Curriculum Project

6th Grade Math

Carly Davis
EDCI 635
Chadron State
Summer 2015

Table of Contents
Project Rationale..

Philosophy.

Scope and Sequence..

Aims, Goals, and Objectives..

Unit 3.

12

Curriculum Evaluation Plan

14

Pre-service/In-Service Plan

16

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Project Rationale
The area of need in my content area is having a student-based curriculum
for my 6th grade math class. There are curriculums out there that state they are
student-based but for the most part of teacher driven. The teacher gives the
instruction, the teacher chooses the homework, and the teacher essentially
decides the pace of the program.
I want to make a new curriculum that is run by the students and guided by
the teacher. The students will work at their own pace and level of competency
while completing assignments and projects in a timely manner. My curriculum will
have little to no teacher instruction. The teacher will play the part of the back seat
driver, where suggestions are made but the student still has full control of their
path in learning.
I will need to make new materials that are easy for the students to follow
and give differentiation for each students capabilities. Teachers will need to
change their approach to how they teach their students. They will no longer
lecture, but lend a helping hand when needed. This is going to be hard for some
teachers to completely change their educational philosophy but I believe it can be
done.
This new curriculum will be in the form of a game where the students
move along and get closer to the finish line. This of it as a board game;
students learn new concepts moving them forward, if they get to a concept they
do not understand they might need to take a step back and review older material
before they can move forward again.
Some teachers have already started building and implementing this type
of curriculum but I have not found an actual published version of this. I will be
using other teachers fails and successes to form my own curriculum that will fit
my own classroom, and hopefully other classrooms as well.

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Philosophy

Dear Parents/Guardians and Students,

This year we are going to embark on a journey through a gamecentered math curriculum involving hands on activities, working in
small groups, and setting a self-paced time line. This curriculum
allows you, as a student, to take responsibility for your own education
and learning. I will be there to help guide you and move you along
your exciting journey towards obtaining the goals we will set together
at the beginning of the school year. It is up to you to get in the drivers
seat and take charge of setting goals, following your own timelines,
finishing projects efficiently, and gaining incentives along the way.
The quality and efficiency of your work will either gain or diminish
these incentives: listening to music, gaining a study hall, added bonus
points on quizzes, allowing the use of a partner for a quiz.
As we jump right into algebraic concepts we will continuously
be reviewing simple operations such as adding, subtracting,
multiplying, and dividing. This will help you move more smoothly
through the curriculum as we begin geometry concepts and statistics.
The curriculum only touches the surface of Algebra, Geometry, and
Statistics giving you a great base to help further your education as
you move from grade to grade.
Parents, please feel free to watch your student grow by
checking in online on our website. You can follow their progress
through the online grade book. Extra practice can be found on our
website as well to continue the concepts we are learning at school
into your home. These practice worksheets and games deal with
current aspects of our everyday lives.
Thank you for embarking on this journey together,

Miss Davis

6th Grade Math Pacing Guide

*Amount of days given for each section is a suggestion. You can work at your
own pace to complete these.
*Chapter assessments are to be completed by or on the given date. The teacher
will report to you if the date needs to change.
Chapters 1-15

173 days

Ch. 3 Algebraic
Expressions & Properties

Ch. 1 Numerical
Expressions and Factors

12 days

3.1 Algebraic Expressions

2 days

9 days

1.1 Whole Number Operations

1 day

3.2 Writing Expressions

2 days

1.2 Power and Exponents

1 day

3.3 Properties of Addition and

Multiplication

2 days

1.3 Order of Operations

2 days

3.4 The Distributive Property

2 days

Chapter 3 Test

Oct. 8

Quiz Check for

Understanding

1 day

1.4 Prime Factorization

2 days

Ch. 4 Areas of Polygons

10
days

1.5 Greatest Common Factor

2 days

4.1 Areas of Parallelograms

2 days

1.6 Least Common Multiple

2 days

4.2 Areas of Triangles

2 days

4.3 Areas of Trapezoids

3 days

4.4 Polygons in the Coordinate

Plane

2 days

Chapter 1 Test
Ch. 2 Fractions and
Decimals

Sept. 2
16 days

2.1 Multiplying Fractions

2 days

Chapter 4 Test

2.2 Dividing Fractions

2 days

Ch. 5 Ratios and Rates

13
days

2.3 Dividing Mixed Numbers

3 days

5.1 Ratios

1 day

5.2 Ratio Tables

1 day

Quiz Check for

Understanding
2.4 Adding and Subtracting
Decimals

1 day
3 days

2.5 Multiplying Decimals

2 days

2.6 Dividing Decimals

2 days

Chapter 2 Test

Sept. 25

5.3 Rates
5.4 Comparing and Graphing
Ratios
Quiz Check for
Understanding
5.5 Percents

Oct. 27

2 days
1 day
1 day
2 days

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5.6 Solving Percent Problems

2 days

5.7 Converting Measures

2 days

Chapter 5 Test
Ch. 6 Integers and the
Coordinate Plane
6.1 Integers
6.2 Comparing and Ordering
Integers
6.3 Fractions and Decimals on
the Number Line
Quiz Check for
Understanding
6.4 Absolute Value
6.5 The Coordinate Plane

12 days

Ch. 9 Statistical Measures

Nov. 13
10
days

3 days

9.1 Introduction to Statistics

2 days

2 days

9.2 Mean

2 days

2 days

9.3 Measures of Center

2 days

1 day

Quiz Check for

Understanding

1 day

1 day

9.4 Measures of Variation

1 day

9.5 Mean Absolute Deviation

1 day

2 days

Chapter 6 Test

Dec. 4

Ch. 11 Integers

10 days

Chapter 9 Test

Feb. 5

Ch. 10 Data Displays

8 days

11.2 Adding Integers

2 days

10.1 Stem-and-Leaf Plots

2 days

11.3 Subtracting Integers

3 days

10.2 Histograms

2 days

11.4 Multiplying Integers

2 days

10.3 Shapes of Distributions

1 day

11.5 Dividing Integers

2 days

10.4 Box-and-Whisker Plots

2 days

Chapter 11 Test

Dec. 18

Chapter 10 Test

Ch. 7 Equations and

Inequalities

14 days

Ch. 8 Surface Area and

Volume

7.1 Writing Expressions in One

Variable
7.2 Solving Equations Using
Addition or Subtraction
7.3 Solving Equations Using
Multiplication or Division
7.4 Writing Equations in Two
Variables
Quiz Check for
Understanding
7.5 Writing and Graphing
Inequalities

1 day

Feb. 18
9 days

8.1 Three-Dimensional Figures

2 days

2 days

8.2 Surface Area and Prisms

2 days

2 days

8.3 Surface Area of Pyramids

2 days

1 day

8.4 Volumes of Rectangular

Prisms

2 days

1 day

Chapter 8 Test

Mar. 3

Ch. 12 Rational Numbers

9 days

2 days

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7.6 Solving Inequalities Using
Addition or Subtraction
7.7 Solving Inequalities Using
Multiplication or Division

Chapter 7 Test

2 days

12.1 Rational Numbers

2 days

2 days

12.2 Adding Rational Numbers

2 days

Jan. 21

12.3 Subtracting Rational

Numbers
12.4 Multiplying Rational
Numbers

Chapter 12 Test
Ch. 13 Expressions and
Equations

11 days

13.1 Algebraic Expressions

1 day

13.2 Adding and Subtracting

Linear Expressions

2 days

Quiz Check for

Understanding
13.3 Solving Equations Using
Addition or Subtraction
13.4 Solving Equations Using
Multiplication or Division
13.5 Solving Two-Step
Equations

Chapter 13 Test
Ch. 14 Ratios and
Proportions

1 day
2 days
2 days
2 days

April 5
14 days

14.1 Ratios and Rates

2 days

14.2 Proportions

2 days

14.3 Writing Proportions

2 days

Quiz Check for

Understanding

1 day

14.4 Solving Proportions

2 days

14.5 Slope

2 days

14.6 Direct Variation

2 days

Chapter 14 Test

April 26

Ch. 15 Percents

2 days
2 days

Mar. 17
16
days

15.1 Percents and Decimals

2 days

15.2 Comparing and Ordering

Fractions, Decimals, and
Percents

2 days

15.3 The Percent Proportion

2 days

15.4 The Percent Equation

2 days

Quiz Check for

Understanding
15.5 Percents of Increase and
Decrease

1 day
2 days

15.6 Discounts and Markups

2 days

15.7 Simple Interest

2 days

Chapter 15 Test

May 18

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Aims, Goals, and Objectives
Aims: Why should you learn this curriculum?
1. Students will learn how to problem solve individually, with a group, and as
a class.
2. Students will gain a further understanding on how math concepts build
upon each other and will appreciate the value in simple concepts such as
adding, subtracting, multiplying, and dividing.
3. Students will discover the usefullness of math in their everyday lives.
Goal 1: 6.1 Students will communicate number sense concepts using multiple
representations to reason, solve problems, and make connections within
mathematics and across disciplines.
Objectives:

6.1.1 Students will represent and show relationships among positive rational
numbers and integers.
o 6.1.1.a Show equivalence among common fractions and non-repeating
decimals and percents
o 6.1.1.b Compare and order positive and negative integers
o 6.1.1.c Identify integers less than 0 on a number line
o 6.1.1.d Represent large numbers using exponential notation (e.g.,
1,000 = 10)
o 6.1.1.e Identify the prime factorization of numbers (e.g., 12 = 2 x 2 x 3
or 2 x 3)
o 6.1.1.f Classify numbers as natural, whole, or integer

6.1.2 Students will demonstrate the meaning of arithmetic operations with

positive fractions and decimals.
o 6.1.2.a Use drawings, words, and symbols to explain the meaning of
addition and subtraction of fractions
o 6.1.2.b Use drawings, words, and symbols to explain the meaning of

addition and subtraction of decimals

6.1.3 Students will compute fluently and accurately using appropriate
strategies and tools.
o 6.1.3.a Multiply and divide positive rational numbers

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o 6.1.3.b Select and apply the appropriate method of computation when

problem solving (e.g., models, mental computation, paper-pencil,

technology, divisibility rules)
6.1.4 Students will estimate and check reasonableness of answers using
appropriate strategies and tools.
o 6.1.4.a Use appropriate estimation methods to check the
reasonableness of solutions for problems involving positive rational
numbers

Goal 2: 6.2 Students will communicate geometric concepts and measurement

concepts using multiple representations to reason, solve problems, and make
connections within mathematics and across disciplines.
Objectives:
6.2.1 Students will compare and contrast properties among two-dimensional
shapes and among three-dimensional objects.
o 6.2.1.a Justify the classification of three dimensional objects

6.2.2 Students will label points using coordinate geometry.

o 6.2.2.a Identify the ordered pair of a plotted point in the coordinate
plane
6.2.3 Students will use and describe results of transformations on geometric
shapes.
o 6.2.3.a Perform and describe positions and orientation of shapes under

single transformations (translation, rotation, reflection) not on a

coordinate plane
6.2.4 Students will use visualization of geometric models to solve problems.
o 6.2.4.a Identify two-dimensional drawings of three-dimensional objects
6.2.5 Students will apply appropriate procedures, tools, and formulas to
determine measurements.
o 6.2.5.a Estimate and measure length with customary and metric units
to the nearest 1/16 inch and mm
o 6.2.5.b Measure volume/capacity using the metric system
o 6.2.5.c Convert length, weight (mass), and liquid capacity from one unit
to another within the same system
o 6.2.5.d Determine the perimeter of polygons
o 6.2.5.e Determine the area of parallelograms and triangles
o 6.2.5.f Determine the volume of rectangular prisms

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Goal 3: 6.3 Students will communicate algebraic concepts using multiple
representations to reason, solve problems, and make connections within
mathematics and across disciplines.
Objectives:

6.3.1 Students will represent, analyze, and use relationships to make

generalizations.
o 6.3.1.a Describe and create simple algebraic expressions (e.g., one
operation, one variable) from words and tables
o 6.3.1.b Use a variable to describe a situation with an equation (e.g.,
one-step, one variable)
o 6.3.1.c Identify relationships as increasing, decreasing, or constant

6.3.2 Students will create, use, and interpret models of quantitative

relationships.
o 6.3.2.a Model contextualized problems using various representations
(e.g., graphs, tables)
o 6.3.2.b Represent a variety of quantitative relationships using symbols

and words
6.3.3 Students will apply properties to solve equations.
o 6.3.3.a Explain the multiplication property of equality (e.g., if a = b, then
ac = bc)
o 6.3.3.b Evaluate numerical expressions containing multiple operations
with respect to order of operations (e.g., 2 + 4 x 5)
o 6.3.3.c Evaluate simple algebraic expressions involving multiplication
and division
o 6.3.3.d Solve one-step equations involving positive rational numbers
o 6.3.3.e Identify and explain the properties of equality used in solving
one-step equations (e.g., addition, subtraction, division)

Goal 4: 6.4 Students will communicate data analysis/probability concepts using

multiple representations to reason, solve problems, and make connections within
mathematics and across disciplines.
Objectives:

6.4.1 Students will organize, display, compare, and interpret data.

o 6.4.1.a Represent data using stem and leaf plots, histograms, and
frequency charts

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o 6.4.1.b Compare and interpret data sets and their graphical
representations
o 6.4.1.c Find the mean, median, mode, and range for a set of data
o 6.4.1.d Compare the mean, median, mode, and range from two sets of

data
6.4.2 Students will construct predictions based on data.
o 6.4.2.a Make predictions based on data and create questions to further

investigate the quality of the predictions

6.4.3 Students will apply basic concepts of probability.
6.4.3.a Describe the theoretical probability of an event using a fraction,

percentage, decimal, or ratio

6.4.3.b Compute theoretical probabilities for independent events
6.4.3.c Find experimental probability for independent events

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Unit 3
9 days
Objectives (Nebraska State Standards):
3.1 Algebraic Expressions (6.3.1)
3.2 Writing Expressions (6.3.2)
3.3 Properties of Addition and Multiplication (6.3.3)
3.4 The Distributive Property (6.3.3)
3.1 Algebraic Expressions (2 days)
Identifying parts of an algebraic expression
Writing algebraic expressions using exponents
Evaluating algebaric expressions
Evaluating an expression with two variables
3.2 Writing Expressions (2 days)
Key words and phrases
Writing numerical expressions
Writing algebraic expressions
3.3 Properties of Addition and Multiplication (2 days)
Commutative Properties
Associative Properties
Using properties to write equivalent expressions
3.4 The Distributive Property (2 days)
Definition of Distributive Property
Using the distributive property
Simplifying algebraic expresions
Chapter 3 Test (1 day)
Methods:
Activities:
Students will begin each section by performing the activities given at the start of
each section. They will complete these activities with a partner, in a small group,
or on their own. These activities are set up to give a preview of what each lesson
has to offer and what concept(s) will be taught. The activities get the students to
start thinking about why the math concepts work the way they do and discover
how the concepts are connected with each other.
Essential Question:

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An essential question is given at the beginning of each lesson, before the
activities. This question will drive the learning of each section and provide a way
for the student to know if they have a full understanding or not. By the end of
each section, if the student can answer the question completely then they will
know they can move on. If the student cannot answer the question then they will
need to go back and review the material.
Videos:
Videos will be available for the students to watch on how to complete each
concept in the section. These videos will have 1-3 examples of each concept,
which the students can utilize if they want. The videos are not mandatory but are
there for support, especially when the student is at home and has a question
regarding the concepts.
Assessment:
There is an assessment assigned for each section of the chapter. The
assessments are online and give instant feedback when completed. The
students will be able to go back and correct the wrong answers if they wish. I
require all students to obtain a 70% or higher on every assessment. If they do not
reach this goal then they must go back and try again. An end of the chapter
assessment is also online. This assessment can only be completed once. If a
70% is not obtained then they will be assigned a different assessment. If the 70%
is again not reached then they will have an intervention with the teacher and the
teacher will decide if the student is ready to move on to the next chapter or needs
more help and/or time to complete this chapter.
Rewards:
If the student finishes each lesson and assessment on time and with a passing
grade they will be rewarded, just as in a game for reaching checkpoints. The
rewards will go as follows:
Section 1 and 2 completed with passing grades: Can listen to music while
working
Section 3 and 4 completed with passing grades: Can bring food/drink to class
Chapter assessment completed with 85% or higher: Can play game of their
choice until the next chapter begins
Materials/Resources:

Section assessments
Chapter 3 assessment
Videos for each concept

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Curriculum Evaluation Plan

Design Stage:
1. What are the needs of your students and how could this curriculum be
changed to fit the needs of your students?
2. What documents will be helpful to make in order to assure a smooth
transition into this new curriculum?
3. What games can you research for the students to utilize when going
through the curriculum?
4. How can you include other teachers curriculum into this curriculum in
order to teach students across the board and not just math concepts?
5. Who will you want to work with during this curriculum? Teachers in your
content area or outside your content area? Administration? Community
members?
6. What other resources have you found or want to find to be useful in
making this curriculum?
Installation Stage:
1. What particular aspects of this curriculum would you change to make the
everyday implementation easier on the students?
2. How can you make this curriculum easy to explain to the administration in
order to get them on board with the new curriculum?
3. How often have you been inviting teachers and administration to your
classroom to observe the new curriculum?
4. What can you do to allow more observers into your classroom?
5. Is there anything the students need to make this a better experience for
them? If so, what?
6. Did you have enough training before implementing the curriculum? If not,
what other trainings would you need?
Process Stage:
1. Are the majority of the students passing each assignment with ease or
difficulty?
2. How could you change the curriculum to make it easier or harder
depending on your previous answer?
3. How are the students responding to the new curriculum?
4. How motivated are the students to complete the assignments on time?
5. Are you engaged with the students during their learning process? If not,
what could you do to be more engaged?
6. Are students learning to take responsibility of their education? How?
Product Stage:
1. Are students grades keeping up with what you imagined?
2. Are the assessments showing student progress through each chapter?

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3. Are the games and projects really connected to the content you intended
them for?
4. Are the students starting to enjoy the freedom this student led curriculum
has to offer?
5. Has the students attitude towards learning changed? If so, how?
Cost Stage:
1. Has the curriculum truly benefitted the students and their learning? If so,
how?
2. Did the state assessment scores increase from the year before?
3. Does the amount spent on this curriculum suffice for how much gain or
loss you have made with this curriculum?
Gathering data:
-Student questionnaire at the end of each quarter:
1. Do you enjoy learning at your own pace? Why or why not?
2. Have the videos for each section helped you understand the concepts
better? Why or why not?
3. What do you like or dislike about the game centered curriculum?
4. Do you prefer the self-paced curriculum? If not, explain your ideal way of
learning.
5. Are there too many assessments? Explain.
6. Have you given your best effort during this quarter? Explain how you could
give more effort.
7. In what ways could I help you better understand the curriculum?
8. What other materials or technologies would you want included in this
curriculum?
- I will be able to watch each students grades closely with all of the assessments
online. If their grades are not where I expect them then I will be able to have a

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one-on-one conference with the student to find out how I can tweak the
curriculum to fit their individual needs.
Pre-Service:
Teachers will need to:
1. Talk with other math teachers who have implemented this type of
curriculum and find out what has worked well for them and what did not
work well.
2. Decide if I like the videos given in the curriculum for students to watch or if
I want to make my own videos.
a. If I want to make my own then I will need to explore video making
programs and apps and decide which ones fit my needs the most.
b. Then I will need to make the videos before school begins.
3. Research how other teachers have managed to let go of the classroom
and allow the students to take over their education.
4. Make a Google doc for the students including the schedule for quizzes
and tests.
5. Finalize rewards for students who complete assignments on time and with
a passing grade.
6. Research projects students can complete involving gaming such as
MineCraft.
7. Schedule a training session with a member of the curriculum team to learn
the ins and outs of the curriculum. This will include training on how to use
the technology based programs, such as making assignments, quizzes,
and tests online, utilizing the data you can receive from the program, and
how to incorporate the parents in the students education.
In-Service:
Teachers should:
1. Frequently talk with students and decide on what to change with the
curriculum. Students are the best tools to use in deciding how the
curriculum could be better implemented.
2. Attend the NETA conference in the fall to gain more knowledge in the
technology world.
Students will need to:
1. Learn how to manage their time well.
2. Learn how to ask questions.
3. Learn how they learn best, if that includes working with a partner, a group
of students, or by themselves.
4. Learn what is acceptable in a student led classroom and how to behave
when the classroom is not extremely structured
5. Learn how to take control of their education and decide what they enjoy
most about learning and use that to continue learning in this curriculum.

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Administration should:
1. Observe the classroom and examine how their money has been spent
well on the new technologies and the new curriculum.
2. Question what the teacher is doing and how they are doing it in order to
further understand why student led classrooms work well with the students
we have now.
3. Push for other teachers to let go of the old teacher led classrooms and
advise other teachers to observe the classroom.
4. Connect the teachers using this curriculum with other schools and
teachers who are using similar curriculums to explore what is working well
and to gain new ideas on how to transform this curriculum.