6th Grade
Lesson
Core Connections 1
MS-CCRS Taught
Preparation for 6.NS.A.1
Interpret and compute division of fractions.
Focus for Lesson
Chapter 5
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
The focus is to provide
students visual models and
repetitive practice of
multiplying fractions.
(5-1)
5-6 (6.NS.8)
An adjusted lesson is
provided in order to place a
heavier emphasis on
practice.
5.NF.B.7
Dividing unit
fractions by whole
numbers and visa
versa.
The focus is to model
multiplication of fractions
using multiple methods.
(5-9 and 5-11)
5-15 (6.NS.7c)
Focus problems from this
lesson could be combined
with the focus problems
from lesson 5.1.2 and
completed in one day. See
modified lesson.
5.NF.B.7
Dividing unit
fractions by whole
numbers and visa
versa.
See suggested adjustment.
(5-18)
None
Focus problems from this
lesson could be combined
with the focus problems
from lesson 5.1.2 and
completed in one day. See
modified lesson.
5.NF.B.7
Dividing unit
fractions by whole
numbers and visa
versa.
5.1.1
Preparation for 6.NS.A.1
Interpret and compute division of fractions.
5-16
(6.EE2a, EE.6)
5.1.2
Preparation for 6.NS.A.1
Interpret and compute division of fractions.
5.1.3
College Preparatory Mathematics
Desoto County Schools
6th Grade
Lesson
Core Connections 1
MS-CCRS Taught
Preparation for 6.NS.A.1
Interpret and compute division of fractions.
Chapter 5
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Provide students with
repetitive practice of working
with real-world situations and
multiplication of mixed
numbers.
(5-31* eliminate b, and 5-32)
5-36 (6.NS.6c)
Modified lesson provided
emphasizes common
misconception and
provides practice.
5.NF.B.7
Dividing unit
fractions by whole
numbers and visa
versa.
Focus of the lesson is to relate
multiplication of decimals to
real-world situations. Teachers
may choose to refresh
students understanding of the
percent ruler with the below
focus problems.
(5-39 and 5-40)
5-48
(6.RP.3c, NS.3)
Teacher may choose to
teach only 5-39 and 5-40
then supplement the
remainder of the lesson
with a worksheet covering
decimal operations.
5.NBT.B.5
Fluently multiply
multi-digit whole
numbers
Focus for Lesson
Pre-requisite
standards and
skills
5.1.4
5.2.1
6.RP.A.3c
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.
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.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each
operation.
College Preparatory Mathematics
5-50 (6.NS.3)
5-51 (6.EE.6)
5.NBT.B.6
Find whole number
quotients
5.NBT.B.7
Operations with
decimals.
Desoto County Schools
6th Grade
Lesson
Core Connections 1
MS-CCRS Taught
Preparation for 6.NS.A.1
Interpret and compute division of fractions.
Focus for Lesson
Chapter 5
MS-CCRS
Specific
Problem(s)
This solidifies the conceptual
understandings of what
happens to a product when
multiplying fractions.
(5-56)
5-61 (6.RP.3c)
The focus of the lesson is to
have students understand
decomposing and rearranging
shapes and how it effects or
doesn’t effect the area of the
shape.
(5-66 and 5-67)
None
5.2.2
6.G.A.1
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.
Optional
Supplements and
Adjustments
This lesson does not
directly tie to a standard
but does touch on a
conceptual understanding
of products when
multiplied by a number less
than one and greater than
one. Ultimately, it may be
skipped if the teacher feels
the need.
Pre-requisite
standards and
skills
5.NF.B.7
Dividing unit
fractions by whole
numbers and visa
versa.
5.NF.B.4b
Find area of a
rectangle with
fractional side
lengths.
5.3.1
College Preparatory Mathematics
Desoto County Schools
6th Grade
Lesson
Core Connections 1
MS-CCRS Taught
6.G.A.1
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.
Focus for Lesson
Chapter 5
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
Provides practice for students
to decompose shapes and
calculate the area.
(5-78)
5-80 (6.G.1)
5.NF.B.4b
Find area of a
rectangle with
fractional side
lengths.
The focus is to how to find the
area of a triangle and how the
formula relates to that of
finding the area of a rectangle
or parallelogram.
(5-86)
5-92 (6.G.1)
5.NF.B.4b
Find area of a
rectangle with
fractional side
lengths.
5.3.2
6.G.A.1
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.
5-93
(6.NS.6b, 6c,8;
6.G.3)
5-94 (6.NS.4)
5.3.3
College Preparatory Mathematics
5-95 (6.NS.6c)
Desoto County Schools
6th Grade
Lesson
Core Connections 1
MS-CCRS Taught
6.G.A.1
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.
5.3.4
College Preparatory Mathematics
Focus for Lesson
The focus of this lesson is to
understand the formula for
calculating the area of a
trapezoid and determining
why the formula works.
(5-97 and 5-98)
Chapter 5
MS-CCRS
Specific
Problem(s)
5-101 (6.G.1)
5-102 (6.NS.5)
5-104
(6.EE.2a, 6)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
5.NF.B.4b
Find area of a
rectangle with
fractional side
lengths.
5-105
(6.NS.2, 3)
Desoto County Schools
6th Grade
Core Connections 1
Chapter 5
Assessment Understanding According to PARCC (Section Quiz and Chapter Assessment)
MS-CCRS
EOY or
PBA
Math
Practice

Preparation for 6.NS.A.1-2
Solve word problems involving division of
fractions by fractions. For example, “How much
chocolate will each person get if 3 people share
1/2 lb of chocolate equally? How many 3/4-cup
servings are in 2/3 of a cup of yogurt? How wide is
a rectangular strip of land with length 3/4 mi and
area 1/2 square mi?”
Clarifications

EOY
4




6.NS.B.3-1
Fluently add multi-digit decimals using the
standard algorithm for each operation.

EOY
-

College Preparatory Mathematics
Only the answer is required; explanations and
representations are not assessed here.
Note that the italicized examples correspond
to three meanings/uses of division: (1) equal
sharing; (2) measurement; (3) unknown
factor. These meanings/uses of division
should be sampled equally.
Tasks may involve fractions and mixed
numbers but not decimals.
Tasks do not have a context.
Only the sum is required.
Prompts do not include visual models. The
answer sought is a number, not a picture.
The given addends are such to require an
efficient standard algorithm (e.g.,
72.63+4.875). Addends in the task do not
suggest any obvious ad hoc or mental
strategy (as would be present for example in a
case such as 16.999+3.501).
Each addend is greater than or equal to 0.001
and less than or equal to 99.999.
Calculator or
No
Calculator
Chapter Mastery
Now
Multiplication of
fractions.
No calculator
Coming Up
Sections 6.1 and 7.2 are
on division of fractions.
Now
Can be fully assessed.
No calculator
Coming Up
No additional lessons.
Desoto County Schools
6th Grade
Core Connections 1
MS-CCRS
EOY or
PBA
Math
Practice
Clarifications



6.NS.B.3-2
Fluently subtract multi-digit decimals using the
standard algorithm for each operation.

EOY




6.NS.B.3-3
Fluently multiply multi-digit decimals using the
standard algorithm for each operation.

EOY

College Preparatory Mathematics
Tasks do not have a context.
Only the difference is required.
Prompts do not include visual models. The
answer sought is a number, not a picture.
The given subtrahend and minuend are such
to require an efficient standard algorithm
(e.g., 177.3-72.635). The subtrahend and
minuend do not suggest any obvious ad hoc
or mental strategy (as would be present for
example in a case such as 20.5-3.501).
The subtrahend and minuend are each
greater than or equal to 0.001 and less than or
equal to 99.999. Positive differences only.
(Every included subtraction problem is an
unknown-addend problem included in 6.NS.31.)
Tasks do not have a context.
Only the product is required.
Prompts do not include visual models. The
answer sought is a number, not a picture.
The given factors are such to require an
efficient standard algorithm (e.g., 72.3 x 4.87).
Factors in the task do not suggest any obvious
ad hoc or mental strategy.
Problems are effectively 3-digit by 3-digit or
2-digit by 5-digit. (For example, 7.68 x 15.3 or
0.35 x 18.241.)
Chapter 5
Calculator or
No Calculator
Chapter Mastery
Now
Can be fully assessed.
No calculator
Coming Up
No additional lessons.
Now
Can be fully assessed.
No calculator
Coming Up
No additional lessons.
Desoto County Schools
6th Grade
Core Connections 1
MS-CCRS
EOY or
PBA
Math
Practice
Clarifications



6.NS.B.3-4
Fluently divide multi-digit decimals using the
standard algorithm for each operation.

EOY
-



6.RP.A.3c - 1
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.
c) Find a percent of a quantity as a rate per 100
(e.g., 30% of a quantity means 30/100 times
the quantity).
College Preparatory Mathematics
EOY
2, 5, 7,
and 8


Tasks do not have a context.
Only the quotient is required.
Prompts do not include visual models. The
answer sought is a number, not a picture.
The given dividend and divisor are such to
require an efficient standard algorithm (e.g.,
177.3÷0.36). The dividend and divisor do not
suggest any obvious ad hoc or mental
strategy.
Problems are effectively 4-digit divided by 2digit or 3-digit divided by 3-digit. (For
example, 14.28÷0.68 or 2.394÷0.684.)
Every quotient is a whole number or a decimal
terminating at the tenths,, hundredths, or
thousandths place. Every included division
problem is an unknown-factor problem
included in 6.NS.3-3.
The testing interface can provide students
with a calculation aid of the specified kind for
these tasks.
Pool should contain tasks with and without
contexts.
Expectations for ratios in this grade are
limited to ratios of non-complex fraction. (See
footnote, CCSS p 42.) The initial numerator
and denominator should be whole numbers.
Chapter 5
Calculator or
No
Calculator
Chapter Mastery
Now
Can be fully assessed.
No calculator
Coming Up
Lesson 7.2.3 connects
fraction division to
decimal division.
Now
Multiplication of
fractions.
Calculator
Coming Up
Section 9.2 is dedicated
to percentages.
Desoto County Schools
6th Grade
Core Connections 1
MS-CCRS
EOY or
PBA
Math
Practice

6.RP.A.3c - 2
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.
c) Solve problems involving finding the whole,
given a part and the percent.
EOY
2, 5, 7,
and 8
College Preparatory Mathematics


6.G.A.1
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.
Clarifications
EOY
1, 2, 5,
and 7

The testing interface can provide students
with a calculation aid of the specified kind for
these tasks.
Expectations for ratios in this grade are
limited to ratios of non-complex fraction. (See
footnote, CCSS p 42.) The initial numerator
and denominator should be whole numbers.
The testing interface can provide students
with a calculation aid of the specified kind for
these tasks.
A trapezoid is defined as “A quadrilateral with
at least one pair of parallel sides.”
Chapter 5
Calculator or
No
Calculator
Chapter Mastery
Now
Multiplication of
fractions.
Calculator
Coming Up
Section 9.2 is dedicated
to percentages.
Now
Can be fully assessed.
Calculator
Coming Up
No additional lessons.
Desoto County Schools