6th
Subjects
Standards
Resource Type
Formats Included
• Zip
Pages
800+
\$140.00
Bundle
List Price:
\$172.00
You Save:
\$32.00
\$140.00
Bundle
List Price:
\$172.00
You Save:
\$32.00
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

Products in this Bundle (8)

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Description

Looking for distance learning math materials? Are you looking to integrate technology into your 6th grade math curriculum? This entire common core aligned product is on Google. You can buy this bundle now and get all future updates for free. This bundle includes 7 units as well as a state test prep task card activity. Text boxes are already inserted as well.

Links to helpful videos are included on some of the notes pages so students can view a video of that particular concept if they need a little more help.

Unit 1 (Factors, Multiples, and Distributive Property) contains:

• Factors

• Factor pairs

• Prime Numbers

• Composite numbers

• Square numbers

• Multiples

• Common factors

• Common multiples

• Greatest common factors

• Least common multiplies

• Prime factorization

• The distributive property

• Order of operations

• Word problems

Unit 2 (Ratios) contains:

• Changing ratios into equivalent fractions

• Ratio word problems

• Solving ratio problems using proportions

• Unit rates

• Using ratios, rates, and unit rates to solve word problems

• Using rate tables

• Opposites

• Absolute Values

• Comparing and ordering integers

• Comparing and ordering fractions

• Converting between fractions and decimals

• Comparing and ordering decimals

• Finding equivalent fractions, decimals, and percents

• Introduction to percents using percent bars

• Finding fractions, decimals, and percents from a table

• Word problems

Unit 3 (Fractions) contains:

• Estimating fractions

• Review of addition of fractions

• Review of subtraction of fractions

• Addition and subtraction word problems

• Using models to show multiplication of fractions

• Multiplying fractions less than 1

• Word problems with fractions less than 1

• Multiplying mixed numbers

• Word problems with mixed numbers and whole numbers

• Using models to divide fractions

• Dividing fractions less than 1

• Dividing mixed numbers

• Word problems for multiplying and dividing fractions

• Solving one-step addition and subtraction equations using whole number and fractions

• Solving one-step multiplication and division equations using whole number and fractions

• Word problems involving one-step equations

6th Grade Test Prep Task Cards Contain a Variety of Questions That Include:

• 5 sets of task cards (2 non-calculator and 3 calculator sets)
• 20 questions in each set
• A wide variety of concepts covering the common core standards
• Multiple Choice Questions
• Multi-Select Questions
• Free Response Questions
• Fill in the blank Questions
• Graphing

Unit 4 (Geometry) contains:

• Area and perimeter of rectangles and other polygons

• More practice with other polygons

• Rectangles with a constant area, but different perimeters

• Rectangles with a constant perimeter, but different areas

• Area and perimeter of triangles on grid paper

• More practice finding area of triangles

• Constructing different triangles

• Finding area and perimeter of parallelograms

• More practice finding area of parallelograms

• Drawing polygons on coordinate grids

• Finding surface area of nets

• Finding surface area of prisms and pyramids.

• Finding volume of rectangular prisms

Unit 5 (Decimals) contains:

• Determining which operation to use

• Estimating decimals

• Ratios and rates using decimals

• Subtracting decimals

• Solving one-step equations involving addition and subtraction of decimals

• Placing decimals into products

• Multiplying decimals

• Reviewing whole number division with decimal quotients

• Dividing decimals

• Solving one-step equations involving multiplication and division of decimals

• Computing tax

• Computing tips

• Finding what percent discount you would get

Unit 6 (Coordinate Graphs, Equations, and Inequalities) contains:

• Collecting data using tables and graphs

• Time and distance data

• Finding average speed

• Independent and dependent variables

• Linear patterns and equations

• Graphing and writing coordinate pairs

• Graphing and finding differences between points on a graph

• Writing expressions and equations

• Terms, coefficients, and solving one-step equations

• Using rates and rate tables to write equations

• Writing and solving two-step equations

• Solving equations using order of operations

• Writing equations using the form y=mx+b

• Finding equivalent expressions

• Writing equations and combining like terms

• Writing, solving and graphing inequalities

Unit 7 (Data and Statistics) contains:

• Categorical and numerical data

• Statistical questions

• Frequency tables

• Line plots and dot plots

• Mean, median, and mode

• Range

• Outliers and how they effect the mean, median and mode

• Quartiles and interquartile range (IQR)

• Bar graphs

• Histograms

• Box-and-whisker plots

There are tests and quizzes for each unit on Google Slides. There are study guides for each quiz and test as well. For your convince, the quiz and test are also in Google Forms so they are self grading!

There is also an Escape Room and a Survivor Review Activity that go along well with these units. These can be used as a review at the end of each unit, at the end of the year as a cumulative activity, or both!

This is the same curriculum as 6th Grade Math Curriculum Common Core Aligned BUNDLE except this bundle is already put into Google ready to be shared digitally.

Total Pages
800+
Included
Teaching Duration
1 Year
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Standards

to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.