Pacing Guide Sixth Grade Honors Math 2015-2016

Huntsville City Schools - Instructional Guide
2015 - 2016
Course: Math
Grade: 6th Grade Honors
Standards for Mathematical Practice
Online Resources
The Standards for Mathematical Practice describe varieties of expertise that

mathematics educators at all levels should seek to develop in their students.
These practices rest on important processes and proficiencies with
longstanding importance in mathematics education. The first of these are the
NCTM process standards of problem solving, reasoning and proof,
communication, representation, and connections. The second are the strands
of mathematical proficiency specified in the National Research Councils
report Adding It Up: adaptive reasoning, strategic competence, conceptual
understanding (comprehension of mathematical concepts, operations and
relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately), and productive disposition (habitual
inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and ones own efficacy).
Dan Meyers Ted Talk about teaching math:

https://youtu.be/qocAoN4jNwc
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning
Links to his 3-act math activities, sorted by standard:

https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYdEhtR
3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0
Granite City Math Vocabulary:
http://www.graniteschools.org/mathvocabulary/
For more:
Other online resources
Elaboration on each practice from the Common Core website:

www.corestandards.org/Math/Practice/
www.opencurriculum.org is a website that curates activities from all over

the web, sorted by standard.
Kid-friendly language:
www.buncombe.k12.nc.us/Page/37507
http://map.mathshell.org/lessons.php has great formative

assessments and group activities, also searchable by standard.
1

2015 - 2016
Course: Math
1st Nine Weeks
Number Systems Unit (Fractions and Decimals)
Vocabulary for Unit:
numerator
product
simplest form
tenths
denominator
cross cancel
decimal
hundredths
Standard
fraction
reciprocal
divisor
thousandths
I Can Statements *
(to be completed by school
teams)
factor
quotient
dividend
ten-thousandths
Resources
TOPIC 5: MULTIPLYING FRACTIONS SIXTH GRADE 1st NINE WEEKS

ALCOS #4: Interpret and compute
quotients of fractions, solve word
problems involving division of fractions.
(6-NS1)
IXL: T.3, T.8, V.1, V.2, V.6, V.7, V.8, V.10,

V.11
Digits: 5-1, 5-2, 5-3, 5-4, 5-5
AMSTI:
Bits & Pieces II
Pacing
Recommendation
/ Date(s) Taught
7 days
Recommended pacing
includes teaching one
lesson per day. Other
days are built in for one
or two pretest/review
days and one test day.
LTF:
Area Model of Multiplication of Fractions
TOPIC 6: DIVIDING FRACTIONS SIXTH GRADE 1st NINE WEEKS

ALCOS #4: Interpret and compute
quotients of fractions, solve word
problems involving division of fractions.
(6-NS1)
7 days
IXL: W.2, W.3, W.5, W.6

Digits: 6-1, 6-2, 6-3, 6-4, 6-5
2
AMSTI:
Bits & Pieces II: 4
Dan Meyer 3-Act Tasks:
Nanas Lemonade
ALCOS #18: Solve real-world and

mathematical problems by writing and
solving equations of the form x + p = q
and px = q, for cases in which p, q, and x
are all nonnegative rational numbers. (6EE7)
engage NY:
Dividing Fractions Module
https://www.engageny.org/resource/grade6-mathematics-module-2
Digits: 6-5
AMSTI:
Shapes & Designs: 3-4
Covering & Surr.: 5
TOPIC 7: FLUENCY OF DECIMALS SIXTH GRADE 1st NINE WEEKS

ALCOS #3(b): Solve unit rate problems
including those involving unit pricing and
constant speed. (6-RP3b)
ALCOS #5: Fluently divide multi-digit

numbers using the standard algorithm.
(6-NS2)
ALCOS #6: Fluently add, subtract,

multiply, and divide multi-digit decimals
using standard algorithm for each
operation.
(6-NS3)
9 days
IXL: G.3
Digits: 7-2, 7-3, 7-4
AMSTI:
Bits & Pieces I: 3
Bits & Pieces III: 3
IXL: L.1, L.2, L.5, L.6
Digits: 7-3
AMSTI:
Bits & Pieces I: 3
Bits & Pieces III: 3
IXL: J.1, J.2, O.1, O.3, O.4, 0.5, 0.6, 0.7, X.4,
X.5
Digits: 7-1, 7-2, 7-4
AMSTI:
3
ALCOS #10: Understand ordering and

absolute value of rational numbers. (6NS7)
ALCOS #13(c): Evaluate expressions at
specific values of their variables. Include
expressions that arise from formulas
used in real-world problems. Perform
arithmetic operations, including those
involving whole-number exponents, in
the conventional order when there are
no parentheses to specify a particular
order (Order of Operations).
(6-EE2c)
mathematical problems by writing and
solving equations of the form x + p = q
and px = q, for cases in which p, q, and x
are all nonnegative rational numbers. (6EE7)
Bits & Pieces III: 1-3

IXL: P.21
Digits: 7-5, 7-6, 7-7
IXL: P.1, P.2, P.4
Digits: 7-3
Digits: 7-7
AMSTI:
Shapes & Designs: 3-4
Covering & Surrounding: 5
Geometry Unit
area
rectangle
octagon
prism
rectangular prism
pentagonal prism
polygon
parallelogram
formula
pyramid
triangular prism
hexagonal prism
plane figure
trapezoid
3-dimensional figure
surface area
triangular pyramid
octagonal prism
square
pentagon
net
volume
cube
Standard
I Can Statements *
teams)
Resources
TOPIC 13: AREA SIXTH GRADE 1st NINE WEEKS

ALCOS #13: Write, read, and evaluate
expressions in which letters stand for
numbers. (6-EE2)
ALCOS #13(c): Evaluate expressions at specific

values of their variables. Include expressions
that arise from formulas used in real-world
problems. Perform arithmetic operations,
including those involving whole-number
exponents, in the conventional order when
there are no parentheses to specify a
particular order (Order of Operations).
(6-EE2c)
ALCOS #19: Write an inequality of the form x
> c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of the
form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams. (6-EE8)
ALCOS #21: Find the area of right triangles,
other triangles, special quadrilaterals, and
polygons by composing into rectangles or
decomposing into triangles and other shapes;
apply these techniques in the context of
solving real-world and mathematical
problems. (6-G1)
Pacing
Recommendation
/ Date(s) Taught
9 days
IXL: lessons only listed for part c
Digits: 13-1
AMSTI:
Bits & Pieces II: 2-4
Bits & Pieces III: 1-4
IXL: B.16, B.17, B.18 (5th grade)
Digits: 13-2, 13-3, 13-4, 13-5, 13-6
AMSTI:
Covering & Surrounding: 1-5
IXL: P.21
Digits: 13-1
AMSTI:
LTF:
IXL: Z.23, Z.24
Digits:13-2, 13-3, 13-4, 13-5, 13-6
LTF:
Are the Units for Area Always
Square
Approximating Area of Irregular
Shapes Using Trapezoids
5
Perimeter and Area of Triangles

and Rectangles
Shoeprint, Trapezoid, and Area
State The Area
The Biggest Area
Theres a Hole in the Bucket Dear
Liza, Dear Liza
Bubble Wrap
TOPIC 14: SURFACE AREA AND VOLUME SIXTH GRADE 1st NINE WEEKS
ALCOS #13(c): Evaluate expressions at
specific values of their variables. Include
expressions that arise from formulas used
in real-world problems. Perform arithmetic
operations, including those involving
whole-number exponents, in the
conventional order when there are no
parentheses to specify a particular order.
(6-EE2c)
ALCOS #21: Find the area of right triangles,
other triangles, special quadrilaterals, and
polygons by composing into rectangles or
decomposing into triangles and other
shapes; apply these techniques in the
context of solving real-world and
mathematical problems. (6-G1)
ALCOS #22: Find the volume of a right

rectangular prism with fractional edge
lengths by packing it with unit cubes of the
appropriate unit fraction edge lengths, and
show that the volume is the same as would
be found by multiplying the edge lengths
of the prism. Apply the formulas V = lwh
and V = Bh to find volumes of right
rectangular prisms with fractional edge
lengths in the context of solving real-world
and mathematical problems. (6-G2)
ALCOS #24: Represent three-dimensional
figures using nets made up of rectangles
and triangles, and use the nets to find the
surface area of these figures. Apply these
techniques in the context of solving realworld and mathematical problems. (6-G4)
9 days
IXL: B.23, B.25, B.26 (5th grade)

Digits: 14-3, 14-4, 14-5, 14-6
engageNY:
Area, Surface Area, and Volume Module
IXL: Z.23, Z.24, Z.26, Z.29
Digits: 14-1
AMSTI:
Covering & Surrounding: 1-5
LTF:
Surface Area and Volume
Unit Dog
IXL: B.23, B.25 (5th grade)
Z.36 (6th grade)
Digits: 14-5, 14-6
AMSTI:
LTF:
Box It Up!
Surface Area and Volume
Unit Dog
IXL: Z.35, Z.37, Z.38
Digits: 14-2, 14-3, 14-4, 14-6
AMSTI:
Covering & Surrounding: 3
7
LTF:
Mathematical Foundations Nets of a Cube
Unit Dog

2015 - 2016
Course: Math
2nd Nine Weeks
Statistics and Probability Unit
statistical question
intervals
mean
deviation
Standard
data
histogram
mean absolute deviation
measure of center
frequency
box and whisker plot
range
measure of variation
I Can Statements *
teams)
dot plot
median
interquartile range
Resources
TOPIC 15: DATA DISPLAYS SIXTH GRADE 2nd NINE WEEKS

ALCOS #9: Understand a rational number as a
point on the number line. Extend number line
diagrams and coordinate axes familiar from
previous grades to represent points on the
line and in the plane with negative number
coordinates. (6-NS6
ALCOS # 9(c): Find and position integers and
other rational numbers on a horizontal or
vertical number line diagram; find and
position pairs of integers and other rational
numbers on a coordinate plane. (6-NS6c)
Pacing
Recommendation
/ Date(s) Taught
8 days

Digits: 15-2, 15-3, 15-4, 15-5, 15-6
IXL: B.9, C.3, Q.1, Q.2

Digits: 15-2, 15-3, 15-4, 15-5, 15-6
LTF:
Alien Invasion
Sketch My Graph
ALCOS #25: Recognize a statistical

question as one that anticipates variability
in the data related to the question and
accounts for it in the answers. (6-SP1)
IXL: S.4
Digits: 15-1
AMSTI:
Data About Us: 1-3
LTF:
Getting to Know You
ALCOS #28: Display numerical data in plots

on a number line, including dot plots,
histograms, and box plots. (6-SP4)
engage NY:
Statistics Module
IXL: R.4, R.5, R.11, R.17
Digits: 15-2, 15-3, 15-4, 15-5, 15-6
AMSTI:
Data About Us: 1, 3
ALCOS #29: Summarize numerical data

sets in relation to their context. (6-SP5)
LTF:
Histograms
Box and Whisker Plots
IXL: lessons only listed for parts a, b, c
Digits: 15-1, 15-2, 15-3, 15-4
AMSTI:
ALCOS #29(a): Summarize numerical data

sets in relation to their context such as by:
Reporting the number of observations.
(6-SP5a)
LTF:
IXL: R.6
Digits: NONE
AMSTI:
How Likely Is It?: 1-4
10
ALCOS # 29(b): Summarize numerical data

sets in relation to their context such as by:
Describing the nature of the attribute
under investigation, including how it was
measured and its units of measurement.
(6-SP5b)
ALCOS # 29(c): Summarize numerical data
sets in relation to their context, such as
by: Giving quantitative measures of center
(median and/or mean) and variability
(interquartile range and/or mean absolute
deviation) as well as describing any overall
pattern and any striking deviations from
the overall pattern with reference to the
context in which the data were gathered.
(6-SP5c)
LTF:
Histograms
IXL: S.4
Digits: 15-1
AMSTI:
Data About Us: 1-2
IXL: S.2, S.2, S.3
Digits: 15-2, 15-3, 15-4
AMSTI:
Data About Us: 1-2
LTF:
Getting to Know You
TOPIC 16: MEASURES OF CENTER AND VARIATION SIXTH GRADE 2nd NINE WEEKS 8 days
ALCOS #26: Understand that a set of data
collected to answer a statistical question
has a distribution which can be described
by its center, spread, and overall shape.
(6-SP2)
ALCOS #27: Recognize that a measure of

center for a numerical data set
summarizes all of its values with a single
number, while a measure of variation
describes how its values vary with a single
number. (6-SP3)
Digits: 16-3
AMSTI:
Data About Us: 1-3
LTF:
Home Runs, Statistics, and Probability
Digits: 16-1, 16-2, 16-3, 16-4, 16-5,
16-6
AMSTI:
Data About Us: 1-3
LTF:
Home Runs, Statistics, and Probability
11
ALCOS #28: Display numerical data in plots on

a number line, including dot plots,
histograms, and box plots. (6-SP4)
IXL: R.4, R.5, R.11, R.17

Digits: 16-1
AMSTI:
Data About Us: 1, 3
ALCOS #29: Summarize numerical data sets in

relation to their context. (6-SP5)
ALCOS #29(c): Summarize numerical data
sets in relation to their context, such as by:
Giving quantitative measures of center
(median and/or mean) and variability
(interquartile range and/or mean absolute
deviation) as well as describing any overall
pattern and any striking deviations from the
overall pattern with reference to the context
in which the data were gathered. (6-SP5c)
ALCOS #29(d): Summarize numerical data
sets in relation to their context, such as by:
Relating the choice of measures of center and
variability to the shape of the data
distribution and the context in which the data
were gathered. (6-SP5d)
LTF:
Histograms
Home Runs, Statistics, and
Probability
Digits: 16-2, 16-4, 16-5
Digits: 16-2, 16-4, 16-5
AMSTI:
Data About Us: 1-3
LTF: Home Runs, Statistics, and
Probability
Digits: NONE
AMSTI:
Data About Us: 3
LTF:
Histograms
Counting Ursus Actos Horribilis,
the Grizzly Bear
Home Runs, Statistics, and
Probability
Measures of Central Tendency and
Variability
12
RATIO AND PROPORTIONAL RELATIONSHIPS UNIT

ratio
proportions
unit price
independent variable
commission
interest rate
markdown
rate
equivalent fractions
least common multiple
scale drawing
interest
balance
percent of increase
Standard
unit rate
equivalent ratios
constant of proportionality
scale
simple interest
interest period
percent of decrease
I Can Statements *
teams)
percent
terms of a ratio
dependent variable
percent equation
principal
markup
dimensional analysis
Resources
TOPIC 1: RATIOS AND RATES SEVENTH GRADE 2nd NINE WEEKS

ALCOS #1: Compute unit rates associated
with ratios of fractions, including ratios of
lengths, areas, and other quantities
measured in like or different units. (7-RP1)
Pacing
Recommendation
/ Date(s) Taught
7 days
IXL: J.1, J.5, L.3, L.4

Digits: 1-1, 1-2, 1-3, 1-4, 1-5
AMSTI:
Bits and Pieces 1: 3-4,
Comparing and Scaling: 3
Stretching and Shrinking: 1-5
LTF:
Calculating Hurricane Lilis Wind
Speed
Fire Trucks, Sky Divers, and
Softball
Metric and Customary
Measurements
13
Rate Graphs
Rating the Trip
Walk the Line
Graduation
TOPIC 2: PROPORTIONAL RELATIONSHIPS SEVENTH GRADE 2nd NINE WEEKS

ALCOS #2: Recognize and represent
proportional relationships between
quantities.
(7-RP2)
8 days
IXL: lessons only listed for parts a,

b, c
Digits: 2-1, 2-3, 2-4, 2-6
AMSTI:
Comparing and Scaling: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
LTF:
Average Rate of Change
Match My Run
Road Trip
ALCOS #2(a): Decide whether two quantities

are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or
graphing on a coordinate plane and
observing whether the graph is a straight
line through the origin. (7-RP2a)

Finals Week
IXL: J.2, J.3, J.6, J.7, X.1
Digits: 2-1, 2-2
AMSTI:
14
ALCOS #2(b): Identify the constant of

proportionality (unit rate) in tables,
graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
(7-RP2b)
ALCOS #2(c): Represent proportional

relationships by equations. (7-RP2c)
IXL: X.2
Digits: 2-3, 2-4
AMSTI:
LTF:
Interpreting Distance Graphs
Interpreting Rate Graphs
IXL: J.8, J.9, I.5 (8th)
Digits: 2-4
ALCOS #2(d): Explain what a point (x, y)

on the graph of a proportional
relationship means in terms of the
situation, with special attention to the
points (0, 0) and (1, r) where r is the unit
rate. (7-RP2d)
ALCOS #11: Solve problems involving scale

drawings of geometric figures, including
computing actual lengths and areas from
a scale drawing and reproducing a scale
drawing at a different scale. (7-G1)
AMSTI:
Digits: 2-5 , 2-6
AMSTI:
IXL: J.13, P.12, P.13, P.14, P.15, P.16, P.30
Digits: 2-5 , 2-6,
AMSTI:
15

LTF:
New Home for Rami, the Unwanted
Rhinoceroses
engage NY:
Ratios of Scale Drawings Module
https://www.engageny.org/resource/grade7-mathematics-module-1-topic-d-overview
TOPIC 3: PERCENTS SEVENTH GRADE 2nd NINE WEEKS

ALCOS #2: Recognize and represent
proportional relationships between
quantities. (7-RP2)
9 days
IXL: lessons only listed for parts b, c

Digits: 3-1, 3-2, 3-3,
3-4, 3-5
AMSTI:
16
ALCOS #2(b): Identify the constant of

proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions
of proportional relationships. (7-RP2b)
ALCOS #2(c): Represent proportional

relationships by equations. ( 7-RP2c)
IXL: X.2
Digits: 3-1
AMSTI:
Bits and Pieces III: 4-5
Variables and Patterns: 4
Growing, Growing, Growing: 4
IXL: J.8, J.9, I.5 (8th)
Digits: 3-1
ALCOS #3: Use proportional relationships to

solve multistep ratio and percent problems.
(7-RP3)
AMSTI:
IXL: K.4, K.7, K.8, K.9, K.10, L.6, L.7,
L.9, L.10, L.11
Digits: 3-2, 3-3, 3-4,
3-5, 3-6, 3-7
AMSTI:
Dueling Discounts
17

2015 - 2016
Course: Math
3rd Nine Weeks

absolute value
additive inverses
terminating decimals
RATIONAL NUMBERS UNIT

integers
reciprocals
accuracy
Standard
rational numbers
complex fractions
percent error
I Can Statements *
teams)
whole numbers
repeating decimals
Resources
TOPIC 4: ADDING AND SUBTRACTING RATIONAL NUMBERS SEVENTH GRADE

3rd NINE WEEKS
ALCOS #4: Apply and extend previous
understandings of addition and
subtraction to add and subtract rational
numbers; represent addition and
subtraction on a horizontal or vertical
number line diagram.
(7-NS1)
Pacing
Recommendation
/ Date(s) Taught
9 days
IXL: E.3, E.4, E.5

Digits: 4-1, 4-2, 4-3,
4-4, 4-5, 4-7
AMSTI:
Accentuate the Negative: 2, 3
Bits and Pieces II: 1-2
Bits and Pieces III: 1
engage NY:
Rational Numbers Module
18
ALCOS #4(a): Describe situations in

which opposite quantities combine to
make 0.
(7-NS1a)
ALCOS #4(b): Understand p + q as the

number located a distance |q| from p, in
the positive or negative direction
depending on whether q is positive or
negative. Show that a number and its
opposite have a sum of 0 (are additive
inverses). Interpret sums of rational
numbers by describing real-world
contexts. (7-NS1b)
ALCOS #4(c): Understand subtraction of
rational numbers as adding the additive
inverse, p - q = p + (-q). Show that the
distance between two rational numbers
on the number line is the absolute value
of their difference, and apply this
principle in real-world contexts. (7-NS1c)
ALCOS #4(d): Apply properties of

operations as strategies to add and
subtract rational numbers. (7-NS1d)
IXL: D.3
Digits: 4-1
AMSTI:
IXL: B.3, D.2, D.3, D.5
Digits: 4-2, 4-3, 4-5
AMSTI:
IXL: E.1, E.3, E.4, E.5, H.6
Digits: 4-4, 4-6, 4-7
AMSTI:
IXL: C.1, C.11, E.9, G.1, G.3, Y.1
Digits: 4-3
AMSTI:
19
ALCOS #9: Solve multistep real-life and

mathematical problems posed with
positive and negative rational numbers
in any form (whole numbers, fractions,
and decimals), using tools strategically.
Apply properties of operations to
calculate with numbers in any form,
convert between forms as appropriate,
and assess the reasonableness of
answers using mental computation and
estimation strategies. (7-EE3)
IXL: B.4, C.7, C.9, C.10, C.11, E.9, F.1, F.2, F.5,
F.6, F.7, F.8, F.9, G.6, G.14, G.16,
Digits: 4-1, 4-7
TOPIC 5: MULTIPLYING AND DIVIDING RATIONAL NUMBERS SEVENTH GRADE

3rd NINE WEEKS
ALCOS #5: Apply and extend previous
understandings of multiplication and
division and of fractions to multiply and
divide rational numbers. (7-NS2)
ALCOS #5(a): Understand that

multiplication is extended from fractions
to rational numbers by requiring that
operations continue to satisfy the
properties of operations, particularly the
distributive property, leading to
products such as (-1)(-1) = 1 and the
rules for multiplying signed numbers.
Interpret products of rational numbers
by describing real-world contexts. (7NS2a)
8 days
IXL: lessons only listed for parts a, b, c

Digits: 5-1, 5-2, 5-3, 5-4, 5-5
AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4
IXL: E.6, E.7, E.8, H.7, Y.2
Digits: 5-1, 5-2
AMSTI:
20
ALCOS #5(b): Understand that integers can be

divided, provided that the divisor is not zero,
and every quotient of integers (with nonzero
divisor) is a rational number. If p and q are
integers, then - (p/q) = (-p)/q = p/(-q). Interpret
quotients of rational numbers by describing
real-world contexts. (7-NS2b)
ALCOS #5(c): Apply properties of operations

as strategies to multiply and divide rational
numbers. (7-NS2c)
IXL: A.3, A.4, C.6, E.6, E.7, E.8,

Digits: 5-3, 5-4, 5-5
AMSTI:
IXL: C.3, C.5, C.11, E.9, G.7, G.8,
G.9, G.11, G.12, Y.1
Digits: 5-1
ALCOS #6: Solve real-world and mathematical

problems involving the four operations with
rational numbers. (Computations with
rational numbers extend the rules for
manipulating fractions to complex fractions.)
(7-NS3)
AMSTI:
IXL: C.1, C.2, C.3, C.4, C.5, C.6, C.7,
C.8, E.3, E.4, E.5, E.6, E.7, E.8, G.1,
G.2, G.3, G.4, G.5, G.7, G.8, G.9,
g.10, G.11, G.12, G.13, G.15, H.6,
H.7, L.1, L.2
Digits: 5-5, 5-6
AMSTI:
21

mathematical problems posed with positive
and negative rational numbers in any form
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties of
operations to calculate with numbers in any
form, convert between forms as appropriate,
and assess the reasonableness of answers
using mental computation and estimation
strategies. (7-EE3)
IXL: M.1, M.2, M.3, M.6

Digits: 5-6
AMSTI:
LTF: Arithmetic Sequences

TOPIC 6: DECIMALS AND PERCENTS SEVENTH GRADE 3rd NINE WEEKS
ALCOS #3: Use proportional relationship to
IXL: L.4, L.5, L.6, L.7, L.8, L.9, L.10,
solve multistep ratio and percent problems.
L.11
(7-RP3)
Digits: 6-6
ALCOS #5(b): Understand that integers can be

divided, provided that the divisor is not zero,
and every quotient of integers (with nonzero
divisor) is a rational number. If p and q are
integers, then - (p/q) = (-p)/q = p/(-q). Interpret
quotients of rational numbers by describing
ALCOS #5(d): Convert a rational number to a
decimal using long division; know that the
decimal form of a rational number terminates
in 0s or eventually repeats. (7-NS2d)
8 days

Dueling Discounts
IXL: C.6
Digits: 6-1, 6-2, 6-5
AMSTI:
IXL: A.10, H.2
Digits: 6-1, 6-2, 6-5
AMSTI:
22
ALCOS #6: Solve real-world and mathematical

problems involving the four operations with
rational numbers. (Computations with
rational numbers extend the rules for
manipulating fractions to complex fractions.)
(7-NS3)
IXL: C.3, C.4, C.5, C.6, C.8

Digits: 6-3, 6-4, 6-5, 6-7
AMSTI:
Expressions and Equations Unit

expression
variable
term
formula
distributive property
quadrant
constants
equation
solution set
numerical expression
algebraic expression
coefficient
greatest common factor
substitution
coordinate plane
simplify
isolate
conjecture
Standard
operations
evaluate
product
multiple
equivalent
like terms
expand
two-step equation
equivalent inequalities
I Can Statements *
teams)
order of operations
exponent
factor
least common multiple
inequality
coefficients
factor
inequality
Resources
TOPIC 7: EQUIVALENT EXPRESSIONS SEVENTH GRADE 3rd NINE WEEKS

ALCOS #7: Apply properties of operations as
strategies to add, subtract, factor, and
expand linear expressions with rational
coefficients. (7-EE1)
Pacing
Recommend
ation /
Date(s)
Taught
7 days
IXL: U.6, Y.1, Y.2, Y.3

Digits: 7-1, 7-2, 7-3, 7-4, 7-5
AMSTI:
Thinking With Mathematical Models: 2-3
23
Frogs, Fleas, and Painted Cubes: 2

Say it With Symbols: 1-4
Shapes of Algebra: 2-5
ALCOS #8: Understand that rewriting an

expression in different forms in a problem
context can shed light on the problem, and
how the quantities in it are related.
Understand that rewriting an expression in
different forms in a problem context can
shed light on the problem, and how the
quantities in it are related. (7-EE2)
engage NY:
Expressions and Equations Module
https://www.engageny.org/resource/grad
e-7-mathematics-module-3
Digits: 7-1, 7-2, 7-3, 7-4, 7-5
TOPIC 8: EQUATIONS SEVENTH GRADE 3rd NINE WEEKS

strategies. (7-EE3)
ALCOS #10: Use variables to represent
quantities in a real-world or mathematical
problem, and construct simple equations and
inequalities to solve problems by reasoning
about the quantities. (7-EE4)
8 days
Digits: 8-3, 8-4, 8-5

AMSTI:
Moving Straight Ahead: 1-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, and Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say it with Symbols: 1-5
IXL: J.9, V.2, V.3, V.4, V.5, X.10, Y.4
Digits: 8-1, 8-2, 8-3, 8-4, 8-5
AMSTI:
24
ALCOS #10(a): Solve word problems leading

to equations of the form px + q = r and p(x +
q) = r, where p, q, and r are specific rational
numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence
of the operations used in each approach. (7EE4a)

IXL: V.3, V.4, V.5
Digits: 8-1, 8-2, 8-3,
8-4, 8-5
AMSTI:
Frogs, Fleas, & Painted Cubes: 1-4
25

2015 - 2016
Course: Math
4th Nine Weeks
TOPIC 9: INEQUALITIES SEVENTH GRADE 4th NINE WEEKS

ALCOS #10(b): Solve word problems leading

to inequalities of the form px + q > r or px + q
< r, where p, q, and r are specific rational
numbers. Graph the solution set of the
inequality, and interpret it in the context of
the problem. (7-EE4b)
9 days
IXL: W.1, W.2, W.3, W.4, W.5,

W.6, W.7
Digits: 9-1, 9-2, 9-3,
9-4, 9-5
AMSTI:
Say It With Symbols: 1-5
IXL: W.1, W.2, W.3, W.4, W.5,
W.6, W.7
Digits: 9-1, 9-2, 9-3,
9-4, 9-5
AMSTI:
26
Geometry Unit
angle
acute angle
supplementary angles
radius
vertex
right angle
vertical angles
diameter
Standard
straight angle
adjacent angles
circle
circumference
I Can Statements *
teams)
obtuse angle
complementary angles
center of a circle
area
Resources
TOPIC 10: ANGLES SEVENTH GRADE 4th NINE WEEKS

Pacing
Recommendation
/ Date(s) Taught
10 days
IXL: V.3, V.4, V.5
Digits: 10-1, 10-2, 10-3, 10-4, 10-5,
10-6
AMSTI:


IXL: J.9, X.10
Digits: 10-1, 10-2, 10-3, 10-4, 10-5,
10-6
AMSTI:
27
ALCOS #12: Draw (freehand, with ruler and

protractor, and with technology) geometric
shapes with given conditions. Focus on
constructing triangles from three measures of
angles or sides, noticing when the conditions
determine a unique triangle, more than one
triangle, or no triangle. (7-G2)
ALCOS #15: Use facts about supplementary,

complementary, vertical, and adjacent angles
in a multistep problem to write and solve
simple equations for an unknown angle in a
figure. (7-G5)

Thinking With Mathematical
Models: 1-3
Shapes and Designs: 4
Filling and Wrapping: 1-4
Stretching and Shrinking: 3
LTF:
Angles of a Regular Polygon
Digits: 10-1, 10-2, 10-3, 10-4, 10-5
AMSTI: Variables and Patterns: 1-3
IXL: P.4, P.5
Digits: 10-2, 10-3, 10-4, 10-5, 10-6
AMSTI:
LTF: Angles of a Regular Polygon
28
TOPIC 11: CIRCLES 4th NINE WEEKS

strategies. (7-EE3)

ALCOS #14: Know the formulas for the area

and circumference of a circle, and use them
to solve problems; give an informal
derivation of the relationship between the
circumference and area of a circle. (7-G4)
10 days
IXL: M.2, M.3
Digits: 11-3 , 11-4, 11-5
AMSTI:
Covering and Surrounding: 5
IXL: V.3, V.4, V.5

Digits: 11-1, 11-2, 11-3, 11-4, 11-5
AMSTI:
IXL: V.3, V.4, V.5
Digits: 11-1
AMSTI:
LTF:
Discovering Area
IXL: P.21, P.22, P.23
Digits: 11-1, 11-2, 11-3, 11-4, 11-5
29
AMSTI:
LTF:
An Apeeling Problem
Discovering Area
Finding Pi
Working with Formulas
Penny Circle
Coffees Traveler
Popcorn Picker
Digits: 11-1, 11-2, 11-3
ALCOS #12: Draw (freehand, with ruler and

protractor, and with technology) geometric
shapes with given conditions. Focus on
constructing triangles from three measures of
angles or sides, noticing when the conditions
determine a unique triangle, more than one
triangle, or no triangle. (7-G2)
AMSTI:
Probability Unit Seventh Grade

probability of an event
action
theoretical probability
Standard
outcome
trial
simulation
sample space
relative frequency
probability model
I Can Statements *
teams)
event
experimental probability
uniform probability model
Resources
TOPIC 16: PROBABILITY CONCEPTS SEVENTH GRADE 4th NINE WEEKS

ALCOS #4(c): Understand subtraction of
rational numbers as adding the additive
Pacing
Recommendation
/ Date(s) Taught
10 days
IXL:D.2, E.1, E.3, E.4, E.5, H.6

30
inverse, p - q = p + (-q). Show that the

distance between two rational numbers on
the number line is the absolute value of their
difference, and apply this principle in realworld contexts. (7-NS1c)
strategies. (7-EE3)
ALCOS #21: Understand that the probability
of a chance event is a number between 0 and
1 that expresses the likelihood of the event
occurring. Larger numbers indicate greater
likelihood. A probability near 0 indicates an
unlikely event, a probability around 1/2
indicates an event that is neither unlikely nor
likely, and a probability near 1 indicates a
likely event. (7-SP5)
ALCOS #22: Approximate the probability of a
chance event by collecting data on the chance
process that produces it and observing its
long-run relative frequency, and predict the
approximate relative frequency given the
probability. (7-SP6)
ALCOS #23: Develop a probability model and

use it to find probabilities of events. Compare
probabilities from a model to observed
frequencies; if the agreement is not good,
Digits: 16-4
IXL: C.9, M.2

Digits: 16-1, 16-3, 16-4, 16-5, 16-6
IXL: Z.1
Digits: 16-1
AMSTI:
How Likely Is It?: 1-4
LTF:
Bulls Eye
IXL: Z.3, Z.4
Digits: 16-1, 16-3
LTF:
Free French Fries
Passing Game
Using Area to Estimate Probability
IXL: lessons only listed for parts a,
b
Digits: 16-2, 16-4, 16-5, 16-6
31
explain possible sources of the discrepancy.

(7-SP7)
ALCOS #23(a): Develop a uniform probability
model by assigning equal probability to all
outcomes, and use the model to determine
probabilities of events. (7-SP7a)
ALCOS #23(b): Develop a probability model
(which may not be uniform) by observing
frequencies in data generated from a chance
process. (7-SP7b)
IXL: Z.1
Digits: 16-5, 16-6
IXL: Z.3
Digits: 16-6
32
Sixth Grade Standards covered by a seventh grade digits

lesson, not a sixth grade digits lesson.
(These lessons are listed in the Sixth Grade Honors Math Pacing Guide and
do not need to be taught separately. This listing is for reference only.)
Standard
ALCOS #1: Understand the concept of a ratio,

and use ratio language to describe a ratio
relationship between two quantities. (6-RP1)
ALCOS #2: Understand the concept of a unit
rate a/b associated with a ratio a: b with b 0,
and use rate language in the context of a ratio
relationship. (6-RP2)
ALCOS #3: Use ratio and rate reasoning to
solve real-world and mathematical problems,
e.g., by reasoning about tables of equivalent
ratios, tape diagrams, double number line
diagrams, or equations. (6-RP3)
ALCOS #3(a): Make tables of equivalent ratios
relating quantities with whole-number
measurements, find missing values in the
tables, and plot the pairs of values on the
coordinate plane. Use tables to compare
ratios. (6-RP3a)
ALCOS #3(c): Find a percent of a quantity as a
rate per 100 (e.g., 30% of a quantity means
30
/100 times the quantity); solve problems
involving finding the whole, given a part and
the percent. (6-RP3c)
ALCOS #8: Understand that positive and
negative numbers are used together to
I Can Statements *
teams)
Resources
Pacing
Recommendation
/ Date(s) Taught
Digits: Seventh Grade 1-1

33
describe quantities having opposite directions

or values. (e.g. temperature; elevation;
credits/debits; positive/negative electrical
charge); use positive and negative numbers
to represent quantities in real-world contexts
explaining the meaning of 0 in each situation.
(6-NS5)
ALCOS #9(a): Recognize opposite signs of
numbers as indicating locations on opposite
sides of 0 on the number line; recognize that
the opposite of the opposite of a number is
the number itself, e.g., (3) = 3, and that 0 is
its own opposite. (6-NS6a) ALCOS #9(a):
Recognize opposite signs of numbers as
indicating locations on opposite sides of 0 on
the number line; recognize that the opposite
of the opposite of a number is the number
itself, e.g., (3) = 3, and that 0 is its own
opposite. (6-NS6a)
ALCOS #9(b): Understand signs of numbers in
ordered pairs as indicating locations in
quadrants of the coordinate plane; recognize
that when two ordered pairs differ only by
signs, the locations of the points are related
by reflections across one or both axes. (6NS6b)
ALCOS #10(a): Interpret statements of
inequality as statements about the relative
position of two numbers on a number line. (6NS7a)
ALCOS #10(b): Write, interpret, and explain
statements of order for rational numbers in
ALCOS #10(c): Understand the absolute value
of a rational number as its distance from 0 on
the number line; interpret absolute value as
34
magnitude for a positive or negative quantity

in a real-world situation. (6-NS7c)
ALCOS #10(d): Distinguish comparisons of
absolute value from statements about order.
(6-NS7d)
mathematical problems by graphing points in
all four quadrants of the coordinate plane.
Include use of coordinates and absolute value
to find distances between points with the
same first coordinate or the same second
coordinate. (6-NS8)
ALCOS #13(a): Write expressions that record
operations with numbers and with letters
standing for numbers. (6-EE2a)
ALCOS #13(b): Identify parts of an expression
using mathematical terms (sum, term,
product, factor, quotient, and coefficient);
view one of more parts of an expression as a
single entity. (6-EE2b)
ALCOS #14: Apply the properties of
operations to generate equivalent
expressions. (6-EE3)
ALCOS #15: Identify when two expressions
are equivalent (i.e. when the two expressions
name the same number regardless of which
value is substituted into them). (6-EE4)
ALCOS #16: Understand solving an equation
or inequality as a process of answering a
question: which values from a specified set,
if any, make the equation or inequality true?
Use substitution to determine whether a
given number in a specified set makes an
equation or inequality true.
(6-EE5)
numbers, and write expressions when solving
Digits: Seventh Grade 8-1, 9-1, 9-2

35
a real-world or mathematical problem;

understand that a variable can represent an
unknown number or, depending on the
purpose at hand, any number in a specified
set. (6-EE6)
ALCOS #20: Use variables to represent two
quantities in a real-world problem that
change in relationship to one another; write
an equation to express one quantity, thought
of as the dependent variable, in terms of the
other quantity, thought of as the
independent variable. Analyze the
relationship between the dependent and the
independent variables using graphs and
tables, and relate these to the equation. (6EE9)
36

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Huntsville City Schools - Instructional Guide

The Standards for Mathematical Practice describe varieties of expertise that

Dan Meyers Ted Talk about teaching math:

Make sense of problems and persevere in solving them.

Links to his 3-act math activities, sorted by standard:

Other online resources

Elaboration on each practice from the Common Core website:

www.opencurriculum.org is a website that curates activities from all over

http://map.mathshell.org/lessons.php has great formative

Huntsville City Schools - Instructional Guide

TOPIC 5: MULTIPLYING FRACTIONS SIXTH GRADE 1st NINE WEEKS

IXL: T.3, T.8, V.1, V.2, V.6, V.7, V.8, V.10,

TOPIC 6: DIVIDING FRACTIONS SIXTH GRADE 1st NINE WEEKS

IXL: W.2, W.3, W.5, W.6

ALCOS #18: Solve real-world and

TOPIC 7: FLUENCY OF DECIMALS SIXTH GRADE 1st NINE WEEKS

ALCOS #5: Fluently divide multi-digit

ALCOS #6: Fluently add, subtract,

ALCOS #10: Understand ordering and

Bits & Pieces III: 1-3

TOPIC 13: AREA SIXTH GRADE 1st NINE WEEKS

ALCOS #13(c): Evaluate expressions at specific

Perimeter and Area of Triangles

ALCOS #22: Find the volume of a right

IXL: B.23, B.25, B.26 (5th grade)

Huntsville City Schools - Instructional Guide

TOPIC 15: DATA DISPLAYS SIXTH GRADE 2nd NINE WEEKS

IXL: lessons only listed for part c

IXL: B.9, C.3, Q.1, Q.2

ALCOS #25: Recognize a statistical

ALCOS #28: Display numerical data in plots

ALCOS #29: Summarize numerical data

ALCOS #29(a): Summarize numerical data

ALCOS # 29(b): Summarize numerical data

ALCOS #27: Recognize that a measure of

ALCOS #28: Display numerical data in plots on

IXL: R.4, R.5, R.11, R.17

ALCOS #29: Summarize numerical data sets in

RATIO AND PROPORTIONAL RELATIONSHIPS UNIT

TOPIC 1: RATIOS AND RATES SEVENTH GRADE 2nd NINE WEEKS

IXL: J.1, J.5, L.3, L.4

TOPIC 2: PROPORTIONAL RELATIONSHIPS SEVENTH GRADE 2nd NINE WEEKS

IXL: lessons only listed for parts a,

ALCOS #2(a): Decide whether two quantities

Dan Meyer 3-Act Tasks:

ALCOS #2(b): Identify the constant of

ALCOS #2(c): Represent proportional

ALCOS #2(d): Explain what a point (x, y)

ALCOS #11: Solve problems involving scale

Stretching and Shrinking: 1-4

TOPIC 3: PERCENTS SEVENTH GRADE 2nd NINE WEEKS

IXL: lessons only listed for parts b, c

ALCOS #2(b): Identify the constant of

ALCOS #2(c): Represent proportional

ALCOS #3: Use proportional relationships to

Huntsville City Schools - Instructional Guide

Vocabulary for Unit:

RATIONAL NUMBERS UNIT

TOPIC 4: ADDING AND SUBTRACTING RATIONAL NUMBERS SEVENTH GRADE