 Wilson Hill Elementary School
 6th Grade

6th Grade EPP (202021)
Math Resources
 ST Math (online)
 First in Math (online)
 Delta Math Plus (online)
 Schoology (online platform homework assignments will be posted here).
 College Preparatory Mathematics, Core Connections Course 2
 Students will have a math textbook, ebook (online access to homework and textbook), and math notebooks.
 Please click on “CPM Website Links” to the left of the EPP Homepage to access student and parent resources.
6th EPP Curriculum Overview
We will work on Ohio Learning Standards and the 8 Mathematical practices using the program College Preparatory Mathematics. We will continue to work on enrichment activities to deepen our appreciation and passion for mathematics.
CPM Core Connections Course 2 is divided into 9 chapters. Each chapter is divided into sections. The curriculum is designed to spiral and students will work on many math skills in each chapter. Students will complete investigations and challenging problems to better understand mathematical concepts.
Homework Expectations
Homework assignments will be posted on Schoology. This is a new online digital platform that has been purchased for students in grades 612.
AllIn Plan Students will be assigned homework every Wednesday. It will be due the following Wedensday. Students will complete Review and Preview Homework assignments. All work should be shown on homework packets or extra paper (if needed) with the problems clearly labeled. Homework will cover math skills previously learned in class. If your child has homework questions, encourage him/her to speak up and ask his/her teacher for help.
Hybrid Students in Group A will be assigned homework on Wednesday. It will be due the following week on Wednesday. Students in Group B will be assigned homework on Thursday. It will be due the following week on Thursday.
Remote Learning Plan Students will be given future homework assignments to keep in their math folder in the event of a remote learning plan in place. Students will be expected to turn in homework packets when we return to school. Homework and classwork assignments will be posted on Schoology.
Trimester 1 Math Topics (Chapter 13)
 Theoretical & Experimental Probability
 Terminating and Repeating Decimals
 Operations with Fractions, Decimals, and Percents
 Adding, Subtracting, Multiplying and Dividing Integers and Rational Numbers
 Scale Factor
 Algebraic Expressions and Equations
VOCABULARY:
Chapter 1 area, compound events, outcomes, experimental probability, theoretical probability, lowest common denominator, interval, mean, measure of central tendency, median, multiplicative identity, outliers, parallelogram, percent, perimeter, proportional relationship, repeating decimal, sample space, scaling, terminating decimal, trapezoid
Chapter 2 absolute value, additive identity, additive inverse, Distributive Property, equivalent, fourquadrant graph, integers, interval, mixed number, rational number, scaling
Chapter 3 algebraic expression, Associative Property, Commutative Property, multiplicative inverse, numerical term, Order of Operations, quotient, rational numbers, reciprocal, terms
Ohio Learning Standards
Mathematically proficient students:
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with mathematics
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated reasoning.
Investigate chance processes and develop, use, and evaluate probability models.
7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event; a probability around 1/2 indicates an event that is neither unlikely nor likely; and a probability near 1 indicates a likely event.
7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
7.SP.7 Develop a probability modelG and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
a. Develop a uniform probability modelG by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land openend down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations.
a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample spaceG for which the compound event occurs.
b. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language, e.g., “rolling double sixes,” identify the outcomes in the sample space which compose the event.
c. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it
Analyze proportional relationships and use them to solve real world and mathematical problems.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fractionG (1/2) /(1/4) miles per hour, equivalently 2 miles per hour.
7.RP.2 Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
 Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
 Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
 Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
 Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
 Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing realworld contexts.
 Understand subtraction of rational numbers as adding the additive inverse, p − q = p + (−q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.