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Greater Cleveland Council of Teachers of Mathematics
RICH TASK PROCESSING TEMPLATE
Grade 6
Name of Resource: Source (book, website, etc.):
Submitted by: District/Organization:
Standards for Mathematical Practice (SMP) Alignment:
PARCC Assessments will measure not only content, but the SMP as well. Not all SMP are addressed in every task/lesson. Which SMP does this resource address?
( Check all that apply.
Overarching1. Make sense of problems and persevere in solving them.6. Attend to precision.Reasoning2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.Modeling4. Model with Mathematics.5. Use appropriate tools strategically.Finding Structure7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
CCSS-M Content Alignment:
Not all clusters require equal emphasis of instructional time. If any, which cluster(s) does this resource address?
Major Cluster Supporting Cluster Additional Cluster
( Check all that apply.Grade 6 ClustersRatios and Proportional ReasoningUnderstand ratio concepts and use ratio reasoning to solve problems.The Number SystemApply and extend previous understandings of multiplication and division to divide fractions by fractions.Compute fluently with multi-digit numbers and find common factors and multiples.Apply and extend previous understanding of numbers to the system of rational numbers.Expressions and EquationsApply and extend previous understandings of arithmetic to algebraic expressions.Reason about and solve one-variable equations and inequalities.Represent and analyze quantitative relationships between dependent and independent variables.GeometrySolve real world and mathematical problems involving area, surface area and volume.Statistics and ProbabilityDevelop understanding of statistical variability.Summarize and describe distributions.
PARCC highlights opportunities for in-depth focus of individual standards that play an important role at each grade. Does this task address any of these opportunities? ( Check all that apply.
6.RP.3Reason through ratio and rate problems by creating ratio tables or double line diagrams and plotting pairs of values on coordinate plane to find missing values or compare ratios; creating tape diagrams to determine percent of a quantity as well as understand measurement conversions (i.e. 12 in. per foot) as examples of rates.6.NS.1Use story problems to interpret and compute quotients of fractions, including dividing fractions by fractions, and create visual fraction models and equations to represent problem.6.NS.8Apply rational number understandings in the cluster to solve problems, requiring students to graph points in all four quadrants of the coordinate plane.6.EE.3Generalize arithmetic, using familiar work with properties of operations with numbers, to generate expressions in the same manner.6.EE.7Use variables to represent and solve problems algebraically involving nonnegative rational numbers, relating these expressions to students informal solutions that do not include variables.See reverse side for instructional notes.
SMP Alignment: Measuring the SMP can be challenging. List specific evidence of the SMP that this resource addresses. (What are your students doing or saying?)
Content Focus Alignment: Rich tasks have mathematical stretch, making them useful across several grade levels. It is important, however, to note the mathematics that aligns this task to appropriate grade level work. This is best understood by also noting the mathematics in the grade level prior and after.
Grade 6 mathematics in this task:
How could this be adapted specifically to grade 5 work?
How could this be adapted to grade 7 work?
Additional ideas to consider with this resource include:
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