 Wilson Hill Elementary School
 6th Grade

6th Grade EPP (201920)
Math Resources
 ST Math
 First in Math
 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 Grade EPP Curriculum Overview
We will work on Common Core State 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
Students will be assigned homework every Friday. It will be due the following Friday. 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.
Current Math Topics
We have started our ratio unit. Through this unit, we will determine proportional relationships with tables, graphs, and equations. We will use unit rates to solve proportional word problems. We investigated real life examples of scale factor with scale models, maps, and diagrams.
Students have the option in competing in “The Hardest Math Problem” Challenge from Scholastic Magazine. Solutions are due on Monday, November 25. Students who are correct could be invited to participate in Challenge 2 and then have a chance to win various prizes. Good luck to all participants!
Later in Chapter 4, students will develop a better understanding of “why” and “how” we can simplify and solve algebraic equations using the distributive and associative properties. We will focus on constructing mathematical arguments and justifying our solutions to algebraic equations with words and models, including algebra tiles.
In Chapter 5, we will strengthen our understanding of probability and compound events. We will use the 5 D process to solve complex word problems and use a variable to define unknown terms. The 5D process includes: Describe/Draw, Do, Decide, Declare.Trimester 2 Math Topics (Chapters 46)
 Chapter 4: Proportions and Expressions
 Mathematical Properties
 Similarity and Scale Factor
 Proportional Relationships
 Unit Rate
 Naming Algebra Tiles
 Combining Like Terms
 Chapter 5: Probability and Solving Word Problems
 Equivalent Ratios
 Partto Whole Relationships
 Independent and Dependent Events
 Probability of Compound Events
 Probability Models for Multiple Events
 Consecutive Integers
 Chapter 6: Solving Inequalities and Equations
 Inequality Symbols
 Algebra Vocabulary
 Graphing Inequalities
 Using the Equation Mat
 Equations and Inequalities
 Checking a Solution
 Defining a Variable
 Solutions to an Equation with one Variable
VOCABULARY:
Chapter 4 constant, variable, coefficient, constant of proportionality, scale factor, similar figures, proportional relationship Commutative Property, Associative Property, and Distributive Property
Chapter 5 equivalent ratios, probability table, systematic list, consecutive integers, probability tree, simulation, complement, dependent events, independent events, partition, scalene, isosceles, equilateral, single event
Chapter 6 variable, coefficient, constant, term, inequality, equation, and factor
LEARNING TARGETS
 I can use the distributive property to add and/or subtract linear equations with rational coefficients (1/5 x + 3/5x = (1/5 + 3/5) = 2/5 x).
 I can use a variable to represent an unknown quantity.
 I can write a simple algebraic equation [such as px + q = r and p(x = q) = r], when p, q, and r are rational numbers; to represent reallife problems.
 I can compare an arithmetic answer to an algebraic answer.
 I can write a simple algebraic inequality [such as px + q > r or px + q < r], when p, q, and r are rational numbers; to represent reallife problems.
 I can solve a simple algebraic inequality and graph the solution on a number line.
 I can describe the solution to an inequality in relation to the problem.
 I can compute a unit rate by repeating (iterating) or partitioning a given rate.
 I can compute unit rate by multiplying or dividing both quantities by the same factor.
 I can explain the relationship between composed units and multiplicative comparison to express a unit rate.
 I can use proportional reasoning to solve reallife ratio problems, including those with more than one step.
 I can use proportional reasoning to solve reallife percent problems, including those with more than one step.
 I can use a scale drawing to determine actual dimensions and area of a given geometric figure.
 I can use a different scale to reproduce a similar scale drawing.
 I can collect data on a chance process to approximate its probability.
 I can use probability to predict the number of times a particular event will occur given a specific number of trials.
 I can use variability to explain why the experimental probability will not always exactly equal the theoretical probability.
Common Core State StandardsMathematically 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.
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
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 ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour.
Recognize and represent proportional relationships between quantities.
 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.
Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
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.