# Planned Instruction for Math- Grade 6

Code |
Standard |
Content - Benchmark |
P |
Time |
Materials/Strategies/Activities |
CET |
PSSA |

2.8 | A. Apply simple algebraicpatterns to basic number theory and to spatial relations |
A. Create, describe and extend patterns. |
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B. Discover, describe andgeneralize patterns, including linear, exponential and simple quadratic relationships. • Exponential graph of powers of 2 • Graph : y = x + 2 • Graph : y = x ^{2} + 2 |
B. Discover and graph linear patterns (Quadrant I). Understand that a linear function results from a constant rate of change. |
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C. Create and interpretexpressions, equations or inequalities that model problem situations. • Use algebra to simplify expressions. • Use algebra to evaluate expressions. • Use symbolic notation.. |
C. Solve one step equations that model problem situations. |
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D. Use concrete objects tomodel algebraic concepts. • Tiles • Two-sided chips • Algebraic balances |
D. Use concrete objects to model algebraic concepts with one variable. • Algebraic balances • Blocks • Chips or counters • Number tiles |
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E. Select and use a strategy tosolve an equation or inequality, explain the solution and check the solution for accuracy. • Solve any graph inequalities. |
E. Select and use a strategy to solve a one step equation. Check the solution for accuracy. • Use manipulatives. • Solve by using inverse operations • Solve by guess and check |
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F. Solve and graph equationsand inequalities using scientific and graphing calculators and computer spreadsheets. |
F. Solve equations using a scientific calculator (any calculator that does order of operations). |
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G. Represent relationshipswith tables or graphs in the coordinate plane and verbal or symbolic rules. |
G. Understand the concept of a variable. • Complete input/output tables. State the rule (using a variable) for input/output tables. |
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H. Graph a linear functionfrom a rule or table. |
H. Graph a linear pattern. | ||||||

I. Generate a table or graphfrom a function and use graphing calculators and computer spreadsheets to graph and analyze functions. |
I. Create input/output rule. Create a table from the rule. Graph the table values (Quadrant I only). |
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J. Show that an equalityrelationship between two quantities remains the same as long as the same change is made to both quantities; explain how a change in one quantity determines another quantity in a functional relationship. |
J. Show that an equality relationship between two quantities remains the same as long as the same change is made to both quantities. • Use an algebraic balance to demonstrate that doubling both sides will keep the equation balanced. |
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2.9 | A. Construct figuresincorporating perpendicular and parallel lines, the perpendicular bisector of a line segment and an angle bisector using computer software. |
A. Draw and label points, lines (perpendicular, intersecting, and parallel) and planes. Describe the relationships of points, lines and planes. |
Yes | ||||

B. Draw, label, measure andlist the properties of complementary, supplementary and vertical angles. |
B. Identify complementary and supplementary angles. |
Yes | |||||

C. Classify familiar polygonsas regular or irregular up to a decagon. |
C. Classify and compare polygons (up to decagon) according to sides and angles. |
Yes | |||||

D. Identify, name, draw andlist all properties of squares, cubes, pyramids, parallelograms, quadrilaterals, trapezoids, polygons, rectangles, rhombi, circles, spheres, triangles, prisms and cylinders. |
D. Identify and list the properties of squares, rectangles, parallelograms, and triangles . • Identify the relationship between two and threedimensional shapes. • Draw squares, rectangles and circles. |
Yes | |||||

E. Construct parallel lines,draw a transversal and measure and compare angles formed (e.g., alternate interior and exterior angles). |
E. Identify and draw parallel lines. |
Yes | |||||

F. Distinguish betweensimilar and congruent polygons. |
F. Identify congruent polygons | Yes | |||||

G. Discover the ratio Π(pi)using measures of circumference and diameter with various real circles. |
G. Recognize the value Π. | Yes | |||||

H. Use simple geometricfigures (e.g., triangles, squares) to create, through rotation, transformational figures in three dimensions. |
H. • Create a three dimensional shape or design by translating a polygon. • Pattern blocks can be used to model translations. |
Yes | |||||

I. Generate transformationsusing computer software. |
I. Generate translations using computer software. |
Yes | |||||

J. Analyze geometric patterns(e.g., tessellations, sequences of shapes) and develop descriptions of of the patterns. |
J. Draw translations using grid paper and describe the move. |
Yes | |||||

K. Analyze objects todetermine whether they illustrate tessellations, symmetry, congruence, similarity and scale. |
K. Analyze objects to determine whether they illustrate line symmetry or congruence |
Yes | |||||

2.10 | A. Compute measures of sidesand angles using proportions, the Pythagorean Theorem and right triangle relationships. |
A. Draw right triangles and measure lengths of legs and the hypotenuse. Discover that the hypotenuse needs to be the longest side. |
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B. Solve problems requiringindirect measurement for lengths of sides of triangles. |
B. Identify similar triangles in real world situations. |
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A. Analyze graphs of relatedquantities for minimum and maximum values and justify the findings. |
A. Identify least and greatest values represented in a variety of graphs. Compare numbers and real-life quantities using ordering symbols (>,<,≥,≤). |
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2.11 | B. Describe the concept ofunit rate, ratio and slope in the context of rate of change. |
B. Examine linear (constant) rates of change in real life situations using tables to organize and graphs to display the data. • Miles per hour. • Pay per hour. |
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C. Continue a pattern ofnumbers or objects that could be extended infinitely. |
C. Continue patterns of numbers and objects. • Long division with repeating decimals. • Input/output tables. • Designs with pattern blocks. |