Engaging Mathematics: TEKS-Based Activities Grade 6 TEKS .
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Table of ContentsSAMPLEIntroduction . i–viiiOverview of Materials . iReferences . iiiTexas Essential Knowledge and Skills (TEKS) Alignment Chart . ivNumber, Operation, and Quantitative Reasoning . 1–95Integers, Activity 1 . 2Integers, Activity 2 . 4Equivalent Fractions and Decimals, Activity 1 . 6Equivalent Fractions and Decimals, Activity 2 . 8Equivalent Fractions and Decimals, Activity 3 . 10Equivalent Fractions and Decimals, Activity 4 . 14Compare and Order Fractions and Decimals, Activity 1 . 18Compare and Order Fractions and Decimals, Activity 2 . 20Prime Factors . 22Common Factors . 24Greatest Common Factor . 26Common Multiples . 28Least Common Multiple . 30Order of Operations, Activity 1. 32Order of Operations, Activity 2. 34Modeling Fractions With Common Denominators . 36Estimating Sums of Fractions . 38Estimating Sums and Differences of Fractions . 40Modeling Addition of Fractions, Activity 1 . 42Modeling Addition of Fractions, Activity 2 . 44Addition and Subtraction of Fractions . 46Estimating Sums and Differences of Mixed Numbers, Activity 1 . 48Estimating Sums and Differences of Mixed Numbers, Activity 2 . 52Modeling Addition and Subtraction of Mixed Numbers, Activity 1 . 56Modeling Addition and Subtraction of Mixed Numbers, Activity 2 . 58Modeling Addition and Subtraction of Mixed Numbers, Activity 3 . 62Addition and Subtraction of Mixed Numbers Without Regrouping . 64Addition and Subtraction of Mixed Numbers, Activity 1 . 66Addition and Subtraction of Mixed Numbers, Activity 2 . 68Addition and Subtraction of Mixed Numbers, Activity 3 . 70Addition and Subtraction of Mixed Numbers, Activity 4 . 72Addition and Subtraction of Mixed Numbers: Validating Conclusions . 74Application Problems Using Mixed Numbers, Activity 1 . 76Application Problems Using Mixed Numbers, Activity 2 . 78Application Problems Using Mixed Numbers, Activity 3 . 82Addition and Subtraction of Decimals . 84Application Problems Using Decimals, Activity 1 . 86Application Problems Using Decimals, Activity 2 . 88Application Problems Using Fractions and Decimals, Activity 1 . 90Application Problems Using Fractions and Decimals, Activity 2 . 94
SAMPLEPatterns, Relationships, and Algebraic Thinking . 96–173Percents Introduction . 96Modeling Percents, Activity 1 . 98Modeling Percents, Activity 2 . 102Percents, Activity 1 . 104Percents, Activity 2 . 108Modeling Ratios, Activity 1 . 110Modeling Ratios, Activity 2 . 112Ratios, Activity 1 . 116Ratios, Activity 2 . 120Ratios, Activity 3 . 124Multiple Representations, Activity 1 . 126Multiple Representations, Activity 2 . 130Multiple Representations, Activity 3 . 132Multiple Representations, Activity 4 . 134Multiple Representations, Activity 5 . 138Proportional Relationships, Activity 1 . 142Proportional Relationships, Activity 2 . 144Proportional Relationships, Activity 3 . 148Proportional Relationships, Activity 4 . 150Expressions, Activity 1 . 152Expressions, Activity 2 . 156Writing an Equation, Activity 1 . 160Writing an Equation, Activity 2 . 162Sequences, Activity 1. 164Sequences, Activity 2. 166Sequences, Activity 3. 170Geometry and Spatial Reasoning . 174–213Classifying Angles, Activity 1 . 174Classifying Angles, Activity 2 . 178Triangles, Activity 1 . 182Triangles, Activity 2 . 184Triangles, Activity 3 . 186Quadrilaterals, Activity 1 . 190Quadrilaterals, Activity 2 . 194Quadrilaterals, Activity 3 . 196Circles Introduction . 198Circle Relationships, Activity 1 . 200Circle Relationships, Activity 2 . 202Circle Relationships, Activity 3 . 204Coordinate Plane, Activity 1 . 208Coordinate Plane, Activity 2 . 210Measurement . 214–275Measurement Conversions, Activity 1 . 214Measurement Conversions, Activity 2 . 218Measurement Conversions, Activity 3 . 220
SAMPLEPerimeter, Activity 1 . 222Perimeter, Activity 2 . 224Perimeter, Activity 3 . 226Perimeter, Activity 4 . 228Patterns in Perimeter . 230Formulas for Area, Activity 1. 232Formulas for Area, Activity 2. 236Estimating the Area of Circles . 238Selecting Area Formulas . 240Application Problems Involving Circumference. 244Volume, Activity 1 . 246Volume, Activity 2 . 248Volume, Activity 3 . 250Application Problems Involving Measurement Concepts, Activity 1. 254Application Problems Involving Measurement Concepts, Activity 2. 256Application Problems Involving Measurement Concepts, Activity 3. 260Application Problems Involving Measurement Concepts, Activity 4. 262Measuring Angles, Activity 1. 266Measuring Angles, Activity 2. 270Measuring Angles, Activity 3. 272Probability and Statistics . 276–311Sample Spaces, Activity 1 . 276Sample Spaces, Activity 2 . 280Probability of Simple Events, Activity 1 . 282Probability of Simple Events, Activity 2 . 284Representing Data, Activity 1 . 288Representing Data, Activity 2 . 290Circle Graphs, Activity 1 . 292Circle Graphs, Activity 2 . 294Circle Graphs, Activity 3 . 296Mean, Activity 1 . 300Mean, Activity 2 . 304Statistics, Activity 1 . 306Statistics, Activity 2 . 308Statistics, Activity 3 . 310Resources . 312–314Centimeter Grid Paper . 312Grade 6 Conversion Chart . 313Grade 6 Formula Chart . 314
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesModeling Addition of Fractions, Activity 2Activity ObjectiveThe student will model addition situations involving fractions with objects, pictures, words, andnumbers.Materials Have Cake and Eat It, Too Rectangular sheet of paper Colored pencils1?4Answers may vary. Possible answer: The additional folds divide the part of the paper122into two equal parts. I could name the partbecauseisthat represents4881equivalent to .4How do the additional folds change the representation ofSA How could you use the same sheet of paper to model eighths?Answers may vary. Possible answer: I could fold the paper in half twice in the same waythat I folded it before, and then I could fold it one more time. When I unfold the paper,the folds now divide the paper into eight equal parts. I could shade three of those parts3to represent .8M PLEFacilitation Questions How can you fold the paper so that you have four equal parts?Answers may vary. Possible answers: I could fold the paper in half two times. When Iunfold the paper, the folds divide the paper into four equal parts. I could shade one of1those parts to represent .4AnswersSketch of your paper modelPortion of cake eaten by HarveyPortion of cake eaten by TedUse words to describe your solution.Five out of eight parts of the paper are5ofshaded, so Harvey and Ted ate8the cake.44Use numbers to represent the problem situation andyour solution.1 22 3 5 4 88 8 8 Region 4 Education Service CenterAll rights reserved
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesStudent Name: Date:Have Cake and Eat It, TooHarvey made a cake to share with his friend Ted. Harvey ate13of the cake, and Ted ateof48the cake.1. Use one sheet of paper. Fold the paper into fourths and then shade the paper to representthe portion of the cake that Harvey ate.2. Fold the same sheet of paper into eighths. Using a different color, shade the paper torepresent the portion of the cake that Ted ate.3. Use the shaded portions on the sheet of paper to determine the portion of the cake Harveyand Ted ate altogether.SAMPLESketch of your paper modelUse words to describe your solution.Use numbers to represent the problemsituation and your solution.Communicating About MathematicsHow does the paper model verify the solution to the problem situation? Region 4 Education Service CenterAll rights reserved45
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesModeling Percents, Activity 2Activity ObjectiveThe student will represent ratios and percents with concrete models, fractions, and decimals.Materials Fractions and Percents Color TilesFacilitation Questions Does the total number of tiles in the set represent the numerator or denominatorof a fraction? Why?Answers may vary. Possible answers: The total number of tiles in the set would be thedenominator of a fraction because it represents the entire set.Does the number of blue tiles in the set represent the numerator or denominatorof a fraction? Why?Answers may vary. Possible answers: The total number of blue tiles in the set would bethe numerator of a fraction because it represents a part of the entire set. If you divided 100 into 4 equal parts, what would be the value of each equal part?Answers may vary. Possible answer: 100 4 25 , so each part would have a valueequal to 25%. If the blue tiles represent 3 of the 4 equal parts and 1 part is equal to 25%, howcould you use multiplication to determine the percentage of tiles in the set thatare blue?Answers may vary. Possible answer: If one part is equal to 25%, then I could multiply3 25 75 to determine that the blue tiles are 75% of the entire set.AnswersSAMPLE BlueGreenSetPicture1 TileRepresents% of Set3 blue tiles1 green tileBBBG25%3475%2 blue tiles3 green tilesBBGGG20%2540%8 blue tiles2 green tilesBBBBBBBBGG10%84or10580%102Fraction ofSet% of SetFraction% of Setof Set14352or1025%60%20% Region 4 Education Service CenterAll rights reserved
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesStudent Name: Date:Fractions and PercentsUse square tiles to make each of the sets described below. Complete each table using thedata from each set of square tiles.BluePicture% ofSetFractionof Set% ofSetESet1 TileRepresents Fraction% ofof SetSetGreenSA2 blue tiles3 green tilesMPL3 blue tiles1 green tile8 blue tiles2 green tilesCommunicating About MathematicsHow does knowing the total number of items in a set help determine the percentagerepresented by each item in the set? Region 4 Education Service CenterAll rights reserved103
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesRatios, Activity 2Activity ObjectiveThe student will use multiplication and division of whole numbers to solve problems includingsituations involving equivalent ratios and rates.Materials Measurement Equivalences Measurement Equivalence Cards Tape or glue ScissorsEFacilitation Questions How could you generate an equivalent ratio?Answers may vary. Possible answers: I could multiply or divide the numerator anddenominator by the same number to create a ratio equivalent to a given ratio.48 in.?What is the relationship between inches to feet in How could you use this relationship to find an equivalent ratio?Answers may vary. Possible answer: I could look for other ratios that have a relationshipof 12 inches to every 1 foot.PL SAAnswersM4 ftAnswers may vary. Possible answers: The relationship is 12 inches to every 1 foot.Relationship: Inches to Feet124841846057Relationship: Ounces to Cups162440123582125.20Relationship: Quarts to Gallons8411203 Region 4 Education Service CenterAll rights reserved
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesStudent Name: Date:Measurement Equivalences1. Cut apart the Measurement Equivalence Cards.2. Match the Measurement Equivalence Cards to the correct relationships below.3. Tape or glue the equivalent ratios.PLMRelationship: Ounces to CupsERelationship: Inches to FeetSARelationship: Quarts to GallonsCommunicating About MathematicsPick one set of matched cards. Explain how you determined that the cards representedequivalent ratios. Region 4 Education Service CenterAll rights reserved121
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesMeasurement Equivalence CardsCut along the bold dotted lines. Two sets of cards are 43PLMSA122E484814120.582121847162605 Region 4 Education Service CenterAll rights reserved
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesCircles IntroductionActivity ObjectiveThe student will define attributes of circles.Materials Circles: Find Someone Who . . .Facilitation Questions What do you know about the parts of a circle?Answers may vary. Possible answers: Circles have an outside curved edge that is thedistance around the circle. I could draw a line through the center of a circle to show thelength across the circle.How could you draw the radius?Answers may vary. Possible answer: I could draw a circle and then draw a line from thecenter of the circle to the outer edge of the circle. How could you describe circumference?Answers may vary. Possible answer: Circumference is the distance around a circle.Mcan draw and label theradius of a circle.Answer:can draw and label thecircumference of a circle.Answer:SAAnswerscan draw and label thediameter of a circle.Answer:PLE can define diameter.can define radius.can define circumference.Answer:Answer:Answer:Diameter is a line segmentthat passes through thecenter of a circle and has bothendpoints on the circle.A radius is half the length ofthe diameter or a linesegment from the center of acircle to a point on the circle.Circumference is the distancearound a circle.198 Region 4 Education Service CenterAll rights reserved
Engaging Mathematics:Grade 6 TEKS-Based ActivitiesStudent Name: Date:Circles: Find Someone Who . . .1.2.3.4.Find a student who can draw or define the given part of a circle.Ask him or her to draw or define the given part of a circle and sign his or her name.Continue this process until your paper is complete.Each student may only answer one problem on your paper.can draw and label theradius of a circle.Answer:Signature:Signature:can draw and label thecircumference of a circle.Answer:MAnswer:Signature:Signature:can define radius.can define can define diameter.PLEcan draw and label thediameter of a circle.Answer:Communicating About MathematicsHow are circumference and perimeter similar? How are they different? Region 4 Education Service CenterAll rights reserved199
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Grade 8 ISBN: 978-1-934950-69-2 www.theansweris4.net Engaging Mathematics: TEKS-Based Activities Grade 8 Teacher Edition Product ID: 407-1602 Creating solutions that are the worldwide standard for educational excellence Revolutionizing ed
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