West-Orange Cove ISD
6th Grade Mathematics – 3rd Six Weeks
Learning Standards
Week 1
Nov 5 - 9
(3) Patterns, relationships, and algebraic
thinking. The student solves problems
involving direct proportional relationships. The
student is expected to:
(A) use ratios to describe proportional
situations;
(B) represent ratios and percents with concrete
models, fractions, and decimals; and
(C) use ratios to make predictions in
proportional situations.
Major Concepts
Processes:
Mathematical Process Standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) 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;
(C) select tools, including real objects, manipulatives, paper/pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas;
and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Ratios
Instruction
2012 - 2013
Resources
This six weeks will be focused entirely on ratios, rates,
proportions, and percents.
Prentice Hall Course 1 Textbook
Key Vocabulary: ratio, comparison, equivalent ratio
Chapter 7Ratios, Proportions, and Percents
Math background for teachers:
 A ratio is a number that relates two quantities or measures
within a given situation in a multiplicative relationship.
 A ratio can be applied to another situation where the
relative amounts of the quantities or measures are the same
as in the first situation.
 Part of proportional reasoning is the ability to recognize
ratios in various settings
 Part-to-Whole Ratios – ratios can express comparisons to a
part to a whole, for example the ration of the number of
boys in a class to the number of students in the class.
 Part-to-Part Ratios - a ratio can relate one part of a whole to
another part of the same whole. For example, the number
of boys in the class compared to the number of girls in the
class.
 Both part-to-Whole and Part to Part ratios compare two
measures of the same thing.
 Rates as Ratios A ratio can also be a rate. A rate is a
Lesson 7-1 Ratios & 7-1b Lab
Interventions
Extensions
Assessments
Products/Projects
Quiz - ratios
6.11, 6.12. 6.13 are taught every day in all concepts
Students will work with the teacher to
illustrate ratios:
 6 out of 10 puppies are female
 The restaurant sells 3 ice-creams to 5
cakes
 8 to 12
Advanced/GT Students:
Students will problem solve using ratios and
proportional situations. Students will
practice writing ratio problems that can be
solved by their partner.
Product/Project
Students will write a
journal entry explaining
how ratios can be used
in their daily lives.
Students will draw
models to represent
ratios in problem
solving
Page 1
West-Orange Cove ISD
6th Grade Mathematics – 3rd Six Weeks
2012 - 2013
comparison of the measures of two different things or
quantities, the measuring unit is different for each value.
For example, if 4 similar boats carry 36 passengers, then the
comparison of 4 boats to 36 passengers is a ratio. Boats and
passengers are different types of things. The rate would be
the passengers per boat. The ratio is written 36:4 or 36/4 or
36 to 4. The rate is 9 passengers per boat.
Activity: Partner activity: Provide each group of students with
a baggie of different colored manipulatives. Students will write
a ratio to describe the blocks in their baggie.
Give each partner a small bag of M & Ms. Students will write a
ratio to compare the red and brown colored M & Ms. Then
decide on 2 other ratios that can be described using their bag of
M&Ms.


Basic Multiplication Facts:
Students should already know basic multiplication facts;
however, it is crucial to emphasize the memorization of
these facts throughout the entire year
6.11, 6.12. 6.13 are taught every day in all concepts
Page 2
West-Orange Cove ISD
6th Grade Mathematics – 3rd Six Weeks
Learning Standards
Ratios
(3) Patterns, relationships, and algebraic thinking.
The student solves problems involving direct
proportional relationships. The student is
expected to:
(A) use ratios to describe proportional situations;
(B) represent ratios and percents with concrete
models, fractions, and decimals; and
(C) use ratios to make predictions in proportional
situations.
Instructional
Rates
Proportions
Resources
Key Vocabulary – rate, unit rate, unit cost, proportion, cross
products,
Prentice Hall Course 1 Textbook:
Math background for the teacher:
 A ratio is a number that relates two quantities or measures within
a given situation in a multiplicative relationship.
 A ratio can be applied to another situation where the relative
amounts of the quantities or measures are the same as in the first
situation.
 Part of proportional reasoning is the ability to recognize ratios in
various settings
 Part-to-Whole Ratios – ratios can express comparisons to a part
to a whole, for example the ration of the number of boys in a
class to the number of students in the class.
 Part-to-Part Ratios - a ratio can relate one part of a whole to
another part of the same whole. For example, the number of boys
in the class compared to the number of girls in the class.
 Both part-to-Whole and Part to Part ratios compare two measures
of the same thing.
 Rates as Ratios A ratio can also be a rate. A rate is a comparison
Chapter 7 Ratios, Proportions, and
Percents
6.11, 6.12. 6.13 are taught every day in all concepts
Processes:
Major Concepts
Week 2 & 3
Nov 12 – 16
Nov 26 - 30
2012 - 2013
Lesson 7-2 Unit Rates
Lesson 7-3 Understanding Proportions
Lesson 7 – 4 Solving Proportions
Lesson 7-5 Scale Drawings
Mathematical Process Standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the
workplace;
(B) 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;
(C) select tools, including real objects, manipulatives, paper/pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical
ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Interventions
Extensions
Students will complete the ratio table and
justify their thinking:
Hrs
$
1
5
4
Assessment
Formal assessment ratio, rates, proportions
6
10
35
Explain why 5/6 and 25/30 is a
proportion.
Advanced/GT Students: Students will
used advanced problem solving skills to
solve ratios and proportional
measurement problems.
Product/Project
Journal entry: Explain
how you can use
fractions in simplest
form to tell that 10/40
and 25/100 form a
proportion.
Page 3
West-Orange Cove ISD

6th Grade Mathematics – 3rd Six Weeks
2012 - 2013
of the measures of two different things or quantities, the
measuring unit is different for each value. For example, if 4
similar boats carry 36 passengers, then the comparison of 4 boats
to 36 passengers is a ratio. Boats and passengers are different
types of things. The rate would be the passengers per boat. The
ratio is written 36:4 or 36/4 or 36 to 4. The rate is 9 passengers
per boat.
Proportional reasoning is both a qualitative and quantitative
process.
o It involves an understanding of relationships in which
two quantities vary together and are how the variation in
one coincides with the variation in another.
o Proportional relationships are distinct from
nonproportional relationships
o It requires a wide variety of strategies for solving
proportions or comparing ratios must of which are based
on informal strategies rather than traditional algorithms.
o Ratios are distinct entities representing a relationship
different from the quantities they compare.
o Proportional reasoning is used in problem solving to find
unknown values.
o Knowledge of one ration can be used to find a value in
the other. For example, comparison pricing, scales on
maps, and percentage problems.
Basic Multiplication Facts:
Students should already know basic multiplication facts; however, it
is crucial to emphasize the memorization of these facts throughout the
entire year
6.11, 6.12. 6.13 are taught every day in all concepts
Page 4
West-Orange Cove ISD
Week 4 & 5
6th Grade Mathematics – 3rd Six Weeks
Learning Standards
Dec 3 – 7
Dec 10 - 14
Major Concepts
Ratios
(3) Patterns, relationships, and algebraic thinking. The student
solves problems involving direct proportional relationships.
The student is expected to:
(A) use ratios to describe proportional situations;
(B) represent ratios and percents with concrete models,
fractions, and decimals; and
(C) use ratios to make predictions in proportional situations.
Instruction
Rates
Proportions
Percents
Resources
2012 - 2013
Processes:
Mathematical Process Standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the
workplace;
(B) 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;
(C) select tools, including real objects, manipulatives, paper/pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical
ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Interventions
Extensions
Assessment
Key Vocabulary: percent
Prentice Hall Course 1 Textbook
Math background for the teacher:
 The term percent is another name for hundredths and as such is a
standardized ratio with a denominator of 100.
 Students should use base 10 fraction models for fractions,
decimals, and percents since they all represent the same idea
 Link students’ thinking to decimals and fractions when teaching
percents.
 Help students see the following exercises as the same types of
exercises they did with fractions.
 Have students to use models or drawing to explain their solutions.
Activity: Students will compute and draw illustrations for the
following:
The PTA reported that 75% of the total number of families was
represented at the meeting last night. If children from 320 families go
to the school, how many were represented at the meeting?
6.11, 6.12. 6.13 are taught every day in all concepts
Chapter 7 Ratios, Proportions, and Percents
Lesson 7-6a Lab
Lesson 7-6 Percents, Fractions, and Decimals
Lesson 7-7 Finding the Percent of a Number
Lesson 7-9 Estimating with Percents
Students will work in
small group with the
teacher to model
percents using models
and or drawings.
Advanced/GT
Students:
Students will write a
sales ad and produce a
commercial for a
savings of a specific
percent off of an item.
Students will present
their commercials.
Formal - Percents
Products/Project
Students will analyze
sales ads to calculate the
savings on products
http://express.smarttech.com/?url=http://exchanged
ownloads.smarttech.com/public/content/95/951e316
c-26c0-4001-846646d56657390c/%237%20Percents.notebook#
Page 5
West-Orange Cove ISD
6th Grade Mathematics – 3rd Six Weeks
2012 - 2013
The baseball team won 80% of the 25 games it played this year. How
many games were lost?
In Ms. Hardin’s class, 20 students or 66 2/3% were on the honor roll.
How many students are in her class?
Tom bought his computer at 12 ½ % discount. He paid $700. How
many dollars did he save by buying it at a discount?

Basic Multiplication Facts:
Students should already know basic multiplication facts; however, it is crucial
to emphasize the memorization of these facts throughout the entire year
6.11, 6.12. 6.13 are taught every day in all concepts
Page 6
West-Orange Cove ISD
6th Grade Mathematics – 3rd Six Weeks
Week 6
Learning Standards:
Major Concepts
Circle Graphs
Dec 17 - 21
(10) Probability and statistics. The student uses statistical
representations to analyze data. The student is expected to:
(C) sketch circle graphs to display data; and
(D) solve problems by collecting, organizing, displaying, and
interpreting data.
Instruction
This week students will learn to use circle graphs and problem solve using ratios
and proportions.
Problem Solving
Resources
Prentice Hall Course 1
Textbook
Key Vocabulary: Circle graph
Most of this week will be review and semester testing that will cover
decimals, fractions, ratios, rates, and proportions.
After one day of review students will be allowed one and a half class
periods for testing. Exams will then be graded and profiled. The data will
be used to form small group instruction that meets the needs of all students.
Chapter 7 Ratios,
Proportions, and Percents
Lesson 7-8, 7-8b Lab,
Problem Solving (2 days)
2012 - 2013
Processes:
Mathematical Process Standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) 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;
(C) select tools, including real objects, manipulatives, paper/pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas;
and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Interventions
Extensions
Assessment
Assessments:
Teacher will continue small group
instruction to ensure students are prepared
for the semester exam.
Semester review and
semester exam
Advanced/GT Students:
Students will use their homework,
classwork, and test data to graph their
grades in each category.
Semester review (1 day)
Semester Exam (2 days)
http://express.smarttech.
com/?url=http://exchang
edownloads.smarttech.c
om/public/content/7a/7a
a8705c-08ad-461a-971ca02b57b12069/Jeopardy
.notebook#
6.11, 6.12. 6.13 are taught every day in all concepts
Page 7
West-Orange Cove ISD
6th Grade Mathematics – 3rd Six Weeks
6.11, 6.12. 6.13 are taught every day in all concepts
2012 - 2013
Page 8