Grade 6 Mathematics

1 Grade 6 MathematicsSupport Document for Teachers2014 Manitoba Education and Advanced LearningGr a d e 6 Ma t h eM a t i c sSupport Document for TeachersManitoba Education and Advanced Learning Cataloguing in Publication DataGrade 6 Mathematics [electronic resource] : support document for teachersIncludes bibliographical referencesISBN: 978-0-7711-5151-41. Mathematics Study and teaching (Secondary). 2. Mathematics Study and teaching (Secondary) Manitoba. I. Manitoba. Manitoba Education and Advanced Learning. 2014 , the Government of Manitoba, represented by the Minister of Education and Advanced Learning School Programs Division Winnipeg, Manitoba, CanadaEvery effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education and Advanced Learning. Errors or omissions will be corrected in a future edition.

2 Sincere thanks to the authors, artists, and publishers who allowed their original material to be images found in this document are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this websites referenced in this document are subject to change. Educators are advised to preview and evaluate websites and online resources before recommending them for student use. Print copies of this resource can be purchased from the Manitoba Text Book Bureau (stock number 80635). Order online at < >. This resource is also available on the Manitoba Education and Advanced Learning website at < >. Available in alternate formats upon request. Contentsiiico n t e n t sList of Blackline Masters (BLMs)

3 VGrade 6 Mathematics Blackline Masters vGrades 5 to 8 Mathematics Blackline Masters viiiAcknowledgements ixIntroduction 1 Overview 2 Conceptual Framework for Kindergarten to Grade 9 Mathematics 6 Assessment 10 Instructional Focus 12 Document Organization and Format 13 Number 1 Number ( , ) 3 Number ( ) 15 Number ( ) 29 Number ( ) 39 Number ( ) 49 Number ( ) 69 Number ( ) 85 Number ( ) 115 Patterns and Relations 1 Patterns and Relations (Patterns) ( , ) 3 Patterns and Relations (Variables and Equations) ( , ) 17 Shape and Space 1 Shape and Space (Measurement) ( , ) 3 Shape and Space (Measurement) ( ) 21 Shape and Space (3-D Objects and 2-D Shapes) ( , ) 35 Shape and Space (Transformations) ( , , , ) 57 Grade 6 Mathematics : Support Document for TeachersivStatistics and Probability 1 Statistics and Probability (Data Analysis) ( , , ) 3 Statistics and Probability (Chance and Uncertainty) ( ) 23 Bibliography 1 ContentsvList of Blackline Masters (BLMs) Grade 6 Mathematics Blackline MastersNumber (N)BLM : Small DecimalsBLM : Nedy s Bike RideBLM : Am I Reasonable?

4 BLM : Estimate and SolveBLM : Identify and CorrectBLM : Multiples and Factors; Primes and CompositesBLM : What s Common?BLM : Dilly s DilemmaBLM : The Ten of UsBLM : FractionsBLM : Fraction CirclesBLM : Improper Fractions and Mixed NumbersBLM : State My FractionBLM : Horizontal Number LineBLM : Vertical Number LineBLM : Uncle Farley s Farm AnimalsBLM : Ratio Map for Uncle Farley s Farm AnimalsBLM : Ratio ProblemsBLM : Uncle Bert s Ratio RiddleBLM : What Is My Equal?BLM : Gizzy Saw These BirdsBLM : My Ratio Is .. Who Has?BLM : 100-Square Grid PaperBLM : Percent GridsBLM : Percent, Fraction, and Decimal SheetBLM : Say My Equal Fraction, Say My Equal DecimalBLM : Percent Grids (One Row)BLM : Grandpa s Berry BushesBLM : IntegersBLM : Compare IntegersBLM : Izabella s TeacherBLM : Decimal Products and QuotientsBLM : Marie s Cell Phone BillBLM : Errors of Decimal Point PlacementBLM : Multiplication and Division Problems involving DecimalsGrade 6 Mathematics : Support Document for TeachersviBLM : Complete the ChartsBLM : Use Mental MathBLM : Question SheetBLM : One Solution, Two Solutions?

5 BLM : Use Your Pencil: Set ABLM : Use Your Pencil: Set BBLM : Use Your Calculator: Set ABLM : Use Your Calculator: Set BBLM : Tina s Ten TurkeysPatterns and Relations (PR)BLM : Pattern IntroductionBLM : Horizontal Table #1 BLM : Horizontal Table #2 BLM : Vertical Table #1 BLM : King Klonig s GraphBLM : Lily s PatternBLM : Mrs. Dean s CarpetBLM : Poff and Gloff s Math HomeworkBLM : Equation PairsBLM : Baskets and OrangesBLM : Equivalent Forms of an EquationBLM : I Have, Who Has ..?BLM : Same As CardsBLM : Same As Reply Sheet ABLM : Same As Reply Sheet BBLM : Same As Record SheetShape and Space (SS)BLM : AnglesBLM : Reference AnglesBLM : Sum of Interior Angles of a TriangleBLM : Sum of Interior Angles of a QuadrilateralBLM : A Table to Compare Measures of CirclesBLM : Sides for Flexible QuadrilateralsBLM : Polygon Collection: Set 1 BLM : Polygon Collection: Set 2 BLM : Polygon Collection: Set 3 BLM : Polygon Collection: Set 4 ContentsviiBLM : Polygon Collection: Set 5 BLM : Dolly Made a Garden (Perimeter)BLM : David s Playroom (Area)BLM : Peter s Toy Box (Volume)BLM : Cards of Triangles #1 BLM : Sorting of Triangles According to the Length of the SidesBLM.

6 Cards of Triangles #2 BLM : Sorting of Triangles According to the Measure of Interior AnglesBLM : Triangle IdentificationBLM : Triangle PageBLM : Polygons or Non-polygonsBLM : Equilateral TriangleBLM : Regular PentagonBLM : Polygons: Regular and IrregularBLM : Am I a Regular Polygon?BLM : Shape and Image #1 BLM : Shape and Image #2 BLM : Envelope ShapeBLM : DesignBLM : Matching GameBLM : Cartesian Plane #1 BLM : Cartesian Plane #2 BLM : Identification GameBLM : Dizzy PentagonStatistics and Probability (SP)BLM : Prior KnowledgeBLM : Common Attributes of Line GraphsBLM : Timmy s Mom Had a New BabyBLM : Grandma s Lilac BushBLM : Mom s Distance from HomeBLM : Questions for Data Collection #1 BLM : Questions for Data Collection #2 BLM : Bobby Planted PeasBLM : Data or Not?BLM : Spinner ABLM : Spinner BBLM : Spinner CGrade 6 Mathematics : Support Document for TeachersviiiBLM : Spinner DBLM : Probability BingoBLM : Record Sheet #1 BLM : Record Sheet #2 BLM : SpinnersGrades 5 to 8 Mathematics Blackline MastersBLM 5 : Number CardsBLM 5 : Blank Hundred SquaresBLM 5 : Centimetre Grid PaperBLM 5 : Base-Ten Grid Paper BLM 5 : Multiplication TableBLM 5 : Fraction BarsBLM 5 : Place Value MatsBLM 5 : Number FansBLM 5 : Double Number LineBLM 5 : Algebra TilesBLM 5 : Isometric Dot PaperBLM 5 : Dot PaperBLM 5 : Understanding Words ChartBLM 5 : Number LineBLM 5.

7 My Success with Mathematical Processes AcknowledgementsixWriterKatarina SchillingRetired TeacherGrades 5 to 8 Mathematics Support Document Development Team (2006 2008)Holly ForsythFort La Bosse School DivisionChris HarbeckWinnipeg School DivisionHeidi HolstLord Selkirk School DivisionLinda GirlingLouis Riel School DivisionSteven HuntIndependent SchoolJan JebsenKelsey School DivisionBetty JohnsUniversity of ManitobaDianna KicenkoEvergreen School DivisionKelly KuzykMountain View School DivisionJudy MaryniukLord Selkirk School DivisionGreg SawatzkyHanover School DivisionDarlene WillettsEvergreen School DivisionManitoba Education and Advanced Learning School Programs Division StaffHeather Anderson Consultant (until June 2007)Development UnitInstruction, Curriculum and Assessment BranchCarole Bilyk Project ManagerActing CoordinatorDevelopment UnitInstruction, Curriculum and Assessment BranchLouise BoissonneaultCoordinatorDocument Production Services UnitEducational Resources BranchLinda GirlingConsultant(since January 2011)Development UnitInstruction, Curriculum and Assessment BranchLyn n HarrisonDesktop PublisherDocument Production Services UnitEducational Resources BranchHeather Knight WellsProject Leader(until December 2010)Development UnitInstruction, Curriculum and Assessment BranchGrant MoorePublications EditorDocument Production Services UnitEducational Resources Branchac k n o w l e dG e M e n t sManitoba Education and Advanced Learning wishes to thank the members of the Grades 5 to 8 Mathematics Support Document Development Team for their contribution to this document.

8 Their dedication and hard work have made this document t r o d u c t i o nPurpose of This DocumentGrade 6 Mathematics : Support Document for Teachers provides various suggestions for instruction, assessment strategies, and learning resources that promote the meaningful engagement of Mathematics learners in Grade 6. The document is intended to be used by teachers as they work with students in achieving the learning outcomes and achievement indicators identified in Kindergarten to Grade 8 Mathematics : Manitoba Curriculum Framework of Outcomes (2013) (Manitoba Education).BackgroundKindergarten to Grade 8 Mathematics : Manitoba Curriculum Framework of Outcomes is based on The Common Curriculum Framework for K 9 Mathematics , which resulted from ongoing collaboration with the Western and Northern Canadian Protocol (WNCP). In its work, WNCP emphasizesQQcommon educational goalsQQthe ability to collaborate and achieve common goalsQQhigh standards in educationQQplanning an array of educational activitiesQQremoving obstacles to accessibility for individual learnersQQoptimum use of limited educational resourcesThe growing effects of technology and the need for technology-related skills have become more apparent in the last half century.

9 Mathematics and problem-solving skills are becoming more valued as we move from an industrial to an informational society. As a result of this trend, Mathematics literacy has become increasingly important. Making connections between mathematical study and daily life, business, industry, government, and environmental thinking is imperative. The Kindergarten to Grade 12 Mathematics curriculum is designed to support and promote the understanding that Mathematics isQQa way of learning about our worldQQpart of our daily livesQQboth quantitative and geometric in nature2 Grade 6 Mathematics : Support Document for TeachersOverview Beliefs about Students and Mathematics LearningThe Kindergarten to Grade 8 Mathematics curriculum is designed with the understanding that students have unique interests, abilities, and needs. As a result, it is imperative to make connections to all students prior knowledge, experiences, and are curious, active learners with individual interests, abilities, and needs.

10 They come to classrooms with unique knowledge, life experiences, and backgrounds. A key component in successfully developing numeracy is making connections to these backgrounds and experiences. Students learn by attaching meaning to what they do, and they need to construct their own meaning of Mathematics . This meaning is best developed when learners encounter mathematical experiences that proceed from the simple to the complex and from the concrete to the abstract. The use of manipulatives and a variety of pedagogical approaches can address the diversity of learning styles and developmental stages of students. At all levels, students benefit from working with a variety of materials, tools, and contexts when constructing meaning about new mathematical ideas. Meaningful student discussions can provide essential links among concrete, pictorial, and symbolic representations of need frequent opportunities to develop and reinforce their conceptual understanding, procedural thinking, and problem-solving abilities.