**Text Types and Purposes**

*ELA.W.6.2*: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Activity | Page |
---|---|

Sensory Words | 14 |

Cause and Effect | 38 |

**Production and Distribution of Writing**

*ELA.W.6.4*: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Activity | Page |
---|---|

Sensory Words | 14 |

How Many Uses? | 26 |

Sentence Variety | 34 |

Cause and Effect | 38 |

Word Choice | 42 |

Commas in a Series | 66 |

Putting It All Together | 78 |

Greek Mythology | 82 |

Poetry About Me | 86 |

**Range of Writing**

*ELA.W.6.10*: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Activity | Page |
---|---|

Sensory Words | 14 |

Connections | 18 |

Antonym Crossword | 22 |

How Many Uses? | 26 |

Sentence Variety | 34 |

Cause and Effect | 38 |

Word Choice | 42 |

Irregular Verbs | 46 |

Sentence Fragments | 54 |

Adjectives | 58 |

Adverbs | 62 |

Commas in a Series | 66 |

Prepositions | 74 |

Putting It All Together | 78 |

Greek Mythology | 82 |

Poetry About Me | 86 |

**Key Ideas and Details**

*ELA.RI.6.1*: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Activity | Page |
---|---|

The Aztecs | 12 |

Mexico: Past and Present | 16 |

Mummies in Ancient Egypt | 24 |

The Underground Army | 28 |

The Birds | 44 |

The Nile in Ancient Egypt | 52 |

The Green Revolution | 56 |

The Apology | 76 |

**Key Ideas and Details**

*ELA.RI.6.2*: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Activity | Page |
---|---|

The Aztecs | 12 |

Mexico: Past and Present | 16 |

Mummies in Ancient Egypt | 24 |

The Underground Army | 28 |

Main Ideas and Details | 32 |

The Birds | 44 |

The Nile in Ancient Egypt | 52 |

The Green Revolution | 56 |

Mission to Mars | 64 |

The Apology | 76 |

**Key Ideas and Details**

*ELA.RI.6.3*: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., *through examples or anecdotes*).

Activity | Page |
---|---|

Mummies in Ancient Egypt | 24 |

The Birds | 44 |

**Craft and Structure**

*ELA.RI.6.5*: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Activity | Page |
---|---|

The Aztecs | 12 |

Mexico: Past and Present | 16 |

Mummies in Ancient Egypt | 24 |

The Underground Army | 28 |

The Birds | 44 |

The Green Revolution | 56 |

**Craft and Structure**

*ELA.RI.6.4*: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Activity | Page |
---|---|

The Aztecs | 12 |

Mexico: Past and Present | 16 |

Mummies in Ancient Egypt | 24 |

The Underground Army | 28 |

Main Ideas and Details | 32 |

TV Guide | 36 |

The Birds | 44 |

Use Your Brain Power | 48 |

The Nile in Ancient Egypt | 52 |

The Green Revolution | 56 |

Mission to Mars | 64 |

Short and Long | 68 |

The Best Definition | 72 |

The Apology | 76 |

Sentence Combining | 84 |

Itâ€™s Nonsense! | 88 |

**Craft and Structure**

*ELA.RI.6.6*: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Activity | Page |
---|---|

The Nile in Ancient Egypt | 52 |

The Green Revolution | 56 |

**Integration of Knowledge and Ideas**

*ELA.RI.6.8*: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Activity | Page |
---|---|

The Nile in Ancient Egypt | 52 |

The Green Revolution | 56 |

**Understand ratio concepts and use ratio reasoning to solve problems.**

*Math.6.RP.A.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.

Activity | Page |
---|---|

Changing Time | 23 |

Fractions and Mixed Operations | 63 |

Rate Problems | 85 |

Finding the Rate | 87 |

**Understand ratio concepts and use ratio reasoning to solve problems.**

*Math.6.RP.A.1*: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. *For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”*

Activity | Page |
---|---|

Fractions, Decimals, Percents | 65 |

Ratios | 83 |

**Understand ratio concepts and use ratio reasoning to solve problems.**

*Math.6.RP.A.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. *For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”*

Activity | Page |
---|---|

Rate Problems | 85 |

Finding the Rate | 87 |

**Apply and extend previous understandings of multiplication and division to divide fractions by fractions.**

*Math.6.NS.A.1*: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. *For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) 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?*.

Activity | Page |
---|---|

Dividing Fractions | 57 |

**Compute fluently with multi-digit numbers and find common factors and multiples.**

*Math.6.NS.B.3*: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Activity | Page |
---|---|

Add Three Numbers | 11 |

Multiply Supplies | 13 |

Divide and Multiply | 15 |

Multiplying Decimals | 17 |

Temperature Puzzle | 21 |

Multiplying Decimals II | 25 |

Car Calculations | 27 |

**Compute fluently with multi-digit numbers and find common factors and multiples.**

*Math.6.NS.B.2*: Fluently divide multi-digit numbers using the standard algorithm.

Activity | Page |
---|---|

Divide and Multiply | 15 |

**Compute fluently with multi-digit numbers and find common factors and multiples.**

*Math.6.NS.B.4*: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. *For example, express 36 + 8 as 4 (9 + 2).*.

Activity | Page |
---|---|

Common Multiples and Factors | 61 |

**Apply and extend previous understandings of numbers to the system of rational numbers.**

*Math.6.NS.C.5*: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Activity | Page |
---|---|

Adding and Subtracting Integers | 33 |

Signed Numbers | 35 |

Multiplying With Signed Numbers | 37 |

**Apply and extend previous understandings of numbers to the system of rational numbers.**

*Math.6.NS.C.6*: 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.

Activity | Page |
---|---|

Signed Numbers | 35 |

Cartesian Coordinates | 53 |

Identifying Coordinate Points | 55 |

**Apply and extend previous understandings of numbers to the system of rational numbers.**

*Math.6.NS.C.8*: Solve real-world and 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.

Activity | Page |
---|---|

Cartesian Coordinates | 53 |

Identifying Coordinate Points | 55 |

**Apply and extend previous understandings of arithmetic to algebraic expressions.**

*Math.6.EE.A.1*: Write and evaluate numerical expressions involving whole-number exponents.

Activity | Page |
---|---|

Exponents | 31 |

Order of Operations | 41 |

Perimeter and Polygons | 43 |

**Solve real-world and mathematical problems involving area, surface area, and volume.**

*Math.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 technique in the context of solving real-world and mathematical problems.

Activity | Page |
---|---|

Area | 45 |

**Solve real-world and mathematical problems involving area, surface area, and volume.**

*Math.6.G.A.2*: 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 = l w h* and *V = b h* to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Activity | Page |
---|---|

Finding the Volume | 47 |

**Develop understanding of statistical variability.**

*Math.6.SP.A.3*: 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.

Activity | Page |
---|---|

Finding Median and Mode from Graphs | 75 |

Averages | 81 |

**Develop understanding of statistical variability.**

*Math.6.SP.A.2*: 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.

Activity | Page |
---|---|

Finding Median and Mode from Graphs | 75 |

Sports Table | 77 |

Averages | 81 |

**Summarize and describe distributions.**

*Math.6.SP.B.4*: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Activity | Page |
---|---|

Newspaper Graph | 67 |

Understanding Graphs and Tables | 71 |

Single Bar Graphs | 73 |

**Summarize and describe distributions.**

*Math.6.SP.B.5*: Summarize numerical data sets in relation to their context, such as by:

Activity | Page |
---|---|

Potluck Dinner | 79 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.