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Teacher: CORE Math Grade 6 Year: 2014-15 Course: Math Grade 6 Month: All Months
Lessons 1-10 + Investigation 1
Standards Essential Questions AssessmentsSkills Content LessonsResources
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.2.6.C-Apply the associative, commutative, distributive, and/or identity properties to evaluate numerical expressions.
What is the proper process for adding and subtracting whole numbers?What property allows the order of addends to be changed?What property shows that adding zero does not change the original value?
Lesson 1 - Practice Set a-f 9/7/2014Written Practice 9/7/2014
Compute the sum and difference of two or more whole numbersIdentify the commutative and identity property of addition
addendscommutative property of additiondifferencefact familyidentity property of additioninverse operationminuendsubtrahendsum
Lesson 1 Saxon Math Course 1 pg. 7-11
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.2.6.C-Apply the associative, commutative, distributive, and/or identity properties to evaluate numerical expressions.
What is the proper process for multiplying and dividing whole numbers?What property allows the order of factors to be changed?What property shows that multiplying by one does not change the original value?
Practice Set a-h 9/8/2014Written Practice 9/8/2014
Identify the expressions that indicate division and multiplicationCompute the product and quotient of two whole numbersIdentify the commutative property, identity property, and zero property of multiplication
Commutative property of multiplicationIdentity property of multiplicationzero property of multiplicationquotientdividenddivisorfactorsproducts
Lesson 2 Saxon Math Course 1 pg. 12-17
2.8.6.C-Recognize, describe, extend, create, replicate, form a rule, and/or find a missing element for a variety of whole number patterns, sequences, and relationships verbally, numerically, symbolically, and graphically.
What is the process for finding a missing minuend in a subtraction problem?What is the process for finding a missing subtrahend in a subtraction problem?What is the process for finding a missing addend in an addition problem?What is the process for evaluating the correctness of the unknown value in an equation?
Practice Set a-i 9/9/2014Written Practice 9/9/2014
Identify an unknown addend in an addition problem using subtraction
Evaluate answer by substituting the answer in for the variable in original problemIdentify the unknown minuend in a subtraction problem by adding the subtrahend and the differenceIdentify the unknown subtrahend in a subtraction problem by subtracting the difference from the minuend
EquationUnknown
Lesson 3 Saxon Math Course 1 pg. 18-22
2.8.6.C-Recognize, describe, extend, create, replicate, form a rule, and/or find a missing element for a variety of whole number patterns, sequences, and relationships verbally, numerically, symbolically, and graphically.
What is the process for finding a missing dividend or divisor in a division problem?What is the process for finding a missing factor in a multiplication problem?
Practice Set a-i 9/10/2014Written Practice 9/10/2014
Identify an unknown factor in a multiplication problem using divisionIdentify the unknown dividend in a division problem using multiplicationIdentify the unknown divisor in a division problem using division
UnknownEquationproductsfactorsdivisordividend
Lesson 4 Saxon Math Course 1 pg. 23-27
2.2.7.C-Use the order of operations to evaluate numerical expressions.
What is the process for solving an expression with two or more operations?Which property states that the
Practice Set a-i 9/13/2014Written Practice 9/13/2014
Simplify an expression that uses more than one operation by following the correct order of operationsIdentify the Associative Property of Addition and the Associative Property of Multiplication
associative property of additionassociative property of multiplication
Lesson 5 Saxon Math Course 1 pg. 28-31
grouping of addends or factors does affect the answer?
order of operations Saxon Math Course 1 pg. 32-35
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.
How do you use a fraction to name a part of a whole?How do you divide to find fractional parts of a number?
Practice Set a-h 9/14/2014Written Practice 9/14/2014
Identify a fraction to name a part of a wholeIdentify a fraction to name a part of a groupDivide a number into equal parts to find a fractional part of that number
DenominatorFractionsNumerator
Lesson 6 Saxon Math Course 1 pg. 32-35
2.3.6.D-Perform basic conversions within the metric and within the customary systems.
How do you find the measure of a line in inches and centimeters?How can you differentiate between line, segments, and rays?
Practice Set a-h 9/15/2014Written Practice 9/15/2014
Identify lines, segments, and raysMeasure line segments to the nearest quarter inch using an inch rulerMeasure line segments in centimeters and millimeters using a centimeter ruler
EndpointsLineraySegmentMetric SystemInternational System
U.S. Customary System
Lesson 7 Saxon Math Course 1 pg. 36-41
2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.
How do you find the perimeter of a room?How do you compute the distance around a figure?
Practice Set a-h 9/16/2014Written Practice 9/16/2014
Compute the perimeter of a shape by adding the length of the shape's sidesCompute the length of a side of a square when the perimeter of the square is known
perimeter Lesson 8 Saxon Math Course 1 pg. 42-45
2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
How are numbers arranged on a number line?What symbols are used to represent greater than, less than, and equal to?
Practice Set a-h 9/17/2014Written Practice 9/17/2014
order numbers on a number line from least to greatestidentify greater than, less than, and equal to symbols
write comparisons that are stated in words using symbols
counting numbersnegative numbersnumber linewhole numbers
Lesson 9 Saxon Math Course 1 pg. 46-49
2.8.6.C-Recognize, describe, extend, create, replicate, form a rule, and/or find a missing element for a variety of whole number patterns, sequences, and relationships verbally, numerically, symbolically, and graphically.
What are ways to find a rule of a sequence?What are the uses of even and odd numbers?
Practice Set a-h 9/20/2014Written Practice 9/20/2014
identify addition and multiplication sequencesanalyze the rule for a sequence and use it to find missing numbers in the sequenceidentify even and odd numbersread the number indicated on a scale
Celsius scaleeven numbersFahrenheit scaleodd numbersscalesequencedigitterm
Lesson 10 Saxon Math Course 1 pg. 50-53
Test 1 9/21/2014 Test 1 Saxon Math Course 1 pg. 73-77
2.6.6.A-Gather data from a variety of appropriate sources.2.6.6.B-Select an appropriate method to organize data; select an appropriate format to display data.
When is it appropriate to make a frequency table?When is it appropriate to make a histogram?
Interpret a frequency tableCount and write tally marksmake a frequency tablemake a histograminterpret a histograminterpret survey results
bar graphfrequency tablehistogramsamplesurvey
Investigation 1
Saxon Math Course 1 pg. 54-57
Lessons 11-20 ~ This unit covers lessons 11-20, Tests 2 & 3, and Investigation 3
Standards Essential Questions AssessmentsSkills Content LessonsResources
2.5.5.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.8.6.C-Recognize, describe, extend, create, replicate, form a rule, and/or find a missing element for a variety of whole number patterns, sequences, and relationships verbally, numerically, symbolically, and graphically.
When looking at a pattern, when should you combine or separate?What steps do you follow when solving a word problem?
Practice Set a-c 9/23/2014Written Practice 9/23/2014
identify the addition and subtraction pattern in word problems about combining and separatingfollow a four step problem to solve word problemswrite an equation to solve word problems about combining and separating
combiningseparating
Lesson 11 Saxon Math Course 1 pg. 58-62
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
How do you determine the place value of a number?
Practice Set a-e 9/24/2014Written Practice 9/24/2014
identify place value through trillions of a digit in a whole numberwrite through trillions using words and digits
place value Lesson 12 Saxon Math Course 1 pg. 63-67
2.3.6.C-Use given measurements to calculate a missing length, perimeter, area, and/or volume; Calculate elapsed time across am/pm and across days.
How do you determine the time difference between one time to another?
Practice Set a-b 9/27/2014Written Practice 9/27/2014
write an equation to solve an elapsed time problem elapsed time Lesson 13 Saxon Math Course 1 pg. 68-72
2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
When is a number line needed?How is it determined if numbers are opposite?
Practice Set a-l 9/28/2014Written Practice 9/28/2014
order and compare numbers using a number lineidentify numbers that are oppositessubtract a larger number from a smaller number using a number line
integersoppositespositive numbersnegative numbers
Lesson 14 Saxon Math Course 1 pg. 73-77
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.
Why is it important to learn how to do equal groups?
Practice Set a-b 9/29/2014Written Practice 9/29/2014
identify the pattern in a word problem about equal groupswrite an equation to solve a word problem about equal groups
EquationfactorUnknown
Lesson 15 Saxon Math Course 1 pg. 78-81
Test 2 9/30/2014 Test 2 2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
When is it appropriate to estimate numbers?Why is it important to use rounding?
Practice Set a-o 10/1/2014Written Practice 10/1/2014
round whole numbers to the nearest ten, hundred, and thousandround numbers to obtain estimated answers
estimateround
Lesson 16 Saxon Math Course 1 pg. 82-86
2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.
When is it needed to measure to the nearest sixteenth of an inch?Where on the number line does a fraction or mixed
Practice Set a-g 10/4/2014Written Practice 10/4/2014
represent a fraction or mixed number on a number linemeasure the length of segments to the nearest sixteenth of an inch
mixed numbers Lesson 17 Saxon Math Course 1 pg. 87-92
number lie? 2.6.6.C-Select and use, as appropriate, the mean, median, mode, and/or range to describe sets of data.2.6.6.E-Interpret data displayed in a table, histogram, graph, or data summarized by numerical measures.
Why is average important?What is a line graph used for?
Practice Set a-h 10/5/2014Written Practice 10/5/2014
make equal groups to find an averageCompute the average of several numbersidentify a number halfway between two numbers by finding the average of the two numbersinterpret a line graph
averageline graphmeangraph
Lesson 18 Saxon Math Course 1 pg. 93-98
2.1.5.E-Develop and apply number theory concepts (e.g., primes, factors, multiples, composites) to represent numbers in various ways.
How is a prime number identified?What are factors?
Practice Set a-l 10/6/2014Written Practice 10/6/2014
identify all the factors of a given numberidentify prime numbers
prime numberfactor
Lesson 19 Saxon Math Course 1 pg. 99-104
2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.
How is the greatest common factor computed?
Practice Set a-i 10/7/2014Written Practice 10/7/2014
Identify the greatest common factor of two or more numbers greatest common factor
Lesson 20 Saxon Math Course 1 pg. 105-108
Test 3 10/8/2014 Test 3 2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.1.6.C-Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.
How are fraction problems solved with manipulatives?
manipulate fraction bars to solve problems improper fractionsnonexamples
Investigation 2
Saxon Math Course 1 pg. 109-111
Lessons 21 to 30 ~ This unit covers lessons 21 to 30, tests 4 and 5, and investigation 3
Standards Essential Questions Assessments Skills Content LessonsResources
2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.
What rules make it possible to determine whether or not a number is divisible by 2, 3, 5, 9, or 10?
Practice Set a-d 10/13/2014Written Practice 10/13/2014
identify whether a number is or is not divisible by 2, 3, 5, 9, or 10identify factors of given numbers using the divisibility rules
divisibility rulesfactors
Lesson 21 Saxon Math Course 1 pg. 112-116
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for solving equal groups problems with fractions?How does dividing objects into equal groups help to find a fractional part of a number?
Practice Set a-f 10/14/2014Written Practice 10/14/2014
divide objects into equal groups to find the fractional part of a numbercalculate the fractional part of a group using two steps
equal groupsfractional parts
Lesson 22 Saxon Math Course 1 pg. 117-121
2.1.7.C-Use ratio and proportion to model relationships between quantities.2.1.7.F-Understand the concepts of ratio, proportion, percents, and rates to determine unknown quantities in equations.
How are ratios used to describe relationships between numbers? What are the different forms of representing a ratio?What makes rate problems like equal groups problems?
Practice Set a-e 10/15/2014Written Practice 10/15/2014
write a ratio to represent a numerical relationshipcalculate rates for speed, mileage, and unit price
ratioratesmileagespeedunit price
Lesson 23 Saxon Math Course 1 pg. 122-126
2.2.6.B-Add, subtract, multiply, and divide whole numbers,
What is the correct process for adding and
Practice Set a-g 10/18/2014
add and subtract fractions with like denominatorsmodel the process of adding and subtracting fractions
common denominatorfractional parts
Lesson 24 Saxon Math Course 1 pg.
decimals, fractions, and mixed numbers.2.4.6.A-Use models, properties, and relationships to draw conclusions and explain reasons for conclusions.
subtracting fractions with like denominators?How can manipulatives be used to model the process of adding and subtracting fractions?
Written Practice 10/18/2014
using fraction manipulatives 127-131
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How can a division answer be expressed as a mixed number?How can an improper fraction be expressed as a mixed number?What is the process for finding multiples of a given number?
Practice Set a-i 10/19/2014Written Practice 10/19/2014
write the answers to a division problem as a mixed numberwrite improper fractions as mixed numberslist the multiples of a given number
mixed numberimproper fractionsmultiples
Lesson 25 Saxon Math Course 1 pg. 132-135
Test 4 10/20/2014 Test 4 2.1.6.C-Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How can manipulatives be used to model reducing fractions?What is the correct process for adding and subtracting mixed numbers?What is the correct process for reducing fractions and/or mixed numbers?
Practice Set a-i 10/21/2014Written Practice 10/21/2014
reduce fractions with and without the use of manipulativesadd and subtract mixed numbersreduce answers when adding and subtracting mixed numbers
reducefractionsmixed numbers
Lesson 26 Saxon Math Course 1 pg. 136-140
2.3.7.C-Use measurement formulas to calculate volume, area, and perimeter and to calculate circumference and area of circles.
What is the relationship between the radius and diameter of a circle?What is the relationship between the diameter and circumference of a circle?
Practice Set a-d 10/22/2014Written Practice 10/22/2014
identify the circumference, diameter, and radius of a circledraw a circle with a given radius using a compasscalculate the diameter of a circle when the radius is knowncalculate the radius of a circle when the diameter is known
circumferencecompassdiameterradiuscircleconcentric circles
Lesson 27 Saxon Math Course 1 pg. 141-144
2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.7.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
What are the different types of lines and angles?What is the proper way to name an angle?
Practice set a-k 10/25/2014Written Practice 10/25/2014
identify parallel, perpendicular, and oblique linesidentify right, acute, and obtuse anglesname angles using one letter, three letters, or one number
acute angleanglesintersectoblique linesrayobtuse angleparallel linesperpendicular linesplaneright anglevertexnaming an angle
Lesson 28 Saxon Math Course 1 pg. 145-149
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for multiplying fractions?What is the correct process for reducing fractions?
practice set a-j 10/26/2014Written Practice 10/26/2014
multiply a fraction or whole number by a fractionreduce a fraction by using the GCF or another common factor
reduceGCFfactor
Lesson 29 Saxon Math Course 1 pg. 150-155
2.1.6.E-Apply number theory concepts to calculate the GCF
What is the correct process for identifying the
practice set a-m 10/27/2014
identify common multiples of two numbersidentify the LCM of two numbers
LCMreciprocal
Lesson 30 Saxon Math Course 1 pg.
(Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.
multiples of a given number?What is the product of a number and its reciprocal?
Written Practice 10/27/2014
identify reciprocals as numbers that have a product of 1create the reciprocal of a given number by reversing the numerator and denominator
termmultiple
156-160
Test 5 10/28/2014 Test 5 2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.7.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How is a protractor used to find the measure of an angle?How is a protractor used to draw an angle with a given measure?
measure an angle in degrees using a protractordraw an angle with a given measure using a protractor
degreesanglesprotractoracute angleobtuse angleright anglestraight angle
Investigation 3
Saxon Math Course 1 pg. 161-163
Lessons 31 to 40 ~ This unit will cover lessons 31 to 40, tests 6 and 7, and investigation 4
Standards Essential Questions AssessmentsSkills Content LessonsResources
2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.C-Use given measurements to calculate a missing length, perimeter, area, and/or volume; Calculate elapsed time across am/pm and across days.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.2.11.6.C-Estimate areas and volumes of shapes and solids as the sums of areas of tiles and volumes of cubes.
Why are units squared when measuring area?What is the correct process for measuring the area of a rectangle?What is the relationship between the length of the sides of a square and the area of the square?
Lesson 31 practice set a-h 11/1/2014Lesson 31 Written Practice 11/1/2014
identify square units as the units used to measure areamultiply length by width to find area of a rectanglecalculate the side length and perimeter of a square when the area is known
arearectanglelengthwidthsquare units
Lesson 31 Saxon Math Course 1 pg. 164-168
2.1.7.B-Represent and use numbers in equivalent forms (e.g. integers, fractions, decimals, percents, exponents, powers, roots, absolute values).2.3.6.C-Use given measurements to calculate a missing length, perimeter, area, and/or volume; Calculate elapsed time across am/pm and across days.
What is the proper way to represent the time that has past between two events?How do you represent the value of each digit within a large whole number?
Lesson 32 practice set a-h 11/2/2014Lesson 32 Written Practice 11/2/2014
write a number in expanded notationwrite a number in standard notationrename units of time to solve elapsed-time problems
elapsed timeexpanded notationstandard notationa.m.p.m.place value
Lesson 32 Saxon Math Course 1 pg. 169-173
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.1.6.C-Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.
How can you represent a value as both a fraction and percent?
Lesson 33 practice set a-j 11/3/2014Lesson 33 Written Practice 11/3/2014
write a percent as a reduced fraction percent Lesson 33 Saxon Math Course 1 pg. 174-177
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
How is the value of a digit within a decimal represented and determined?Why is thinking about money a helpful way to
Lesson 34 practice set a-f 11/4/2014Lesson 34 Written Practice 11/4/2014
identify the value of decimal places through the millionthsname the digit that occupies a specific decimal place in a numbername the decimal place occupied by a given digit in a number
decimal place valuesdecimal point
Lesson 34 Saxon Math Course 1 pg. 178-181
remember decimal place values?
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.1.6.C-Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
How can you represent a value as both a decimal and a fraction?How does knowing decimal place values help to read and write a decimal numeral?
Lesson 35 practice set a-o 11/5/2014Lesson 35 Written Practice 11/5/2014
write a decimal number as a fractionwrite a fraction as a decimal numberread and write decimal numbers in word formwrite the word form of a decimal number
equivalent decimals and fractionsword form
Lesson 35 Saxon Math Course 1 pg. 182-186
Test 6 11/8/2014 Test 6 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for subtracting fractions and mixed numbers from whole numbers?
Lesson 36 practice set a-j 11/9/2014Lesson 36 Written Practice 11/9/2014
subtract a fraction from a whole numbersubtract a mixed number from a whole number
fractionmixed numberwhole numbersubtraction
Lesson 36 Saxon Math Course 1 pg. 187-190
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for adding and subtracting decimals?
Lesson 37 practice set a-j 11/10/2014Lesson 37 Written Practice 11/10/2014
add decimal numberssubtract decimal numbers
additionsubtractiondecimal numerals
Lesson 37 Saxon Math Course 1 pg. 191-194
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.1.7.B-Represent and use numbers in equivalent forms (e.g. integers, fractions, decimals, percents, exponents, powers, roots, absolute values).
What is the proper process for adding and subtracting decimal numbers and whole numbers?What exponent can be used to represent square units?
Lesson 38 practice set a-q 11/11/2014Lesson 38 Written Practice 11/11/2014
write a whole number with a decimal pointadd decimal numbers and whole numberssubtract whole numbers from decimal numberssquare a number and use an exponent of 2 to indicate the squaring of a numbersimplify an expression by applying exponents and then perform operationscalculate the square root of a number
baseexponentperfect squaresquare root
Lesson 38 Saxon Math Course 1 pg. 195-199
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for multiplying decimal and whole numbers?
Lesson 39 practice set a-k 11/12/2014Lesson 39 Written Practice 11/12/2014
multiply a decimal number by a decimal numbermultiply a decimal number by a whole number
multiplicationdecimal numberwhole number
Lesson 39 Saxon Math Course 1 pg. 200-204
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.6.6.E-Interpret data displayed in a table, histogram, graph, or data summarized by numerical measures.
Why is it important to use 0 as a placeholder when using decimals in the four operations?How can it be determined if a circle graph is the best method of portraying data?What information can you get off of a circle graph?
Lesson 40 practice set a-j 11/15/2014Lesson 40 Written Practice 11/15/2014
fill in any empty decimal places with 0interpret information displayed in a circle graphgeneralize information from bar graph to circle graphcompare data displayed in a bar graph and circle graph
circle graphbar graphdecimal numbers and placeholders
Lesson 40 Saxon Math Course 1 pg. 205-210
Test 7 11/16/2014 Test 7 2.6.6.A-Gather data from a variety of appropriate sources.2.6.6.B-Select an appropriate method to organize data; select an appropriate format to display data.2.6.6.E-Interpret data displayed in a table, histogram, graph, or data summarized by numerical measures.
What makes data either qualitative or quantitative?What is a sample not representative of a population?What is the proper process for conducting a survey and collecting data?
describe whether data is quantitative or qualitative in naturecreate a surveyexplain sample vs. populationidentify bias in a surveyconduct surveys and collect data
Dataline plotpopulationqualitative dataquantitative datastatisticsbar graphsample
Investigation 4
Saxon Math Course 1 pg. 211-215
Lessons 41-50 ~ This unit covers lessons 41 to 50, tests 8 and 9, and investigation 5
Standards Essential AssessmentsSkills Content LessonsResources
Questions2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How can a percent be expressed as a decimal?What is the correct process for determining sale tax of a purchase?
Lesson 41 practice set a-q 11/18/2014Lesson 41 Written Practice 11/18/2014
write a percent as a decimalcalculate the percent of a numbercalculate sales tax on a purchase
percentreducesales tax
Lesson 41 Saxon Math Course 1 pg. 216-220
2.1.6.A-Model and compare values of whole numbers, mixed numbers, fractions, and decimals.2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.1.6.C-Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How can you form equivalent fractions?What is the process for adding or subtracting fractions with uncommon denominators?
Lesson 42 practice set a-h 11/19/2014Lesson 42 Written Practice 11/19/2014
rename fractions by multiplying by fractions equal to 1add or subtract fractions with different denominators
equivalent fractionsaddition/subtraction of fractions
Lesson 42 Saxon Math Course 1 pg. 221-224
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.8.6.C-Recognize, describe, extend, create, replicate, form a rule, and/or find a missing element for a variety of whole number patterns, sequences, and relationships verbally, numerically, symbolically, and graphically.
Why is it important to create equivalent division problems?What is the process for finding an unknown number in a fraction or decimal number?
Lesson 43 practice set a-f 11/22/2014Lesson 43 Written Practice 11/22/2014
create equivalent division problems to find division answersidentify the value of the unknown in a fraction or decimal problem
UnknownvariableEquationdivision problems
Lesson 43 Saxon Math Course 1 pg. 225-230
2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
How can you determine which decimal number is larger, smaller, or if they are equal when they do not have the same number of decimal places?
Lesson 44 practice set a-j 11/23/2014Lesson 44 Written Practice 11/23/2014
simplify decimal numberscompare and order decimal numbers
decimal numberscomparisonordering
Lesson 44 Saxon Math Course 1 pg. 231-234
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for dividing a decimal number by a whole number?
Lesson 45 practice set a-jk 11/24/2014Lesson 45 Written Practice 11/24/2014
divide a decimal number by a whole number divisiondivisordividendquotient
Lesson 45 Saxon Math Course 1 pg. 235-238
Test 8 11/30/2014 Test 8 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.1.5.D-Apply place value concepts to order and compare decimals and to express whole numbers and decimals in expanded notation.
How do you represent the value of each digit within a large whole number?
Lesson 46 practice set a-o 12/1/2014Lesson 46 Written Practice 12/1/2014
write a decimal number in expanded notationmentally multiply a decimal number by 10 or 100mentally multiply whole numbers by 10 or 100
expanded notationdecimal numbers mental multiplication
Lesson 46 Saxon Math Course 1 pg. 239-243
2.3.7.C-Use measurement formulas to calculate volume, area, and perimeter and to calculate circumference and area of circles.
What does the value of Pi represent?What is the relationship between the circumference and diameter of a circle?What is the relationship between the circumference and radius of a circle?
Lesson 47 practice set a-g 12/2/2014Lesson 47 Written Practice 12/2/2014
determine the value of PiCalculate the circumference of a circle using the formula C = Pi x diameter
Picircumference
Lesson 47 Saxon Math Course 1 pg. 244-249
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for subtracting mixed numbers when regrouping is involved?
Lesson 48 practice set a-h 12/3/2014Lesson 48 Written Practice 12/3/2014
subtract mixed numbers through regrouping regrouping Lesson 48 Saxon Math Course 1 pg. 250-253
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process for dividing a whole number by a decimal number?What is the correct process for dividing a decimal number by a decimal number?
Lesson 49 practice set a-k 12/6/2014Lesson 49 Written Practice 12/6/2014
divide a decimal or whole number by a decimal number
divisiondecimal numberdivisor
Lesson 49 Saxon Math Course 1 pg. 254-258
2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How is the position of a decimal number determined on a number line?What is the correct process for dividing a whole number by a fraction?
Lesson 50 practice set a-h 12/7/2014Lesson 50 Written Practice 12/7/2014
locate and identify decimal numbers on a number linedivide a whole number by a fraction
number linereciprocal
Lesson 50 Saxon Math Course 1 pg. 250-253
Test 9 12/8/2014 Test 9 2.6.6.B-Select an appropriate method to organize data; select an appropriate format to display data.2.6.6.C-Select and use, as appropriate, the mean, median, mode, and/or range to describe sets of data.2.6.6.D-Use measures of central tendency to compare two sets of data.2.6.6.E-Interpret data displayed in a table, histogram, graph, or data summarized by numerical measures.
How can you determine which type of graph is best to display data?What is the correct process of finding the mean, median, mode, and range?
create bar graphs, pictographs, and circle graphs to display qualitative datacreate line plots and stem-and leaf plots to display quantitative datacalculate mean, median, mode, and range for a set of data points
bimodalmeanmedianmodepictographrangestem-and-leaf plotcircle graphline plot
Investigation 5
Saxon Math Course 1 pg. 264-267
Lessons 51 to 60 ~ This unit covers Lessons 51 to 60, Tests 10 and 11, and Investigation 6
Standards Essential Questions Assessments Skills Content LessonsResources2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.
How does place value effect the rounding of a decimal number?How is sales tax determined when the decimal number has more than 2 decimal place values?
Lesson 51 Practice Set a-k 12/10/2014Lesson 51 Written Practice 12/10/2014
round money amounts to the nearest cent
round decimal numbers to the nearest hundredth, tenth, and whole number
cents
sales tax
decimal place values
rounding
Lesson 51 Saxon Math Course 1 pg. 268-271
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How can mental math be used to divide decimal numbers by a multiple of 10?
Lesson 52 Practice Set a-i 12/13/2014Lesson 52 Written Practice 12/13/2014
divide a decimal number by 10 mentallydivide a decimal number by 100 mentally
decimal numbers
mental math
Lesson 52 Saxon Math Course 1 pg. 272-275
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What are the important rules to follow when adding, subtracting, multiplying, and dividing decimal numbers?How can an improper fraction be represented as a mixed number?
Lesson 53 Practice Set a-e 12/14/2014Lesson 53 Written Practice 12/14/2014
calculate the sum, difference, product, and/or quotient of decimal and/or whole numberssimplify an improper fraction into a mixed number
operations involving decimal numbers
improper fractions
mixed numbers
Lesson 53 Saxon Math Course 1 pg. 276-279
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.1.5.B-Use number theory concepts and models to represent or rename whole
How can grouping factors help reduce a fraction?What is the correct process for dividing a fraction by a fraction?
Lesson 54 Practice Set a-e 12/15/2014Lesson 54 Written Practice 12/15/2014
reduce a fraction by grouping factors in the numerator and denominator that are equal to 1divide a fraction by a fraction
numerator
denominator
factor
division
Lesson 54 Saxon Math Course 1 pg. 280-284
numbers, fractions, and decimals. fractions
reciprocal 2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
Why do fractions have to have the same denominator in order to add or subtract them?How do you find a common denominator of two or more fractions?
Lesson 55 Practice Set a-g 12/16/2014Lesson 55 Written Practice 12/16/2014
find the least common denominator of two fractionsrename one fraction so that two fractions have common denominatorsadd or subtract two fractions that do not have common denominators
common denominators
Lesson 55 Saxon Math Course 1 pg. 276-279
Test 10 12/17/2014 Test 10 2.1.6.D-Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed numbers.2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How do you find a common denominator of two or more fractions?Why do fractions have to have the same denominator in order to add or subtract them?How can fractions with different denominators be compared?
Lesson 56 Practice Set a-i 12/20/2014Lesson 56 Written Practice 12/20/2014
rename two fractions so that the fractions have common denominatorsadd or subtract two fractions that do not have common denominatorscompare two fractions with unlike denominators by renaming one or both fractions
common denominators (continued)
Lesson 56 Saxon Math Course 1 pg. 289-294
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the 3 step method for adding and subtracting fractions?
Lesson 57 Practice Set a-f 12/21/2014Lesson 57 Written Practice 12/21/2014
add or subtract fractions using 3 steps- shape, operate, simplify
addition and subtraction of fractions (3 steps: shape, operate, simplify)
Lesson 57 Saxon Math Course 1 pg. 295-298
2.7.6.A-Collect data and estimate the likelihood of outcomes of an event.2.7.6.C-Express the probability of a simple event as a fraction, decimal, and percent.2.7.6.D-List the possible outcomes for two independent events and compare the outcomes.2.7.6.E-Find and interpret the experimental probability of an outcome of a simple event.
How is the likelihood (probability) of an event occurring or not calculated?How can the probability be expressed as a decimal, fraction, and percent?
Lesson 58 Practice Set a-l 12/22/2014Lesson 58 Written Practice 12/22/2014
express the probability of an event as a reduced fraction, decimal, or percentexpress the probability that an event will NOT occur as a reduced fraction, decimal, or percentFind the probability of an event by dividing the number of outcomes in the event by the number of possible outcomes
chanceprobabilitysample spacecomplement of an event
Lesson 58 Saxon Math Course 1 pg. 299-305
2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
Can the three step method of shape, operate, simplify, used to add fractions be used to add mixed numbers too?Why do mixed numbers have to have a common denominator when adding?
Lesson 59 Practice Set a-f 12/23/2014Lesson 59 Written Practice 12/23/2014
add mixed numbers that do not have a common denominator using the three step method (shape, operate, simplify)
common denominatorsaddition of mixed numbers (3 step method: shape, operate, simplify)
Lesson 59 Saxon Math Course 1 pg. 306-309
2.3.6.C-Use given measurements to calculate a missing length, perimeter, area,
How are polygons named?What is the relationship between the perimeter of a regular
Lesson 60 Practice Set a-e 1/3/2015Lesson 60 Written
identify a polygon by the number of sides it hascalculate the length of a side of a regular polygon when given its perimeter
polygonregular polygoncongruent
Lesson 60 Saxon Math Course 1 pg. 310-313
and/or volume; Calculate elapsed time across am/pm and across days.
polygon and the length of its sides?
Practice 1/3/2015
Test 11 1/4/2015 Test 11 2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
How are the number of faces, edges and vertices determined for a given geometric solid?What are the names of some common geometric solids?How is volume of a geometric slid determined?
recognize, name, and draw common geometric solidsidentify the number of faces, edges, and vertices in various geometric solidsfind the surface area of a polyhedrondetermine the volume of a geometric solid by counting cubes
geometric solidspolyhedronfacesedgesverticesvolumesurface area
Investigation 6
Saxon Math Course 1 pg. 314-319
Lessons 61-70 ~ This unit includes lessons 61-70, Investigation 7, and Tests 12 and 13
Standards Essential Questions Assessments Skills Content Lessons Resources
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the process of adding three or more fractions or mixed numbers together?
Practice Set a-h 1/6/2015Written Practice 1/6/2015
add three or more fractions or mixed numbers
least common denominator Lesson 61 Saxon Math Course 1 pg. 320-323
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.
How is a mixed number converted to an improper fraction?
Practice Set a-j 1/7/2015Written Practice 1/7/2015
convert a mixed number to an improper fraction
improper fraction Lesson 62 Saxon Math Course 1 pg. 324-328
2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.
How are least common denominators related to common denominators?
Practice Set a-j 1/10/2015Written Practice 1/10/2015
Rename fractions with common denominatorssubtract mixed numbers
sea level Lesson 63 Saxon Math Course 1 pg. 329-332
2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
What are the characteristics of certain polygons?
Practice Set a-f 1/11/2015Written Practice 1/11/2015
identify, classify, and draw quadrilaterals according to characteristics of their sides and angles
parallelogramrectanglerhombussquaretrapeziumtrapezoid
Lesson 64 Saxon Math Course 1 pg. 333-336
M5.A.1.6-Apply number theory concepts (i.e., primes, factors, multiples, composites). (Reference: 2.1.5.E)
What is the difference between a prime number and a composite number?How is a factor tree used?
Practice Set a-h 1/12/2015Written Practice 1/12/2015
identify a composite numberwrite the prime factorization of a given composite numbermake a factor tree to find the prime factorization of a given number
composite numberprime factorizationfactor tree
Lesson 65 Saxon Math Course 1 pg. 337-341
Test 12 1/13/2015 Test 12 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is the correct process of multiplying mixed numbers?
Practice Set a-k 1/14/2015Written Practice 1/14/2015
multiply a mixed number by a whole numbermultiply a mixed number by a mixed number
terms
mixed numberwhole number
Lesson 66 Saxon Math Course 1 pg. 344-345
2.1.6.E-Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM (Least Common Multiple) of two numbers.
How does prime factorization help you reduce fractions?
Practice Set a-d 1/18/2015Written Practice 1/18/2015
model prime factorization to reduce fractions
reduceprime factorization
Lesson 67 Saxon Math Course 1 pg. 347-348
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How do you divide mixed numbers?How do you divide fractions?
Practice Set a-j 1/19/2015Written Practice 1/19/2015
divide a mixed number by a whole numberdivide a mixed number by a mixed number
fractionreciprocal
Lesson 68 Saxon Math Course 1 pg. 351-352
2.3.7.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How are complementary and supplementary angles the same?How are complementary and supplementary angles different?
Practice Set a-f 1/20/2015Written Practice 1/20/2015
identify supplementary anglescalculate the measure of the complement of an anglecalculate the measure of the supplement of an angle
complementary anglessupplementary angles
Lesson 69 Saxon Math Course 1 pg. 355-357
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.
Why reduce fractions before multiplyingHow do you reduce fractions before multiplying?
Practice Set a-i 1/21/2015Written Practice 1/21/2015
reduce fraction terms before multiplying
fractionreduce
Lesson 70 Saxon Math Course 1 pg. 360-362
Test 13 1/24/2015 Test 13 2.9.6.C-Identify on a 2- dimensional coordinate system the location of points with non-negative fractional or decimal coordinates; plot in a two-dimensional coordinate system a point represented by an ordered pair of nonnegative fractions, mixed numbers, or decimals.
What is a coordinate plane?What is an ordered pair?
graph points on a coordinate planelocate coordinates on a coordinate plane
coordinate planecoordinatesgraphordered pairoriginx-axisy-axis
Investigation 7
Saxon Math Course 1 pg. 363-367
Lesson 71-80 ~ This lesson includes lesson 71-80, investigation 8, and Tests 14 and 15
Standards Essential Questions Assessments Skills Content Lessons Resources
2.9.6.B-Predict and describe the result of a translation (slide), rotation (turn), or reflection (flip) of a 2- dimensional shape.
How do you classify a quadrilateral?
Practice Set a-g 1/26/2015Written Practice 1/26/2015
calculate the measure of an angle in a parallelogramcalculate the area of a parallelogramidentify opposite and adjacent angles on a parallelogram
baseheightperpendicularsupplementary anglesadjacent
Lesson 71 Saxon Math Course 1 pg. 372-374
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How do you multiply fractions?When do you multiply fractions?
Practice Set a-e 1/27/2015Written Practice 1/27/2015
multiply three fractions together
Fractions Lesson 72 Saxon Math Course 1 pg. 376-379
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.
How can numbers be both the same and different?What are the rules of exponents?
Practice Set a-j 1/28/2015Written Practice 1/28/2015
read expressions with exponentscalculate the value of expressions with exponentswrite the prime factorization of a numberwrite a decimal number as a fraction or mixed number
powermixed number
Lesson 73 Saxon Math Course 1 pg. 382-384
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.
What is the relationship between fractions and decimals?How can numbers be the same and different?
Practice Set a-j 1/31/2015Written Practice 1/31/2015
convert fractions and mixed numbers to decimal numbersuse a calculator to convert a fraction to a decimal numberconvert ratios to decimal numbers
cubed Lesson 74 Saxon Math Course 1 pg. 387-389
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.
What is the relationship between fractions, decimals, and percents?
Practice Set a-n 2/1/2015Written Practice 2/1/2015
write a fraction as a percentwrite a decimal as a percent
shift Lesson 75 Saxon Math Course 1 pg. 392-394
Test 14 2/2/2015 Test 14 2.1.6.A-Model and compare How do decimals, Practice Set a-f 2/3/2015 compare fractions by converting compare Lesson 76 Saxon Math
values of whole numbers, mixed numbers, fractions, and decimals.2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.
fractions, and whole numbers relate to each other?
Written Practice 2/3/2015 each fraction to decimal form Course 1 pg. 396-398
2.8.6.F-Interpret the results of solving equations in one variable in the context of the situation that motivated the model.
Why is it important to find unstated information?
Practice Set a-j 2/4/2015Written Practice 2/4/2015
diagram fractional-parts statementscalculate unstated information from fraction-parts statements
fractional-parts Lesson 77 Saxon Math Course 1 pg. 401-403
2.3.6.D-Perform basic conversions within the metric and within the customary systems.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How does capacity affect our daily lives?What is the difference between metric and U.S. Customary System?
Practice Set a-d 2/7/2015Written Practice 2/7/2015
convert between units of capacity within the U.S. Customary Systemconvert between units of capacity within the metric system
capacityMetric SystemU.S. Customary System
Lesson 78 Saxon Math Course 1 pg. 406-407
2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How do you use the formula to find area of a triangle?
Practice Set a-e 2/8/2015Written Practice 2/8/2015
calculate area of a triangle using the formula
congruent Lesson 79 Saxon Math Course 1 pg. 410-413
2.11.6.B-Describe the relationship between rates of change and another variable (e.g., time, temperature).
How are ratios useful in solving problems?
Practice Set a-b 2/9/2015Written Practice 2/9/2015
draw and use a ratio boxcalculate the constant factor when the ratio and one actual count is knownmultiply a ratio term by the constant factor to find the actual count
ratio Lesson 80 Saxon Math Course 1 pg. 414-416
Test 15 2/10/2015 Test 15 2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How is a bisector constructed?How is a bisector helpful?
use a compass and a ruler to construct the perpendicular bisector of a given line segmentuse a compass and a ruler to construct the bisector of a given angle
angle bisectorbisectconstructionperpendicular bisector
Investigation 8
Saxon Math Course 1 pg. 417-420
Lessons 81-90 + Investigation 9 ~ This unit includes lessons 81-90, Investigation 9, and Tests 16 & 17
Standards Essential Questions Assessments Skills Content LessonsResources
2.3.6.D-Perform basic conversions within the metric and within the customary systems.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
Why is measurement important in our world?Why convert one unit of measure to another?
Practice Set a-d 2/14/2015Written Practice 2/14/2015
add, subtract, multiply, and divide units of measure
measurements Lesson 81 Saxon Math Course 1 pg. 421-425
2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How does computing volume affect our day-to-day lives?How are area and volume related?
Practice Set a-d 2/15/2015Written Practice 2/15/2015
calculate the area of the base of a rectangular prism
calculate the volume of a rectangular prism
volumebaselayer
Lesson 82 Saxon Math Course 1 pg. 426-430
2.1.7.C-Use ratio and proportion to model relationships between quantities.
What is a proportion?How is a proportion read?
Practice Set a-d 2/16/2015Written Practice 2/16/2015
read a proportionwrite a proportionidentify a ratio that forms a proportion with a given ratioidentify a missing term in a proportion using a scale factor
proportionratiostated
Lesson 83 Saxon Math Course 1 pg. 431-435
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is order of operations?Why do you have to follow a certain order when solving a multistep problem?
Practice Set a-f 2/17/2015Written Practice 2/17/2015
solve an expression using a order of operations
order of operations
Lesson 84 Saxon Math Course 1 pg. 436-440
2.1.7.C-Use ratio and proportion to model relationships between quantities.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is a proportion? Practice Set a-e 2/18/2015Written Practice 2/18/2015
determine whether two fractions or ratios are equal using cross productscalculate a missing proportion using cross products
cross product Lesson 85 Saxon Math Course 1 pg. 441-446
Test 16 2/22/2015 Test 16 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.3.6.C-Use given measurements to calculate a missing length, perimeter, area, and/or volume; Calculate elapsed time across am/pm and across days.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How do you calculate area of a circle?What is the value of Pi
Practice Set a-e 2/23/2015Written Practice 2/23/2015
estimate the area of a circle drawn on a gridcalculate the area of a circle using a formula
enclosedarea
Lesson 86 Saxon Math Course 1 pg. 447-451
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.2.6.D-Estimate solutions of problems involving whole numbers and decimals and check the reasonableness of those estimates.
How do you find the value of an unknown number?
Practice Set a-e 2/24/2015Written Practice 2/24/2015
calculate a missing factor problem in which the unknown factor is a mixed numbercalculate a missing factor problem in which the unknown factor is a decimal
factormixed number
Lesson 87 Saxon Math Course 1 pg. 452-455
2.1.7.C-Use ratio and proportion to model relationships between quantities.
What is a proportion?How does a ratio relate to a proportion?
Practice Set a-f 3/3/2015Written Practice 3/3/2015
solved ratio problems using a proportion accumulation Lesson 88 Saxon Math Course 1 pg. 456-459
2.1.7.B-Represent and use numbers in equivalent forms (e.g. integers, fractions, decimals, percents, exponents, powers, roots, absolute values).
How do you estimate a square root?
Practice Set a-l 2/25/2015Written Practice 2/25/2015
identify the square root of a number of a perfect square over 100estimate the square root of a number that are not perfect squares using guess and checkapproximate the square root of a number using a calculator
irrational number Lesson 89 Saxon Math Course 1 pg. 460-464
2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.
How many degrees in a full circle?How many degrees in an half circle?Which directions are counterclockwise and clockwise?
Practice Set a-c 2/28/2015Written Practice 2/28/2015
describe turns measured in degreessolve problems involving turns
clockwisecounterclockwise
Lesson 90 Saxon Math Course 1 pg. 465-469
Test 17 3/1/2015 Test 17 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How do you determined the
estimate the probability of an event from data gathered by performing a probability
experimental probability
Investigation 9
Saxon Math Course 1 pg. 470-473
2.7.6.A-Collect data and estimate the likelihood of outcomes of an event.2.7.6.C-Express the probability of a simple event as a fraction, decimal, and percent.2.7.6.D-List the possible outcomes for two independent events and compare the outcomes.2.7.6.E-Find and interpret the experimental probability of an outcome of a simple event.
likelihood of an event occurring?
experimentpresent data in a relative frequency tableconduct probability experiments
theoretical probability
Rational Numbers ~ Digits
Standards Essential Questions Assessments Skills Content LessonsResources
6.G.3-Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.6.NS.5-Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.6.NS.6-Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.6.NS.7-Understand ordering and absolute value of rational numbers.6.NS.6a-Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.6.NS.6b-Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.6.NS.6c-Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.6.NS.7a-Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. 6.NS.7b-Write, interpret, and explain statements of order for rational numbers in real-world contexts. 6.NS.7c-Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude
determine a rational number and its opposite to represent a situation (9.1)compare rational numbers and their absolute values (9.2)order rational numbers (9.3)plot and write the coordinates of rational numbers on the coordinate plane (9.4 - 9.5)write the coordinates, including rational numbers, of a point that is reflected (9.4)determine the length of a segment on a coordinate plane (9.5)
for a positive or negative quantity in a real-world situation.
Ratios ~ Digits
Standards Essential Questions Assessments Skills Content LessonsResources
6.RP.1-Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.6.RP.3-Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
write a ratio to represent a situation (10.1)write equivalent ratios (10.2 - 10.3)represent ratios in three different forms (10.4)simplify ratios (10.4)convert ratios to its decimal equivalent (10.5)
Lessons 91-100 ~ This unit includes lessons 91-100, Tests 18 & 19, and Investigation 10
Standards Essential Questions Assessments Skills Content Lessons Resources
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.2.3.5.C-Calculate perimeter and area, and sums and differences of measurements.
Why is it easier to use a formula to solve a real world problem?What are the different geometric formulas?
Practice Set a-g 3/4/2015Written Practice 3/4/2015
Calculate the perimeter and area of squares, rectangles, parallelograms, and triangles using formulas.
areaperimeter
Lesson 91 Saxon Course 1pg 474-478
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
What is order of operations?Why do you have to follow order of operations when solving a multistep problem?
Practice Set a-g 3/7/2015Written Practice 3/7/2015
write the powers of 10 with exponentssimplify expressions with exponents and rootsuse exponents with fractions and decimals
expanded notationorder of operations
Lesson 92 Saxon Course 1pg 479-483
2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
What are the two ways triangles are classified?
Practice Set a-e 3/8/2015Written Practice 3/8/2015
classify triangles by the lengths of their sidesclassify triangles by the measure of their angles
acute triangleisosceles triangleequilateral triangleobtuse triangleright trianglescalene triangle
Lesson 93 Saxon Course 1pg 484-487
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How are common fractions, decimals and percents alike and different?
Practice Set a-q 3/9/2015Written Practice 3/9/2015
change a fraction, a decimal, or a mixed number to a percent by multiplying by 100%
fractiondecimalpercent
Lesson 94 Saxon Course 1pg 488-492
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
Why reduce fractions before multiplying?
Practice Set a-g 3/10/2015Written Practice 3/10/2015
cancel units of measure before multiplying unit of measure Lesson 95 Saxon Course 1pg 493-496
Test 18 3/11/2015 Test 18 2.8.6.D-Determine a functional rule from a table or graph.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.9.6.C-Identify on a 2- dimensional coordinate system the location of points with non-negative fractional or decimal coordinates; plot in a two-dimensional
What is the best way to represent a fraction?What does a function look like on a graph?
Practice Set a-e 3/14/2015Written Practice 3/14/2015
identify the rule of a functionidentify a missing number in a function tablemake a table for a functiongraph a function on a coordinate plane
function Lesson 96 Saxon Course 1pg 497-502
coordinate system a point represented by an ordered pair of nonnegative fractions, mixed numbers, or decimals. 2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
Can you identify and name the angles formed by a transversal crossing two or more lines?
Practice Set a-e 3/15/2015Written Practice 3/15/2015
identify transversals, interior angles, alternate interior angles, exterior angles, alternate exterior angles, and corresponding anglesidentify the measures of the angles formed by a transversal intersecting two parallel lines when the measure of one angle is known
alternate exterior anglesalternate interior anglescorresponding anglestransversalparallel linessupplementary
Lesson 97 Saxon Course 1pg 503-507
2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
How do you find a missing angle in a quadrilateral when given the other three?How do you find a missing angle in a triangle when given the other two?
Practice Set a-f 3/16/2015Written Practice 3/16/2015
identify the interior and exterior angles of a polygoncalculate the sums of the interior angles of a triangle and of a quadrilateralcalculate the measure of one interior angle in a triangle or quadrilateral when the measure of the other interior angles are known
exterior angleinterior angle
Lesson 98 Saxon Course 1pg 508-512
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
How are common fractions, decimals and percents alike and different?
Practice Set a-l 3/17/2015Written Practice 3/17/2015
Complete a table that shows equivalent fractions, decimals, and percents
decimalpercentfraction
Lesson 99 Saxon Course 1pg 513-516
2.2.7.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, mixed numbers, or integers.
What are integers?How do you add integers?What are the rules for adding integers?
Practice Set a-o 3/18/2015Written Practice 3/18/2015
add integers using a number lineidentify the opposite of an integersubtract integers using algebraic addition
algebraic integers
Lesson 100 Saxon Course 1pg 517-523
Test 19 3/21/2015 Test 19 2.7.6.A-Collect data and estimate the likelihood of outcomes of an event.2.7.6.C-Express the probability of a simple event as a fraction, decimal, and percent.2.7.6.E-Find and interpret the experimental probability of an outcome of a simple event
How do you find the likelihood of multiple outcomes to occur?
create a tree diagram that shows all possible outcomes of a compound experimentdetermine the probability of the possible outcomes of a compound experiment
compound experimentcompound outcomestree diagram
Investigation 10
Saxon Course 1pg 524-527
Lessons 101-110 ~ This unit will cover Lessons 101-110, Tests 20 and 21, and Investigation 11
Standards Essential Questions Assessments Skills Content Lessons Resources
2.1.7.C-Use ratio and proportion to model relationships between quantities.2.1.7.F-Understand the concepts of ratio, proportion, percents, and rates to determine unknown quantities in equations.
How can the ratio box from Lesson 80 be used when totals are given in the word problem?
Lesson 101 practice set a-c 3/23/2015Lesson 101 Written Practice 3/23/2015
solve ratio problems that involve totals using a ratio box
ratio boxesactual count
Lesson 101 Saxon Math Course 1 pgs. 528-532
2.3.6.D-Perform basic conversions within the metric and within the customary systems.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How can the mass of an object be measured?How can the weight of an object be measured?What is the relationship between ounces and pounds?How are weight and mass different?
Lesson 102 practice set a-e 3/24/2015Lesson 102 Written Practice 3/24/2015
identify and convert units of mass in the metric systemidentify and convert units of weight in the US Customary Systemadd and subtract measures in pounds and ounces
massweightcustomary and metric units of mass and weight
Lesson 102 Saxon Math Course 1 pgs. 533-537
2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.
How can missing lengths be determined on a
Lesson 103 practice set a-b 3/25/2015
calculate the perimeter of a complex shapeidentify the missing lengths of complex
perimeter of complex shapes
Lesson 103 Saxon Math Course 1 pgs. 538-
2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.C-Use given measurements to calculate a missing length, perimeter, area, and/or volume; Calculate elapsed time across am/pm and across days.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
complex shape?What makes a shape complex?How can the perimeter of a complex shape be calculated?
Lesson 103 Written Practice 3/25/2015
shapes using given sides 542
2.2.7.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, mixed numbers, or integers.
How can numbers with different signs be added together?How do the signs of the addends affect the sign of the sum?
Lesson 104 practice set a-f 3/28/2015Lesson 104 Written Practice 3/28/2015
add positive and negative numbers (integers)
addition of integers
Lesson 104 Saxon Math Course 1 pgs. 543-547
2.1.7.C-Use ratio and proportion to model relationships between quantities.2.1.7.F-Understand the concepts of ratio, proportion, percents, and rates to determine unknown quantities in equations.
How is a ratio box used to create a proportion?How can a ratio box and proportion help solve a word problem in which percents are given?
Lesson 105 practice set a-e 3/29/2015Lesson 105 Written Practice 3/29/2015
solve percent problems by using a ratio box, setting up a proportion, and solving the proportion
proportionspercentratio box
Lesson 105 Saxon Math Course 1 pgs. 548-552
Test 20 3/30/2015 Test 20 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.8.7.B-Evaluate and simplify algebraic expressions and solve and graph linear equations and inequalities.
Using only two steps, how can the value of a variable in an equation be determined?How can one check to be sure the calculated value is correct?
Lesson 106 practice set a-f 3/31/2015Lesson 106 Written Practice 3/31/2015
calculate the value of the variable in the equation using 2 stepscheck the answer to the equation using substitution
variablestwo-step equations
Lesson 106 Saxon Math Course 1 pgs. 553-556
2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
How can the area of a complex shape be calculated?
Lesson 107 practice set a-b 4/1/2015Lesson 107 Written Practice 4/1/2015
calculate the area of a complex shape complex shapesarea
Lesson 107 Saxon Math Course 1 pgs. 557-560
2.9.6.B-Predict and describe the result of a translation (slide), rotation (turn), or reflection (flip) of a 2- dimensional shape.
How can the position of a figure be changed without changing the dimensions of the figure?What terms can be used to describe the change in position of a figure?
Lesson 108 practice set a-f 4/4/2015Lesson 108 Written Practice 4/4/2015
identify and describe rotations, translations, and reflections change the position of a figure using transformations
reflectionrotationtransformationtranslation
Lesson 108 Saxon Math Course 1 pgs. 561-565
2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
If two figures are congruent, how can their corresponding sides and angles be determined?What does it mean when one says that two sides or angles are corresponding?
Lesson 109 practice set a-f 4/5/2015Lesson 109 Written Practice 4/5/2015
identify the corresponding sides and angles of two congruent figuresidentify similar triangles and their corresponding angles and sidesidentify similar rectangles and their corresponding angles and sides
corresponding partssimilar figures
Lesson 109 Saxon Math Course 1 pgs. 566-572
2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
How can one determine if a figure is symmetrical?How can one determine the amount of lines of
Lesson 110 practice set a-c 4/6/2015Lesson 110 Written Practice 4/6/2015
identify symmetrical figuresdraw lines of symmetry in figures and objectsidentify figures with rotational symmetry
symmetrylines of symmetryrotational symmetry
Lesson 110 Saxon Math Course 1 pgs. 573-577
symmetry a figure or object has?How can one determine if an object or figure has rotational symmetry?
Test 21 4/7/2015 Test 21 2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
How can one create a smaller model of a large figure using a scale factor?How can the actual measurements of an object be determined from a scaled model?
calculate the actual measurements of the object being represented using the legend in the scale drawing or modelcalculate an unknown measurement in a scale drawing or model problem using a proportioncalculate the dimensions of an actual object using the scale factor of a model
legendscale drawingsscale factorscale model
Investigation 11
Saxon Math Course 1 pgs. 578-581
Rates ~ Digits
Standards Essential Questions Assessments Skills Content Lessons Resources
6.RP.2-Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate language in the context of a ratio relationship.6.RP.3-Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.6.RP.3b-Solve unit rate problems including those involving unit pricing and constant speed.6.RP.3d-Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
convert a rate to a unit rate (11.1, 11.5)analyze a situation using a unit rate (11.1, 11.5)calculate a unit price (11.2, 11.5)calculate constant speed (11.3, 11.5)analyze a situation using constant speed (11.3, 11.5)convert units using ratios (11.4, 11.5)
Ratio Reasoning ~ Digits
Standards Essential Questions Assessments Skills Content Lessons Resources
6.EE.9-Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.6.RP.2-Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate language in the context of a ratio relationship.6.RP.3-Use ratio and rate reasoning to solve real-
represent a ratio/rate using a table and a graph (12.1)determine proportional relationship (12.2)convert ratios, fractions, and percents (12.3)compute a percent of a quantity (12.4)
world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.6.RP.3a-Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.6.RP.3c-Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
Lessons 111-120 ~ This unit will cover Lessons 111-120, Tests 22 and 23, and Investigation 12
Standards Essential Questions AssessmentsSkills Content LessonsResources2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.4.6.A-Use models, properties, and relationships to draw conclusions and explain reasons for conclusions.2.5.6.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.
When a real-world situation is presented in a division problem, how can it be determined whether to round the remainder up or down?
Lesson 111 Practice Set a-e 4/11/2015Lesson 111 Written Practice 4/11/2015
interpret the remainders to division problems that have real-world applications
remaindersdivision problemsreal-world application
Lesson 111 Saxon Math Course 1 pgs. 582-586
2.2.7.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, mixed numbers, or integers.
How can numbers with different signs be multiplied together?How can a number be divided by a number with a different sign?
Lesson 112 Practice Set a-h 4/12/2015Lesson 112 Written Practice 4/12/2015
calculate the product of two integerscalculate the quotient of two integers
multiplication of integersdivision of integers
Lesson 112 Saxon Math Course 1 pgs. 587-591
2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.3.6.D-Perform basic conversions within the metric and within the customary systems.2.1.7.B-Represent and use numbers in equivalent forms (e.g. integers, fractions, decimals, percents, exponents, powers, roots, absolute values).
What is a mixed measure and how does one add or subtract them?How can powers of 10 be used in multiplication to create numbers in standard notation?
Lesson 113 Practice Set a-f 4/13/2015Lesson 113 Written Practice 4/13/2015
rename units to add and subtract mixed measuresmultiply a number by a power of ten to rewrite a number in standard notation
addition and subtraction of mixed measuresmultiplication by powers of ten
Lesson 113 Saxon Math Course 1 pgs. 592-596
2.3.6.D-Perform basic conversions within the metric and within the customary systems.
What does a unit multiplier look like and how are they created?Once created, how does a unit multiplier help with conversions between units?
Lesson 114 Practice Set a-g 4/14/2015Lesson 114 Written Practice 4/14/2015
write unit multipliers for equivalent measuresconvert from one unit to another using a unit multiplier
unit multiplier Lesson 114 Saxon Math Course 1 pgs. 597-601
2.1.6.B-Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms.2.1.6.C-Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.
How can a percent that contains a fraction already be converted into a fraction that is equivalent?
Lesson 115 Practice Set a-e 4/15/2015Lesson 115 Written Practice 4/15/2015
convert a percent that contains a fraction to a fraction
conversion of percent to fraction
Lesson 115 Saxon Math Course 1 pgs. 602-605
Test 22 4/26/2015 Test 22 2.2.6.B-Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.2.4.6.B-Use if…then statements to express conditional relationships.2.11.6.B-Describe the relationship between rates of change and another variable (e.g., time, temperature).
What is the difference between simple interest and compound interest?How can one calculate the amount of interest earned on a given amount of money?
Lesson 116 Practice Set a-c 4/27/2015Lesson 116 Written Practice 4/27/2015
calculate compound interest using paper/pencil and/or a calculator
compound interestinterestprincipalsimple interest
Lesson 116 Saxon Math Course 1 pgs. 606-611
2.5.6.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.6.B-Use appropriate mathematical terms, vocabulary,
How can a diagram help find a whole in a fractional-parts problem when only a fraction is known?
Lesson 117 Practice Set a-e 4/28/2015Lesson 117 Written Practice 4/28/2015
draw a diagram to find a whole in a fractional-parts problem when a fraction is known
fractional parts of a wholediagraming
Lesson 117 Saxon Math Course 1 pgs. 612-616
language, symbols, and graphs to explain clearly and logically solutions to problems. 2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.
What is an irregular shape?Since the shape is irregular, how can the area of it be determined?
Lesson 118 Practice Set 4/29/2015Lesson 118 Written Practice 4/29/2015
estimate the area of an irregular shape using a grid
estimation of area
Lesson 118 Saxon Math Course 1 pgs. 617-620
2.8.6.E-Use combinations of symbols and numbers to create expressions, equations, and inequalities that model mathematical situations.
How can an equation be created to help determine a whole when a percent is known?
Lesson 119 Practice Set a-g 5/2/2015Lesson 119 Written Practice 5/2/2015
write and solve an equation to find a whole when a percent is known
percentsEquation
Lesson 119 Saxon Math Course 1 pgs. 621-625
2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.3.6.C-Use given measurements to calculate a missing length, perimeter, area, and/or volume; Calculate elapsed time across am/pm and across days.2.3.6.F-Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, time, weight, and angles.2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
How is the volume of a cylinder calculated?What is the relationship between the volume of the cylinder and the area of its circular bases?
Lesson 120 Practice Set 5/3/2015Lesson 120 Written Practice 5/3/2015
calculate the volume of a cylinder using the given formula
volume of a cylinder
Lesson 120 Saxon Math Course 1 pgs. 626-629
Test 23 5/4/2015 Test 23 2.3.6.A-Use models to illustrate the meaning of perimeter, area, and volume.2.3.6.B-Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees.2.9.6.A-Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
How were the formulas for volume and surface area of prisms, pyramids, cylinders, and cones derived?How can these formulas be used to calculate the actual volume and surface area of these 3 dimensional solids?
calculate the volume of prisms, pyramids, cylinders, and cones using the correct formulacalculate the surface area of prisms and cylinders using the correct formula
formulas for volume, and surface area of prisms, pyramids, cylinders and cones
Investigation 12
Saxon Math Course 1 pgs. 602-605
Area ~ Digits
Standards Essential Questions AssessmentsSkills Content LessonsResources6.G.1-Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
calculate a side length of a rectangle or square when given the area (13.1)calculate the area of a rectangle or square (13.1)calculate the area of a right triangle (13.2)calculate the area of a parallelogram (13.3)calculate the base or height of a parallelogram when given its area (13.3)calculate the area of acute and obtuse triangles (13.4)calculate the area of a trapezoid (13.5)calculate the area of a regular polygon (13.5)
Surface Area and Volume ~ Digits
Standards Essential Questions AssessmentsSkills Content LessonsResources6.G.2-Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.6.G.4-Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
describe 3-D figures (14.1)identify a 3-D figure when given a net (14.2)draw a net of a given 3-D figure (14.2)compute the surface area of a prism (14.3)compute the surface area of a pyramid (14.4)compute volume of rectangular prisms (14.5)