| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.

View
 

6-N-4-4

Page history last edited by Brenda Butz 2 years, 7 months ago

6.N.4.4 Solve and interpret real-world and mathematical problems including those involving money, measurement, geometry, and data requiring arithmetic with decimals, fractions and mixed numbers.


In a Nutshell

Providing opportunities for students to make connections between mathematical problems and real-world situations involving money, measurement, geometry, and data is necessary for students to fully understand arithmetic with decimals, fractions and mixed numbers.  For example, the problem 1/2 Formula 1 3/4  can be put into context by asking students to determine the amount of flour needed to make a half batch of cookies when a whole batch requires 1 3/4 cups of flour.  By solving this problems, students have the opportunity to make sense of and understand why the product 7/8,which is less than the original amount of flour, is reasonable in the given context. Recognizing when to apply the appropriate operation and use fractions, decimals, and mixed numbers in real world applications is critical to interpreting and solving problems encountered in daily life.

Student Actions

Teacher Actions

  • Develop problem solving strategies through modeling and estimation to solve real-world and mathematical problems about money, measurement, geometry, and data involving arithmetic with decimals, fractions and mixed numbers.

  • Develop the ability to communicate mathematically with others through discussion or writing about strategies used to solve real-world and mathematical problems about money, measurement, geometry, and data involving arithmetic with decimals, fractions and mixed numbers. 

  • Implement tasks that promote reasoning and problem solving for real-world and mathematical problems about money, measurement, geometry, and data involving arithmetic with decimals, fractions and mixed numbers.

  • Facilitate meaningful mathematical discourse among students as they discuss and explain appropriate choice of operation to solve a given problem involving money, measurement, geometry, or data involving arithmetic with decimals, fractions and mixed numbers.

  • Facilitate meaningful mathematical discourse while students are engaged in tasks where they must decide which unit of measure should be used for a given problem involving money, measurement, geometry, or data involving arithmetic with decimals, fractions and mixed numbers.

Key Understandings

Misconceptions

  • Which operation to use when solving real-world and mathematical problems about money, measurement, geometry, and data involving arithmetic with decimals, fractions and mixed numbers.

  • Which unit of measure to use when solving real-world and mathematical problems about money, measurement, geometry, and data involving arithmetic with decimals, fractions and mixed numbers.

  • Use the wrong operation when solving real-world and mathematical problems involving arithmetic with decimals, fractions and mixed numbers.

  • Use the wrong unit of measure in their answer. 

OKMath Framework Introduction

6th Grade Introduction

 

 

Comments (0)

You don't have permission to comment on this page.