For this task, students use various approaches to solve a multi-step percentage problem.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a total of 280 pieces of fruit. There are twice as many r...
Students will create a map that includes (at minimum) five buildings, one must be your house and one must be the post office. They will use the spheros to find the best route to the post office in order to ship their gift, in the shortest amount of time. Students will need to find the length and width of each building on your map, using the spheros and the distance=rate x time and find the area of each building.
This parent guide supports parents in helping their child at home with the 6th grade Math content.
This resource accompanies our Rethink 6th Grade Math course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.
This task provides a good entry point for students into representing quantities in contexts with variables and expressions and building equations that reflect the relationships presented in the context.
This packet contains a curriculum-embedded Common Core aligned task and instructional supports. The task is embedded in a 4-5 week unit that focuses on equations and the use of variables and algebraic reasoning to solve mathematical problems that connect to students? everyday experiences. The series of activities is designed to provide students with a conceptual understanding of equations, expressions, variables, and relations. The tasks ask students to represent their work by using models and to apply a variety of strategies to solve problems.
Students learn the engineering design process by following the steps, from problem identification to designing a device and evaluating its efficacy and areas for improvement. A quick story at the beginning of the activity sets up the challenge: A small child put a pebble in his ear and we don't know how to get it out! Acting as biomedical engineers, students are asked to design a device to remove it. Each student pair is provided with a model ear canal and a variety of classroom materials. A worksheet guides the design process as students create devices and attempt to extract pebbles from the ear canal.
Demos and activities in this lesson are intended to illustrate the basic concepts of energy science -- work, force, energy, power etc. and the relationships among them. The "lecture" portion of the lesson includes many demonstrations to keep students engaged, yet has high expectations for the students to perform energy related calculations and convert units as required. A homework assignment and quiz are used to reinforce and assess these basic engineering science concepts.
In this task students are asked to write an equation to solve a real-world problem. There are two natural approaches to this task. In the first approach, students have to notice that even though there is one variable, namely the number of firefighters, it is used in two different places. In the other approach, students can find the total cost per firefighter and then write the equation.
In Module 4, Expressions and Equations, students extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "stand-ins" for numbers and that arithmetic is carried out exactly as it is with numbers.
Student teams locate a contaminant spill in a hypothetical site by measuring the pH of soil samples. Then they predict the direction of groundwater flow using mathematical modeling. They also use the engineering design process to come up with alternative treatments for the contaminated water.
In this lesson, students will estimate capacity and the relationship between several unusally shaped containers. They will verify relationships, express the relationship using variables, and apply the expressions to determine equivalent portions for each standard unit.
Students do work by lifting a known mass over a period of time. The mass and measured distance and time is used to calculate force, work, energy and power in metric units. The students' power is then compared to horse power and the power required to light 60-watt light bulbs.
Students explore the composition and practical application of parallel circuitry, compared to series circuitry. Students design and build parallel circuits and investigate their characteristics, and apply Ohm's law.
CK-12 Foundation's Middle School Math Grade 6 Flexbook covers the fundamentals of fractions, decimals, and geometry. Also explored are units of measurement, graphing concepts, and strategies for utilizing the book's content in practical situations.
This task presents a straight forward question that can be solved using an equation in one variable. The numbers are complicated enough so that it is natural to set up an equation rather than solve the problem in one's head.
This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math.
This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math.
This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math.