Oakview Preparatory School of Seventh-day Adventists
	GRADE 6 Pre-March Mathematics Units 2005-2006 Instructor Mr. Elvis Agard

Table of Contents Sequence of Units 2005-2006

Ø Assessment Rubric

Ø September

Unit 1

Unit2

Ø October

Unit 3

Unit 4

Ø November

Unit 5

Ø December

Unit 6

Ø January

Unit 7

Unit 8

Ø February

Mock State Exams

Ø March

NYS Examination

Ø April

Post-March Curriculum

Ø May

Post-March Curriculum

Ø June

Post-March Curriculum

Assessment Rubric

4 = Exceeds the standards (Advanced)

3 = Meets the standards (Proficient)

2 = Approaching the standards (Developing)

1 = Below the standards (Latent)

	- = Novice	Ö = Apprentice	+ = Practitioner	= Expert
Knowledge	Student is unable to attain and communicate the necessary information or shows little initiative to try.	Student shows willingness to learn the information, but is unable to meet the minimum requirement of 70% on assignments. Inconsistently meets the standards.	Student scores a minimum of 70% on tests, presentations, worksheets and projects, or a rating of proficient on a scoring guide. Consistently meets the standards.	Student demonstrates in-depth knowledge and consistently scores above 90% on assignments, or a rating of advanced on a scoring guide. Consistently exceeds the standards.
Skills	Student fails to attain or demonstrate the required skills to a minimum level and shows minimum initiative to learn.	Student partially demonstrates the required skill or unable to master the skill on a consistent basis.	Student can demonstrate the required skill a minimum of three times or on a consistent basis, or a rating of proficient on a scoring guide.	Student demonstrates the required skill at an exceptional level in a self-directed manner, or a rating of advanced on a scoring guide. Consistently exceeds the standards.

The Five Process Strands (how all mathematical content is taught)

Problem Solving Strand (PS) Students will:

Ÿ build new mathematical knowledge through problem solving;

Ÿ solve problems that arise in mathematics and in other contexts;

Ÿ apply and adapt a variety of appropriate strategies to solve problems;

Ÿ monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof Strand (RP) Students will:

Ÿ recognize reasoning and proof as fundamental aspects of mathematics;

Ÿ make and investigate mathematical conjectures;

Ÿ develop and evaluate mathematical arguments and proofs;

Ÿ select and use various types of reasoning and methods of proof.

Communication Strand (CM) Students will:

Ÿ organize and consolidate their mathematical thinking through communication;

Ÿ communicate their mathematical thinking coherently and clearly to peers, teachers, and others;

Ÿ analyze and evaluate the mathematical thinking and strategies of others;

Ÿ use the language of mathematics to express mathematical ideas precisely.

Connections Strand (CN) Students will:

Ÿ recognize and use connections among mathematical ideas;

Ÿ understand how mathematical ideas interconnect and build on one another to produce a coherent whole;

Ÿ recognize and apply mathematics in contexts outside of mathematics.

Representation Strand (R) Students will:

Ÿ create and use representations to organize, record, and communicate mathematical ideas;

Ÿ select, apply, and translate among mathematical representations to solve problems;

Ÿ use representations to model and interpret physical, social, and mathematical phenomena.

Unit 1

NB: Mandatory portfolio items are in bold. Strands addressed are shaded grey.

Standards by CONTENT STRANDS

Standards by PROCESS STRANDS

6N1

6N2

6N3

6N4

6N5

6N13

6N14

6N15

6N19

6N21

6N27

PS

RP

CM

CN

R

1.1 Place Value

2.3 Algebra Properties

2.4 Mental Math: Use The Properties

28.1 Understand Integers

28.2 Rational Numbers