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4th Period vyguln

6th Period kpddro6

**Support materials and practice assignments are on Ms. Justice's Google Classroom.. Students are encouraged to pre-load material by watching instructional videos and practicing concepts before they are taught in class. These materials can also be used as practice and remediation when needed.

__Students may make test corrections for additional credit on tests that they do poorly on. They must complete a corrective assignment that Ms. Justice will assign and turn in the completed work. These corrections must be done within the allotted time frame and the responsibility of following through is on the student.__

**Test Corrections:**

Apply and extend previous understanding of arithmetic to algebraic expressions.

__Unit 7__

Properties and Algebraic Expressions (including x/y tables)Properties and Algebraic Expressions (including x/y tables)

Apply and extend previous understanding of arithmetic to algebraic expressions.

**6.EE.2**Write, read, and evaluate expressions in which letters stand for numbers.

a. Write expressions that record operations with numbers and with letters standing for numbers.

b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

c. Evaluate expressions as specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = ½.

**6.EE.3**Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

**6.EE.4**Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

**Reason about and solve one-variable equations and inequalities.**

**6.EE.6**Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

**Compute fluently with multi-digit numbers and find common factors and multiples.**

**6.NS.4**Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers

Unit 6-Apply and extend previous understandings of numbers to the system of rational numbers.

b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

**6.NS.6**Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

**6.NS.8**Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.**Unit 5-**Integers and Rational Numbers on the Number Line

Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values

(e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use

positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from

previous grades to represent points on the line and in the plane with negative number coordinates.

- Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., – (–3) = 3, and that 0 is its own opposite.

pairs of integers and other rational numbers on a coordinate plane.

6.NS.7 Understand ordering and absolute value of rational numbers.

- Interpret statements of inequality as statements about the relative position of two numbers on a number line.
- Write, interpret, and explain statements of order for rational numbers in real-world contexts.
- Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute as magnitude for a positive or negative quantity in a real-world situation.

Unit 4- Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3 Fluently add, subtract, multiply, and divide multi digit decimals using the standard algorithm for each operation.

6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3 Fluently add, subtract, multiply, and divide multi digit decimals using the standard algorithm for each operation.

## Unit 3 -Dividing fractions

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.1 Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

UnUnit 2 Test Practice

**To prepare for the Unit 2 test students can go onto the Google Classroom and complete the assignments given. They can watch the videos below that go along with the unit and take notes. Students have been encouraged to start and stop the videos and to rewatch them as many times as needed.

**To prepare for the Unit 2 test students can go onto the Google Classroom and complete the assignments given. They can watch the videos below that go along with the unit and take notes. Students have been encouraged to start and stop the videos and to rewatch them as many times as needed.

Unit 2: Prime Factorization, GCF/LCM

Unit 2 Math

Unit 2 Test Practice

Students should be preparing by watching and re-watching the videos that math the content. They should take notes to reflect their knowledge of the content. They can start and stop videos as needed.

Students can access additional videos on My Google Classroom page. They were given codes to access this page on July 24th.

**The greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).**Unit 2 Math

Unit 2 Test Practice

Students should be preparing by watching and re-watching the videos that math the content. They should take notes to reflect their knowledge of the content. They can start and stop videos as needed.

Students can access additional videos on My Google Classroom page. They were given codes to access this page on July 24th.