**his is the page where you will find all of the topics that we are covering in math this year.**

Unit 1: Establishing a problem-solving process

Summary:

Unit 1: Establishing a problem-solving process

Summary:

In this unit, students will develop a problem-solving process and use previous understandings of operations to solve real-life problems involving addition, subtraction, multiplication, and division of whole numbers. They will also solve problems involving addition and subtraction of fractions, mixed numbers, and decimals. Students will also build an understanding of rational numbers and model situations involving rational numbers with concrete and pictorial models. The students will also compare and order rational numbers.

**Essential Questions:**

1)Why is it important to have a problem solving strategy?

2) Why is it important to use tools to solve problems?

3) How can you use a visual to classify whole numbers, integers, and rational numbers correctly?

**Objective:**

**Establishing a Problem-Solving Process**

Students develop a problem –solving process and use previous understandings of operations to solve real-life problems involving addition, subtraction, multiplication and division of whole numbers. They also solve problems involving addition and subtraction of fractions and decimals.

**Standards:**

**Mathematical Process Standards:**

The student uses mathematical processes to acquire and demonstrate mathematical understanding.

**Math.6.1A**- Apply mathematics to problems arising in everyday life, society, and the workplace. (Completed)

**Math.6.1B**- Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution justifying the solution, and evaluating the problem solving process and the reasonableness of the solution. (Completed)

**Math.6.1C-**Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. (Completed)

**Math.6.1D**- Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. (Completed)

**Math.6.1E-**Create and use representations to organize, record, and communicate mathematical ideas. (Completed)

**Math.6.1F-**Analyze mathematical relationships to connect and communicate mathematical ideas. (Completed)

**Math.6.1G-**Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. (Completed)

**Numbers and Operations:**

The student applies mathematical process standards to add, subtract, multiply and divide while solving problems and justifying solutions.

Math.7.3A- Add, subtract, multiply, and divide rational numbers fluently. (Completed)

**Objective:**

**Rational Numbers**

Students build an understanding of rational numbers, model situations involving them with concrete and pictorial models, and compare and order them.

**Standards:**

**Mathematical Process Standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

**MATH.6.1G/ MATH.7.1G**Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. (Completed)

**Number and Operations.**The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:

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**MATH.6.2A**Classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers. (Completed)

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**MATH.6.2B**Identify a number, its opposite, and its absolute value. (Completed)

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**MATH.6.2D**Order a set of rational numbers arising from mathematical and real world contexts. (Completed)

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**MATH.7.2A**extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers (Completed)

**Objective:**

**Multiplication and Division of Decimals**

Students solve real-life problems involving multiplication and division of decimals.

**Standards:**

**Mathematical Process Standards.**The student uses mathematical processes to

acquire and demonstrate mathematical understanding. The student is expected to:

**MATH.6.1C/ MATH.7.1C**Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. (Completed)

**MATH.6.1D/ MATH.7.1D**Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. (Completed)

**Number and Operations.**The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to:

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**MATH.6.3B**Determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one. (Completed)

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**MATH.6.3E**Multiply and divide positive rational numbers fluently. (Completed)

**Objective:**

**Introduction to Integers**

Students model and solve real world problems involving operations on integers and develop an understanding of the algorithms entailed

**Standards:**

**Mathematical Process Standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

**MATH.6.1E/ MATH.7.1E**Create and use representations to organize, record, and communicate mathematical ideas. (Completed)

**Number and Operations.**The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:

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**MATH.6.2B**Identify a number, its opposite, and its absolute value.

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**MATH.6.2C**Locate, compare, and order integers and rational numbers using a number line.

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**MATH.6.11A**Graph points in all four quadrants using ordered pairs of rational numbers.

**Objective:**

**Addition and Subtraction of Integers**

Students model and solve real world problems involving addition and subtraction of integers.

**Standards:**

**Mathematical Process Standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

**MATH.6.1E/ MATH.7.1E**Create and use representations to organize, record, and communicate mathematical ideas.

**MATH.6.1F/ MATH.7.1F**Analyze mathematical relationships to connect and communicate mathematical ideas.

**Number and Operations.**The student applies mathematical process standards to represent and use addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to:

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**MATH.6.3C**Represent integer operations with concrete models and connect the actions with the models to standardized algorithms.

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**MATH.6.3D Add, subtract,**multiply, and divide

**integers fluently**

Unit 2: Financial Literacy

Unit 2: Financial Literacy

**Summary:**

In this unit, students will be able to understand features of Checking Accounts. Students will develop an understanding of financial literacy as they compare features of different financial institutions’ checking and saving accounts. They will also balance a check register. Students will also understand the differences betweendebit and credit cards. Students will enhance their understanding of financial literacy as they describe the information in a credit report and distinguish between credit and debit cards. They will also use a family budget estimator to determine a minimum household budget.

**Essential Questions:**

1) Why should you compare the features of different banks' checking accounts?

2) Why is it important to always balance your account?

3) What are the major benefits and drawbacks of using either credit cards or debit cards?

4) Why is it important to establish good credit history?

5) Why should you always get in a habit of creating a budget?

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