars.
it down in decimal and subtracting decimal numbers Students will
form. One by one decimals. on them. With the participate in the
students will solve cards, students will “Dominoe’s
addition decimal play a Fraction Game”.
problems on the multiplication
board. M, E game.
DA- For students

with difficulty M M M
lining up decimals,
they can turn their
paper sideways to
keep each number
in line.
Week 10
Mixed Mixed Mixed Mixed Mixed
Numbers, and Numbers, and Numbers, and Numbers, and Numbers, and
demonstrate and instruct and model instruct the model and discuss review addition,
instruct on adding subtraction of students on division of mixed subtraction,
mixed numbers mixed numbers multiplying mixed numbers and multiplication and
and fractions. and fractions. numbers and fractions. division of
fractions. fractions. The
teacher will also
discuss the
relationship
between ratios and
fractions. The
teacher will also
discuss the
relationship
between ratios and
fractions.
St: Students will St: Students will St: Using fractions St: Students will St: Students will
complete the play “Tiny’s Think strips, students will listen to a song complete a
magic squares Tank” game model about division of worksheet on
puzzle. In pairs, online. Students multiplication or mixed numbers. ratios. Students
students will write will complete a mixed numbers or Students will will write about
and model two worksheet on fractions. define the term how solving ratio
different number subtracting reciprocal. Using problems are
sentences that have decimals. Students DA- For those fraction circles, similar to fractions
the same number will research and having trouble students will solve
as the sum. write a receipe for using the decimal division LA
a dish that conatins computer. Pre problems.
fractions and printed recipes will
mixed numbers be given to those Music
and double the students in need.
receipe.
Week 11
Division with Division with Division with Division with Division with
review division of review division of discuss and instuct review dividing discuss and model
decimals. The decimals by whole on dividing decimals by interpreter the
teacher will numbers. decimals by decimals. remainder. The
demonstrate decimals. teacher will review
division of division of
decimals by whole documents.
numbers.
St: Students will St: Students will St: Using a St: Given a real St: When shown
play a game of play the “Buggy number line, life situation, index cards,
“popcorn” using Bargains Game” students will students will find students will solve
flash cards with on the internet. model diving a the answer to the and tell with word
division problems Students will decimal by a situation by using problems on them
on it. Students will complete a decimal. Given division of What the
have to read the worksheet on play money, decimals by remainder
problem on the division of students will decimals. represents.
card and identify decimals model dividing a Students will On paper, students
the divisor and the decimal by a explain how the will describe three
dividend in the decimal. use of money to ways to use a
problem. In small estimate an answer remainder.
groups, students might help in
plan a party for 8 solving these kinds
people menu and of problems. DA: Gifted
all. Students will students will
add up the costs participate in a
and come up with speed drill.
how much each
person will have to
pay
M M M
. M
Week 12
Estimation Estimation Estimation Estimation Estimation
review estimation discuss and review estimation model instruct and review estimation
of whole numbers. explain estimation of decimals. estimate of of fractions.
with decimals the fractions
teacher will
demonstrate
various ways to
estimate in groups,
students will be
given play money
and they will
model each
decimal.
St: Given an St: Students will St: The students St: Students will St: Students will
electric bill with a define three ways will complete a create index cards solve given math
summary of to estimate. quiz on estimation with exact step problems on
appliance usage, of decimals. numbers on one the board.
students will side and estimate Given statements,
estimate the annual equivalent on the students will
energy cost. other, complete each
Students will Students will quiz statement with
search through a partner with their exact number and
newspaper for index cards. an estimate.
estimations M Students will write
highlighting them M M, Col a multiple step
and presenting problem and have
their findings to DA- Students with another student
the class. difficulties taking solve it.
In pairs, students quizzes a different
can research the quiz with less M
population to five problems will be
Virginia cities and given.
estimate them.
Week 13
Planning a Planning a Planning a Planning a Planning a
Budget Budget Budget Budget Budget
discuss and define continue to explain discuss the review key points discuss the
a budget the the project and the monetary budget on fractions and importance of
teacher will split components for the project. decimals marketing and
the class into necessary to what type of
groups the teacher complete it. marketing they
will explain the The teacher will will be doing
project that they explain and
will be doing- discuss a proposal.
opening bakery.
St: In their groups St: In their groups, St: Keeping in St: In groups, St: In groups,
students will takes students will write mind their students will come students will create
over possible ideas a proposal for their momentary up with a receive a list of things they
for their projects. project be turned budget, groups will that their bakery cold do to market
into the teacher. research the costs will feature. The their bakery.
of opening a recipe must In groups, students
bakery. include fractions. will pick two
In groups, students marketing ideas off
will create a list of of the list and
DA: Gifter leaners things they could create them.
can research do to market their
bakeries that have bakery.
had successful In groups, students
start ups and write will pick two
up a paragraph on marketing ideas off
it. the list and create
them.
Week 14
Planning a Planning a Planning a Planning a Planning a
Budget Budget Budget Budget Budget
discuss the review how to review how to review how to use be of assistance on
importance of write paragraphs draw groups and tables. any last minute
visual aides in a the teacher will when to use them The teacher will finishing touches
presentation. discuss and show in their projects. show examples of on the final
examples a write using a table in project.
up for the project their project.
in written form
St: In groups St: The teacher St: In their groups St: In groups St: In groups,
students will create will assign students will create students will create students will finish
and decorate visual students to write graphs for and fill in tables up and prepare for
aides for their above certain applicable data in for their project. the presentation of
presentation (i.e. aspects of the their project. their project.
sign for the project.
bakery) In groups, students
will begin to write
their part of the
write up for the
project.
DA: Students
having trouble
with their write
ups will be given
assistance by the
teacher.
Week 15
Planning a Planning a Planning a Word Problems Word Problems
Budget Budget Budget with Negative with Negative
Numbers Numbers
grade the oral grade the oral grade the oral receive negative model solving
presentation of the presentation of the presentation of the numbers. The word problems
projects. projects. projects. teacher will review with negative
word problems. numbers.
St: Groups 1 and 2 St: Groups 3 and 4 St: Groups 5 and 6 St: Student will St: Given a word
will present their will present their will present their create a number students will act
project to the class. project their proper project their proper line with positive the word problem
Students not to the class to the class. and negative with items order to
presenting will fill Students not Students not numbers. solve it. Students
out feedback cards. presenting will fill presenting will fill Students will solve will complete a
out feedback cards. out feedback cards. word problems worksheet on word
with negative problems with
numbers. negative numbers
DA: Students with

difficulty acting
out the word
problem can write
the problem down
and solve instead.
Week 16
Measurements Measurements Measurements Measurements Measurements
give an discuss customary model and discuss introduce metric review metric
introduction to measurements the converting measurements. The measurements. The
measurement. The teacher will give customary teacher will give teacher will show
teacher will examples of measurements. examples of items examples of things
discuss the customary using metric measured in the
importance of measurements. measurement. metric system.
measurement.
St: Students will St: Students will St: Given a St: Students will St: Using patterns,
name some find items around pitcher, a listen to a students will
everyday things the room that use measuring cup and measurement song. convert metric
that use customary water students will Students will copy measures. (I.e. l
measurements. measurements use the items to down prefixes in m=100cm, 2
Students will students will see how many their math m=200cm etc.)
define the term awake a list of cups and fluids notebook. In pairs, one
measurement. these items. ounces there are in Students will student will
the quart. contrast customary measure something
Students will use and metric in centimeters and
arm movement to measurement in the other in
signify whether to paragraph form. millimeters. Pairs
divide of multiply will compare and
the conversion (i.e. record their
larger to smaller measurements.
means to multiply)
Students will
create prefix chart.
Week 17
Estimation with Estimation with Estimation with Estimation with Estimation with
Measurements Measurements Measurements Measurements Measurements
review estimation discuss and model continue to discuss give an overview model examples of
the teacher will estimation of estimation of of area. The estimating the area
review measurements. measurements. teacher will of items.
measurements. discuss for
estimating area.
Students will write Students will copy Students will copy The students will Given graph paper,
down why they the table from the down the chart find and copy of students will
think estimating overhead, form the overhead the term area in practice estimating
measurements be estimating and this time their math areas by tracing
useful. Students writing the actual estimating and notebook. Students their hands on a
will write down measurements writing to actual will answer graph paper.
way to estimate when prompted to measurement to questions about the Students will solve
(i.e visualizing the nearest ½ inch. the nearest graphical the problem,
students units or Students will centimeter, gram representation of a decorate and
physical methods) estimate and and millimeter. garden. display their
measure the Given data findings.
weights of 2 students will write
objects in the whether customary M M, A
classroom using of metric
customary units. measurement
Students will write should be used and
down how the what would be the
estimates estimation for it.
compared to the
measurement.
Week 18
Perimeter and Perimeter and Characteristics of Characteristics of Characteristics of
Area of Area of a Circle a Circle a Circle
Polyhedra Polyhedra
instruct the instruct the instruct the ask the students give the students a
students on what students on what students on what how the circular board with
perimeter is and area is and finding the definition of a characteristics of a nails along the
finding the the area of simple circle is, and circle relate to circumference and
perimeter of and complex different terms each other. Review one nail in the
simple polygons polygons. Using associated with a the formulas for center, and a
and complex graph paper like circle. finding number of rubber
polygons. Explain the day before, the Also, instruct the circumference, bands. Work with
the different ways teacher will show students how to diameter, and the students on
to find perimeter, what area is, and find the radius, radius. exploring aspects
and give the then will give the diameter, and of a circle.
students the students the circumference.
formula and make formula for area.
sure they Make sure the
understand it. students can find
Draw shapes on the area using the
the board for the formula.
students to copy
St: The students St: The students St: The students St: The students St: Students will
will take out graph will be divided will find circular will do 2 work with the
paper and copy the into two teams. shapes around the worksheets on rubber band board
shapes drawn by The first team room, and in pairs circles, Reteaching circle, and will use
the teacher on the issues the will trace the R69 and Practice it to help them
board. They will challenge by circles onto poster P69 complete a
find the perimeter naming a board. They will worksheet,
with these shapes, rectangular shaped then label what the Extension E69.
with each of the object in the room. item was and they
boxes equaling Team 2 must will label
one. measure the item characteristics of
and give the area, the circles (chord,
and if they are radius, etc.) They
correct than they will find the
become the circumference of
challenger. at least 4 circles
they find.
M, VA M, Mvmt M, Mvmt, VA M M, VA
DA: For gifted

students, the
teacher can give
challenges that
involve complex
polygons.
Week 19
Pi Pi Pi Pi Pi
T: The teacher T: The teacher will T: The teacher will T: “Pi” Party – T: TESTING on
should introduce introduce the idea reinforce the idea The teacher will polyhedra, circles,
the idea of rational of pi, explaining of irrational bring in many and pi
number versus that it is an numbers by having different flavors of
irrational numbers irrational number, them divide two pie (if possible, get
and work with and probably the numbers to find pi parents involved),
those for the first most popular themselves. This and the students
day. irrational number. will also allow the will review the
Explain where it is students to practice concepts from the
used, and then their long division. last two weeks
take the students to while eating
the computer lab.
St: The students St: The students St: The students St: The students St: TESTING on
will define will look up the will divide pi at will be able to eat polyhedra, circles,
irrational and history of pi, who least up to 16 place pie and review for and pi
rational numbers discovered or values. the test for the next
in their Math created it, what it day.
journals and will is involved with,
do a worksheet on etc.
irrational and
rational numbers.
M, E M, Mvmt, Tech M M, Col M
DA: Gifted
students can
research pi and be
ready to explain its
definition for
class the next day.
Week 20
Types of Angles Types of Angles Estimation with Estimation and Estimation and
Angles Measuring with Measuring with
Angles Angles
T: The teacher will T: The teacher will T: The teacher T: The teacher will T: The teacher will
instruct the student teach the students will discuss instruct the take the student
in the area of types about estimation with the students on the around the school
of angles: acute, complimentary students, and have proper way to and outside and
obtuse, right, and angles and them practice draw angles, and look for angles to
straight. The supplementary estimation using will then give them measure.
teacher will then angles. major angle opportunity to
separate the measures (45, 90, practice.
students into and 180 degrees)
groups of three. to determine the
measure of an
angle. Students
will then learn how
to measure angles
using a protractor.
Draw angles on the
board to have the
students
“guesstimate.”
St: The students St: After St: The students St: The students St: The students
will be in groups practicing on will guess at the will write a will bring
of three and given paper, the students measure of the paragraph on the materials to copy
a length of rope. will separate into angles on the proper steps to the angles that they
Two students will the same groups board, and label drawing an angle. find around the
grab the ends, and they were in the what type of angle school (such as a
one will grab the day before, and it is. Students will corner of a
middle. The once again will get then complete a building) and they
groups will make a rope. Each group worksheet with 5 will copy the angle
the types of angles will be given a angles, on which and then measure it
that the teacher different angle to they must label 4 in groups when
calls out. make, and will things: their they get back into
instructed to find estimation, the the classroom.
their compliment actual angle
and then their measure, the type
supplement. of angle, the
compliment or
supplement of said
angle, and whether
it is a supplement M, E
or compliment.
M, Mvmt M, Mvmt M DA: Artistic M. Mvmt

students can draw
pictorial
representations of
the steps used in
drawing an angle.
Week 21
Plane Figures Plane Figures Plane Figures Word Problems Word Problems
with Negatives with Negatives
discuss different review all of the separate the go over numerous have the students
geometric terms, plane figures that students into their word problems solve each others
such as point, line, she went over the groups. involving negative word problems.
plane, etc. The day before, being numbers with the
teacher will also sure that the students. Practice
begin to give the students makes perfect!
names of plane understood the
figures, such as lesson. The teacher
parallelogram, will introduce the
rectangle, square, relationships of
rhombus, etc. angles within
Draw each on the parallelograms.
board as you say
them.
St: For each plane St: The students St: The students St: The students St: The students
figure, the teacher should each will create a mural will create a word will divide into
will say go, and construct a number of their choosing problem of their groups of 2 or 3
the students must of plane figures, out of the plane own for and will figure
find one in the all different sizes figure shapes that homework. It must solve the word
room and bring it in preparation for they have cut out. include a negative problems given
back to their desk the next days See if the gifted number, and they them. Once theirs
(the teacher can activity. Groups students can pick must have the are completed,
plant geometric will be assigned out any patterns problem written they will switch
shapes if need be). for the next day, that occur in the out and the answer with another
After each item is preferably all boys murals. Extra and all of its steps group.
found, have the and all girls. credit will be given written out as well.
students tell the to groups that do
teacher what the murals pertaining
characteristics of to WWII.
that plane figure
are (Be sure that
they cover each
characteristic). M M, Mvmt, VA, SS M, E, SS M, E, Mvmt
M, Mvmt DA: Gifted

students can
receive extra
credit if the word
problem has to do
with statistics from
WWII, which is
what they will be
studying in SS.
Week 22
Congruence Congruence Congruence Congruence Congruence
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING over
open up discussion continue the explain the review the last angles, plane
about congruent instruction on correlation three weeks of figures, and
figures by congruence and between congruent instruction. Have congruence.
discussing the idea construction, and parts and the students play
of corresponding will show the congruent figures around the world
parts. The teacher students how to and how to prove in order to practice
will show the construct figures congruent. concepts.
students how to congruent angles.
construct a
congruent line
segment. The
teacher will also
discuss the
difference between
congruent and
similar.
St: The students St: The students St: Students will St: The students St: TESTING over
will use the rubber need to be able to complete a will play around angles, plane
band boards to practice their worksheet that the world to figures, and
construct constructions. The helps them practice the congruence.
congruent and will separate into practice proving concepts of the last
similar groups that the congruence. three weeks. If
parallelograms teacher will walk certain students
with rubber bands. around to and they need extra help,
They will then be will challenge each pair them with an
given a rope and other with angles exceptionally
will get up and to construct. bright student.
make similar and
congruent shapes
with themselves
being the corners.
M, Mvmt M, Col M M, Col, Mvmt M
DA: For ESL

students, use the
word “matching”
as well as
corresponding.
Help them
understand the
concept through
example, such as
matching socks.
Week 23
Geometric Geometric Geometric Geometric Geometric
Classification Classification Classification Classification Classification
instruct the instruct the instruct the instruct the instruct the
students on the students on the students on the students on the students on the
characteristics of a characteristics of a characteristics of a characteristics of a characteristics of a
prism. Have the cylinder. Have the sphere. Have the pyramid. Have the cone. Have the
students give students give students give students give students give
examples, and find examples, and find examples, and find examples, and find examples, and find
things around the things around the things around the things around the things around the
room and in the room and in the room and in the room and in the room and in the
world around world around world around world around world around
them. them. them. them. them.
St: The students St: The students St: The students St: The students St: The students
will make their will make their will make their will make their will make their
own prism out of own cylinder out own sphere out of own pyramid out own cone out of
whatever materials of whatever whatever materials of whatever whatever materials
they want, but it materials they they want, but it materials they they want, but it
must be 3D. The want, but it must must be 3D. The want, but it must must be 3D. The
students will also be 3D. The students will also be 3D. The students will also
make a poster by students will also make a poster by students will also make a poster by
cutting out pictures make a poster by cutting out pictures make a poster by cutting out pictures
from magazines cutting out pictures from magazines cutting out pictures from magazines
depicting prisms. from magazines depicting spheres. from magazines depicting cones.
depicting depicting
cylinders. pyramids.
M, VA M, VA M, VA M, VA M, VA
DA: Students with

disabilities can
bring in something
that is spherical as
opposed to making
one. They still
should decorate it,
however.
Week 24
Graphs Graphs Graphs Graphs Graphs
T: The teacher will T: The teacher will T: The teacher will T: Continue the T: The teacher will
instruct the instruct the instruct the instruction on instruct the
students on the students on the students on the circle graphs. Have students on the
proper way to read proper way to read proper way to read the students proper way to read
and construct a and construct a bar and construct a choose a statistic and construct a
line graph. Once graph. Draw a bar circle graph. Use to represent with stem and leaf plot.
they have graph on the fraction circles to circle graphs. Have
constructed one, board, and then help the students the statistic be
ask the students ask if any of the understand the something
what you should students know construction. Build important to them
do if you want to what a histogram on the students as 6th graders; let
compare similar is. Show them how knowledge of them interview
data. Use this to to draw one of percentage. each other, such as
introduce them to these as well. what percentage of
double line graphs. the students love a
certain type of
sneaker (be sure
statistics are not
St: The students St: The students St: The students indicative of SES). St: The students
will construct their will construct their will construct their will transfer a set
own line graph and own bar graph and own circle graph of data into a stem
will put it into will put it into and will put it into and leaf plot. The
their graphing their graphing their graphing students will
journals. They will journals. They will journals. They will St: The students construct their own
include a include a include a will separate into stem and leaf plot
paragraph of paragraph of paragraph of groups and make and will put it into
instruction letting instruction letting instruction letting an oversized circle their graphing
the reader know the reader know the reader know graph showing journals. They will
what is necessary what is necessary what is necessary data that is useful include a
for a line graph for a bar graph and for a circle graph to them as 6th paragraph of
and what kind of what kind of and what kind of graders. instruction letting
information should information should information should the reader know
be graphed on one. be graphed on one. be graphed on one. what is necessary
for a stem and leaf
plot and what kind
M, E, VA M, E, VA M, E, VA M, E, Mvmt, VA of information
should be graphed
DA: Gifted on one.
students can make
a double line M, E, VA
graph as opposed
to a single line
graph and can
explain both single
and double line
graphs in their
journals.
Week 25
Graphs Graphs Graphs Graphs Graphs
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING on
instruct the continue instruct the discuss with the the different types
students on the instruction on box students on the students the of graphs.
proper way to read and whisker plots. proper way to read different plots that
and construct a and construct a they learned over
box and whisker scatter plot. the last two weeks,
plot. This will and what graphs
require the teacher should be used
to discuss mean with what kind of
before the students information.
learn it, but it can
be a good way to
introduce the mean
for later lessons.
St: The students St: The students St: The students St: The students St: TESTING on
will practice their will construct their will construct their will be separated the different types
box and whisker own box and own scatter plot into groups, and of graphs. Paper
plot making skills whisker plot and and will put it into each group will be and Pencil
on a worksheet, will put it into their graphing given a type of
and they can begin their graphing journals. They will graph that they
on the next day’s journals. They will include a must make
homework if they include a paragraph of showing made up
wish to get ahead. paragraph of instruction letting information that is
instruction letting the reader know easily shown in
the reader know what is necessary that type of graph.
what is necessary for a scatter plot Each person in the
for a box and and what kind of group have a
whisker plot and information should designated job, and
what kind of be graphed on one. then the students M
information should will present their
be graphed on one. graphs at the end
of class. DA: Students with
disabilities can
M, E, VA M, E, VA M, E, VA M, E, VA take the test in the
office and have
extra time to
complete it.
Week 26
Bisecting Angles Bisecting Angles Bisecting Angles Bisecting Angles Bisecting Angles
and Line and Line and Line and Line and Line
Segments Segments Segments Segments Segments
T: The teacher T: The teacher will T: The teacher will T: The teacher will T: The teacher
will pass out miras show the students show the students instruct the with instruct the
and give the how to properly how to properly students on how to students on the
students time to bisect a line bisect a line bisect an angle proper way to
play with them. segment with a segment with a with a mira. bisect an angle
Ask the students if mira. compass. Allow with a compass.
they can figure out the students to
what they are used become
for. Once that comfortable with
discussion is working with a
complete, have compass.
the students get
used to using a
mira through art.
St: Students will St: Students will St: Students will St: Students will St: Students will
practice using the practice bisecting bisect line bisect angles using bisect angles using
miras by drawing line segments with segments using a the mira. The a compass. They
pieces of art using the mira. They will compass. They students will then should check their
the mira’s ability check their work should check their check their work with a
to reflex and with a ruler. The bisections with a measurements with protractor. The
refract. Any shape students will put ruler. The students a protractor. students will put
is fine, just have the example in will put the www.learnnc.org the example in
the students their math journal example in their The students will their math journal
become and will write a math journal and put the example in and will write a
comfortable with paragraph will write a their math journal paragraph
the mira. explaining the paragraph and will write a explaining the
steps. explaining the paragraph steps.
steps. explaining the
steps.
M, VA M, E M, E M, E M, E
Week 27
Mean, Median, Mean, Median, Mean, Median, Mean, Median, Mean, Median,
and Mode and Mode and Mode and Mode and Mode
introduce averages begin instruction begin instruction review the mean, allow the students
and explain that on the mean. Give on what the median, and mode, to complete a large
there are different the students ample median is and what and will introduce project involving
types. Have the practice the mode is. Be range into the mean, median,
students tell what opportunities, so sure that the students’ mode, and range.
they know about that they students can vocabulary. Use
averages before understand how to differentiate examples that the
any instruction is get the mean and between all of students will
actually given, to what it is exactly. these, and that they understand, such
see if they can are not getting as hunting and the
figure things out them confused range of a shot,
on their own. with each other. Be etc.
sure go over when
each type of
average is
appropriate for
use.
St: The students St: The students St: The students St: The students St: The students
will look up the will each get a will use the will find the range will use the
numerous partner, and will information that of the data from information that
definitions of the measure each they gathered the previous two they gave the day
word “average” others head yesterday about days. The students before to complete
and will choose circumference in their head and feet will also complete their “Triple M”
which one they centimeters. They size and will find a worksheet on the project.
think will apply to will then use all of the median and three “M’s” and
math and tell why. the classes will find the mode range.
If there is more measurements as of both of those
than one that they their set and will sets of data.
cannot choose find out the mean.
between, they will Then have the M, Mvmt, VA,
write both of them students measure Div
and explain why their foot and use
both are those DA: Artistic and
applicable. measurements as Kinesthetic
the set. students can earn
extra credit by
M, E M, Mvmt choosing a graph M, E M, E, Mvmt, VA
and making a
graph of the
information
gathered and/or a
poster of the mean,
median, and mode
of each set of data.
Week 28
Sample Spaces Sample Spaces Sample Spaces Sample Spaces Sample Spaces
instruct the continue continue continue continue
students on instruction on instruction on instruction on instruction on
population, samples and samples and samples and samples and
sample, and sample spaces. The sample spaces. The sample spaces. The sample spaces. The
relative sample teacher will teach teacher will teach teacher will teach teacher will teach
and their the students how to the students how to the students how to the students how to
definitions. properly represent properly represent properly represent properly represent
The teacher will a sample in a a sample in a chart. a sample in a a sample in a tree
also discuss picture. combination. diagram. The
proportion and the teacher will also
role it plays in discuss the
finding a sample.. difference between
Students will learn random,
how to represent a convenience, and
sample in a list. biased samples,
and explain using
the example
gathered the day
before.
St: The student St: The student St: The student St: The student
St: The student will represent a will represent a will represent a will represent a
will represent a sample of their sample of their sample of their sample of their
sample of their choosing in a choosing in a choosing in a choosing in a tree
choosing in a list. picture. The chart. The students combination. diagram. The
The students will students will be will do Reteach Students will again students will
do the worksheet, allowed to conduct 11-2 found on pg survey, but they complete
Practice 11-2, a survey at lunch 499 of Houghton will be assigned to Challenge 11-2
found on pg 499 of in order to get Mifflin survey in certain found on pg 499 of
Houghton Mifflin information for Mathematics. ways so as to open Houghton Mifflin
Mathematics. their sample space up discussion the Mathematics.
for the following next day about
day. M biased,
M convenience, and M
M, E, VA random samples.
DA: Students with M, E

difficulties can
pair up and help
each other with
the surveys and
use the same
information.
Week 29
Probability and Probability and Probability and Probability and Probability and
Representation Representation Representation Representation Representation
use board games continue the continue the continue the continue the
and chess to teaching on teaching on teaching on teaching on
introduce the probability, and probability, and probability, and probability, and
students to work with the work with the work with the work with the
probability. The students in students in students in students in
teacher must find representing their representing their representing their representing their
out the students’ findings as a ratio. findings as a findings as a findings as a list.
prior knowledge The teacher will decimal. percent.
about probability. also instruct the
Use bags of students on
checkers (with independent events
obviously more of and dependent
one color than the event in
other) to have probability.
them understand
probability.
St: The students St: The student s St: The students St: The students St: The students
will separate into will separate into will practice their will complete a will get into pairs
pairs and each pair groups of four, and knowledge of worksheet on and will calculate
will receive a bag each student in probability by probability: the probability or
of checkers. After turn will pick a experimenting Reteaching R150, the game rock
exploring the color and spin a with a bag of Practice P150, and paper scissors.
number of spinner a total of M&M’s and then Extension E150 Allow the students
checkers and their 20 times. Have the record the from Silver time to
color, the students students record the probability as a Burdett Ginn’s hypothesize and
will predict the number of times decimal and also Mathematics. then experiment,
number of their color comes as a ratio. and then the
whatever color up. Each student students will
checkers they will will then write a compete with each
pick, and then they ratio representing other to see who is
will each take the data. the Rock Paper
turns picking 10 Scissor champion
checkers from the of the classroom!
bag.
M, E, Mvmt M, Mvmt M, Div M, E M, Mvmt, S
DA: Gifted
students can
research the
history of
probability and
write a short
paragraph on it
for their math
journals.
Week 30
Probability and Probability and Probability and Probability and Probability and
Representation Representation Representation Representation Representation
T: The teacher will T: The teacher will T: The teacher will T: Review over the T: TESTING on
continue the continue the give the students last 5 weeks, probability,
teaching on teaching on of the activity the special emphasis bisecting angles,
probability, and probability, and would like to on probability for mean median
work with the work with the research. those students who mode, and sample
students in students in are still having spaces.
representing their representing their trouble with it.
findings as a tree findings as an area
diagram. model.
St: The students St: The students St: Students will St: The students St: TESTING on
will each get a pair will practice pick something to will play numerous probability,
of dice, and will probability by figure out the review games that bisecting angles,
predict the tossing a coin in probability of, and allow them to get mean median
probability of the the air and will predict and out of their seats mode, and sample
numbers that they predicting heads or then experiment and move around, spaces.
will roll. The tails. Then the with the results draw concepts on
students will then whole class will and represent them the board and on
represent them in a predict what will as everything that papers in their
tree diagram. Have happen when we they have learned seats, and practice
the students all flip our coins at (ratios, decimals, the ideas they have
decorate the tree the same time. percents, list, etc.) been learning for
diagram with the last few weeks.
leaves that they
collect outside or
drawings. www-
math.bgsu.edu.
M, Mvmt, VA M, Mvmt M, VA M, Mvmt, VA M
DA: Students will

certain physical
handicaps can
pick 1 sided paper
coins from a bag.
Week 31
Numerical and Numerical and Numerical and Numerical and Numerical and
Geometric Geometric Geometric Geometric Geometric
Patterns Patterns Patterns Patterns Patterns
give the students show the students give the students switch from use what the
the geometric numerous different time to complete geometry to students learned
pattern geometric patterns an art project algebra and the day before and
manipulatives and for them to involving patterns explain to the will have the
instruct the continue and copy in class. Use students that students discover
students to make with their artwork as an numbers can be equations that
shapes and have manipulatives. example. put into patterns as example what the
fun. Near the end well. Have the pattern in a certain
of class, have the students get out of set of data is.
students complete their seats and
whatever shape example patterns
they want, and through grouping.
look for students Have the students
that created discover patterns
patterns with their in numerical sets
shapes. Lead the and identify what
students to that pattern is.
recognizing the
patterns. This is
the introduction to
patterns.
St: The students St: The students St: The students St: The students St: Students will
will make shapes will complete the will make a will identify the come up with their
with the patterns given by geometric picture numerical patterns own numerical
manipulatives and the teacher at their using a pattern and and will continue patterns for other
explore with the desks using their construction paper them to show students in the
shapes. Some will manipulatives. The cutouts. The understanding. class to figure out.
make patterns, and students will be pictures will be put Students will also
some may just instructed to be together to make a participate in a
make pictures. thinking about a classroom “quilt” kinesthetic activity
pattern that they that will be hung concerning
will want to do for in the classroom. patterns.
the next day using
construction paper
shapes.
M, VA M, VA M, VA M, Mvmt M, E
DA: Students with

disabilities can use
shapes to example
numerical
patterns, and then
move to using
numbers.
Week 32
Problem solving Problem Solving Problem Solving Problem Solving Problem Solving
with Squares with Exponents with Exponents with Exponents with Scientific
Notation
T: The teacher will T: The teacher, T: The teacher will T: The teacher will T: Introduce the
instruct the drawing on the use flash cards to take the students to students to
students in squares information taught help the students the computer lab, scientific notation,
and will go over to the students the remember the and will have them and how it can
the square of day before, will squares of all the play a game show both very
numbers 1-10 (1, instruct the one digit numbers involving large and very
4, 9, 16, etc.). students in and 10. Then, the exponents and small numbers.
After the students exponents. teacher will play math. Be sure the Have the students
participate in an “Exponent Bingo” students bring practice which way
activity, the with the students, scrap paper. to move the
teacher will work beginning with decimal and
through problem simple exponents recognizing very
solving involving and then working large and very
squares. into the students small numbers
having to figure when they are
out asimple written in scientific
problem in order to notation.
get the answer and
play the bingo.
St: The students St: The students St: Students will St: The students St: Students will
will be divided will identify play exponent will play exponent separate into two
into groups and exponential bingo. battleship on the teams, and will
will find a way to numbers, both computer at line up facing the
visually, what the represent www.quia.com. board. The teacher
dramatically, or and what their will give them a
pictorially actual value is, and number, and
represent the vice versa. Have instruction, and say
square of the the students divide go. The first to
number that their into groups and write the correct
group is given. represent the the answer on the
grouping of board scores a
numbers with point for their
exponents through team.
a visual
representation
(such as buttons,
rocks, etc.) M, Tech, Mvmt
M, E, Mvmt, D, M, VA, Mvmt M, Mvmt DA: Gifted M, Mvmt

VA students can move
the computers
level up to higher
levels to be more
challenged.
Week 33
Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving
with Scientific with Scientific with Scientific with Square with Square Roots
Notation Notation Notation Roots
explain scientific continue show the students teach about what pass out the riddles
notation, and will instruction on how to properly square roots are for the students to
instruct the scientific notation, input scientific and how you find figure out.
students will and have the notation into a them. The teacher
simple problems students practice calculator. The will also have the
involving problems that are student will also students figure out
scientific notation. more complex review how to the simple square
Students should then the problems convert to and roots, and will
learn how to from the day from scientific have flash cards
convert from before. notation without a ready so the
regular to calculator. students can
scientific notation practice the
and back. majority of the
perfect squares.
Tie the square
roots into the
squares, but see if
the students can
come up with it on
their own first.
St: Have the

St: The students St: The students St: The student students look St: Students will
will complete a will complete the will complete the answer true or figure out the
Reteaching middle page of the last worksheet, false to sums and riddles on the
worksheet on worksheet from Enrichment, found products of square worksheet handed
scientific notation, yesterday, on pg 343 in roots found on pg out, and then will
10.9 pg 343 in Practice, found on Mathematics Plus. 346 in create a riddle of
Mathematics Plus. pg 343 in Mathematics Plus. their own involving
Mathematics Plus. square roots.
www.rhlschool.com
M, E
M, E M, E M, E M, E
DA: Gifted students

may create more
than one riddle.
Week 34
Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving
with Equations with Equations with Equations with Equations with Equations
T: The teacher T: The teacher T: The teacher will T: The teacher T: The teacher will
should use should continue continue should introduce review all of the
questions to find instruction on instruction, decimals and types of equations,
out where exactly simple, one step moving towards fractions into the and will challenge
the students are in equations. The two step equations multiple step the students with a
their knowledge of second day should and equations with equations. few very difficult
equations. The first have a quick more than one problems on the
day, have them review of the mathematical board. See if they
solve one step addition and procedure can figure them
addition and subtraction, and (addition, out, and then show
subtraction should introduce multiplication, them how to do the
equations. one step etc.) problems.
multiplication and
division equations.
St: The students St: The student St: The students St: The student St: The students
will play the will do Reteaching will complete the will create 3 will put one of the
original Hawaiian 5.9 on pg 161 in Enrichment multistep difficult equations
game called Lu- Mathematics Plus exercise on pg 161 equations using in their math
Lu, with the goal in Mathematics fractions, journals with step
being to solve as Plus. decimals, and by step instructions
many addition and whole numbers, on how to do it,
subtraction and we as a class because it will be
equations as you will figure them an extra credit
can in the span of out together. question on their
two minutes. final exam.
Students will also
practice the
equations together.
M, SS, Mvmt M M M, Col, E M, E
DA: Have the

gifted students
research the
origins of Lu-Lu
and some facts
about Hawaii.
Works Cited:
Albert, Jim. Probability Activities. http://www-math.bgsu.edu. Revised 24 Nov 1996.

Accessed 31 Oct 2007.
Baynes, Wilma. Bisecting Angles and Segments. Learn NC. Accessed 30 Oct 2007.
Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics

Project Volume 1. (2004). Chicago: McGraw Hill Wright Group.
Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics

Project Volume 2. (2004). Chicago: McGraw Hill Wright Group.
Burton, G., Hopkins, M., Johnson, H., & Kaplan, J. (1994). Mathematics Plus.
Washington D.C.: Harcourt Brace & Company.
Champagne, R., Ginsburg, H., Greenes, C., & Leutzinger, L. (1995). Mathematics:
Exploring Your World. Morristown, NJ: Silver Burdett Ginn.
Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 1. Boston: Houghton
Mifflin Company.
Greenes, C., Leiva, M., & Vogeli, B. (2002). Mathematics Volume 2. Boston: Houghton
Mifflin Company.
Mathematics Problem Solving. Volume 5, Number 10. RHL School. 8 Nov 1999
Accessed 31 Oct 2007. www.rhlschool.com/math5n10.htm.
Quia. Battleship: Exponents. Accessed 31 Oct 2007. www.quia.com/ba/1000.html.

Math Charts - 6th Anstey

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Math Charts Grade 6

Stephanie Anstey and Carlishia Elligan

St: Students will

DA- Students will

St: Students will

DA- For students

DA- For students

DA: Students with

DA: For gifted

M, E M, Mvmt, Tech M M, Col M

M, Mvmt M, Mvmt M DA: Artistic M. Mvmt

M, Mvmt DA: Gifted

M, Mvmt M, Col M M, Col, Mvmt M

DA: For ESL

DA: Students with

DA: Students with M, E

M, E, Mvmt M, Mvmt M, Div M, E M, Mvmt, S

M, Mvmt, VA M, Mvmt M, VA M, Mvmt, VA M

DA: Students will

DA: Students with

M, E, Mvmt, D, M, VA, Mvmt M, Mvmt DA: Gifted M, Mvmt

St: Have the

DA: Gifted students

M, SS, Mvmt M M M, Col, E M, E

DA: Have the

Albert, Jim. Probability Activities. http://www-math.bgsu.edu. Revised 24 Nov 1996.

Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics

Bell, Max. Everyday Mathematics: The University of Chicago School Mathematics

Quia. Battleship: Exponents. Accessed 31 Oct 2007. www.quia.com/ba/1000.html.

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