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Mathematics

  • BIG IDEA 1

    Standard: Develop an understanding of and fluency with multiplication and division of fractions and decimals.

    • MA.6.A.1.1 Explain and justify procedures for multiplying and dividing fractions and decimals.
    • MA.6.A.1.2 Multiply and divide fractions and decimals efficiently.
    • MA.6.A.1.3 Solve real-world problems involving multiplication and division of fractions and decimals.

    Access Points for Students with Significant Cognitive Disabilities

    Independent

    • MA.6.A.1.In.a Express and represent fractions, including halves, fourths, thirds, and eighths, using number names and numerals.
    • MA.6.A.1.In.b Solve real-world problems involving fractions, including halves, fourths, thirds, and eighths.
    • MA.6.A.1.In.c Identify multiplication as repeated addition of equal groups and multiply one-digit numbers using physical and visual models with numerals.
    • MA.6.A.1.In.d Identify division as repeated subtraction of equal groups and divide one-digit numbers using physical and visual models with numerals.

    Supported

    • MA.6.A.1.Su.a Identify fractions as part of a whole or part of a set.
    • MA.6.A.1.Su.b Use fractions, including halves, to solve real-world problems.
    • MA.6.A.1.Su.c Use skip counting by 5s and 10s to 50.
    • MA.6.A.1.Su.d Solve problems that involve combining (multiplying) equal sets with quantities to 30 using objects and pictures with numerals.
    • MA.6.A.1.Su.e Use counting and grouping to separate (divide) quantities to 30 into sets with the same number using objects or pictures.

    Participatory

    • MA.6.A.1.Pa.a Identify a specified part of a whole.
    • MA.6.A.1.Pa.b Communicate desire for familiar items to be added or removed in daily activities.
    • MA.6.A.1.Pa.c Communicate desire for more and none in two or more daily activities in different parts of the learning environment.
    • MA.6.A.1.Pa.d Communicate desire for less in two or more routines or familiar activities.
    Teach This Standard
  • BIG IDEA 2

    Standard: Connect ratio and rates to multiplication and division.

    • MA.6.A.2.1 Use reasoning about multiplication and division to solve ratio and rate problems.
    • MA.6.A.2.2 Interpret and compare ratios and rates.

    Access Points for Students with Significant Cognitive Disabilities

    Independent

    • MA.6.A.2.In.a Describe the relationship (ratio) between two sets of data.
    • MA.6.A.2.In.b Identify two meanings of rate: a measure of speed, including miles per hour and words per minute; and a measure of cost, including price per gallon and cost per pound.

    Supported

    • MA.6.A.2.Su.a Identify the relationship between sets of paired numbers.
    • MA.6.A.2.Su.b Identify the meaning of rate (how fast something moves or happens).

    Participatory

    • MA.6.A.2.Pa.a Identify differences in number of objects in daily activities.
      MA.6.A.2.Pa.b Identify similarities in number of objects in daily activities.
      MA.6.A.2.Pa.c Indicate awareness of changes in rates of movement (fast and slow).
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  • BIG IDEA 3

    Standard: Write, interpret, and use mathematical expressions and equations.

    • MA.6.A.3.1 Write and evaluate mathematical expressions that correspond to given situations.
    • MA.6.A.3.2 Write, solve, and graph one- and two- step linear equations and inequalities.
    • MA.6.A.3.3 Works backward with two-step function rules to undo expressions.
    • MA.6.A.3.4 Solve problems given a formula.
    • MA.6.A.3.5 Apply the Commutative, Associative, and Distributive Properties to show that two expressions are equivalent.
    • MA.6.A.3.6 Construct and analyze tables, graphs and equations to describe linear functions and other simple relations using both common language and algebraic notation.

    Access Points for Students with Significant Cognitive Disabilities

    Independent

    • MA.6.A.3.In.a Write and solve number sentences (equations) that correspond to real-world problem situations involving addition and subtraction with two-digit numbers.
    • MA.6.A.3.In.b Use models and diagrams to solve problems with inequalities, including the > and < signs.
    • MA.6.A.3.In.c Identify rules that use addition and subtraction for functions represented in number pairs.
      MA.6.A.3.In.d Use the commutative and associative properties of addition to show that two number sentences (equations) are equal.
    • MA.6.A.3.In.e Solve addition and subtraction number sentences (equations) using information from physical models, diagrams, and tables.
    • MA.6.A.3.In.f Use visual models, such as tables, to show the relationship between addition and subtraction problems.

    Supported

    • MA.6.A.3.Su.a Write and solve number sentences (equations) that correspond to real-world problem situations involving addition and subtraction with one-digit numbers.
    • MA.6.A.3.Su.b Use physical models and diagrams to solve problems with inequalities, including the terms more than and less than.
    • MA.6.A.3.Su.c Use the commutative property of addition to show that two number sentences represented by physical and visual models are equal.
    • MA.6.A.3.Su.d Use visual models, such as two-column tables, to represent the relationship of addition and subtraction basic facts.
    • MA.6.A.3.Su.e Use information from physical models, diagrams, tables, and pictographs to solve number sentences (equations) involving addition and subtraction with one-digit numbers.

    Participatory

    • MA.6.A.3.Pa.a Follow a prompt to identify a missing item from a familiar set.
    • MA.6.A.3.Pa.b Indicate the next step in a sequence for two or more activities.
    • MA.6.A.3.Pa.c Match a repeating pattern with two elements in two or more routines or activities.
    • MA.6.A.3.Pa.d Indicate 1 and 1 more by imitating a model in more than one activity.
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  • Supporting Ideas

    Geometry and Measurement

    • MA.6.G.4.1 Understand the concept of ?, know common estimates of ? (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles.
    • MA.6.G.4.2 Find the perimeters and areas of composite two-dimensional figures, including non-rectangular figures (such as semicircles) using various strategies.
    • MA.6.G.4.3 Determine a missing dimension of a plane figure or prism, given its area or volume and some of the dimensions, or determine the area or volume given the dimensions.

    Access Points for Students with Significant Cognitive Disabilities

    Independent

    • MA.6.G.4.In.a Compare the distance around the outside of circles (circumference) using physical or visual models.
    • MA.6.G.4.In.b Measure the distance around all sides (perimeter) of polygons, such as squares, triangles, rectangles, and hexagons.
    • MA.6.G.4.In.c Compare areas of circles using visual models.
      MA.6.G.4.In.d Measure capacity using cups, pints, quarts, and gallons.

    Supported

    • MA.6.G.4.Su.a Identify the distance around the outside of circles (circumference).
    • MA.6.G.4.Su.b Measure the lengths of sides of rectangles and triangles.
    • MA.6.G.4.Su.c Compare the areas of rectangular and square shapes using physical models.
    • MA.6.G.4.Su.d Compare areas of circles using physical models.
    • MA.6.G.4.Su.e Measure capacity using cups.

    Participatory

    • MA.6.G.4.Pa.a Place familiar objects in designated locations in routines.
      MA.6.G.4.Pa.b Follow three or more directional instructions in daily activities.
    • MA.6.G.4.Pa.c Identify differences in objects with two-dimensional shapes, such as circle, square, or triangle.
      MA.6.G.4.Pa.d Indicate the next regularly occurring activity in the daily schedule.
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  • Supporting Ideas

    Number and Operations

    • MA.6.A.5.1 Use equivalent forms of fractions, decimals, and percents to solve problems.
    • MA.6.A.5.2 Compare and order fractions, decimals, and percents, including finding their approximate location on a number line.
    • MA.6.A.5.3 Estimate the results of computations with fractions, decimals, and percents and judge the reasonableness of the results.

    Access Points for Students with Significant Cognitive Disabilities

    Independent

    • MA.6.A.5.In.a Compare fractional parts of the same size objects or sets, including halves, fourths, thirds, and eighths.
    • MA.6.A.5.In.b Identify the value of money to $1.00 expressed as a decimal Examples: $.75 is 75 cents. $.60 is 60 cents.
    • MA.6.A.5.In.c Express, represent, and use whole numbers to 200 in various contexts, including time, money, and measurement.
    • MA.6.A.5.In.d Use a grouping strategy or place value to round to the nearest ten to determine a reasonable estimate in problem situations involving whole numbers to 100, and check for accuracy.
    • MA.6.A.5.In.e Solve problems involving the addition and subtraction of two-digit whole numbers with regrouping using physical and visual models.
    • MA.6.A.5.In.f Solve two-step real-world problems involving addition and subtraction of two-digit numbers and check for accuracy using the reverse operation.

    Supported

    • MA.6.A.5.Su.a Express, represent, and use whole numbers to 50 using objects, pictures, number names, and numerals, in various contexts including time and money.
    • MA.6.A.5.Su.b Compare and order whole numbers to 50 using objects, pictures, number names, and numerals.
    • MA.6.A.5.Su.c Apply the concepts of counting and grouping to identify the value of whole numbers to 50.
    • MA.6.A.5.Su.d Use basic calculator skills to enter basic addition and subtraction facts with one-digit numbers to obtain the solution to problems

    Participatory

    • MA.6.A.5.Pa.a Match two or more objects to identical objects in routines using one-to-one correspondence.
    • MA.6.A.5.Pa.b Imitate counting objects or actions to 2 or more in multiple activities.
    • MA.6.A.5.Pa.c Respond to a gesture or imitate a model to exchange a predetermined amount of money for a preferred item.
    • MA.6.A.5.Pa.d Solve problems by selecting preferred or necessary item given two or more options in different routines in multiple settings.
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  • Supporting Ideas

    Data Analysis

    • MA.6.S.6.1 Determine the measures of central tendency (mean, median, and mode) and variability (range) for a given set of data.
    • MA.6.S.6.2 Select and analyze the measures of central tendency or variability to represent, describe, analyze and/or summarize a data set for the purposes of answering questions appropriately.

    Access Points for Students with Significant Cognitive Disabilities

    Independent

    • MA.6.S.6.In.a Use a bar graph to group and display data in categories.
    • MA.6.S.6.In.b Identify the categories with the largest and smallest numbers represented on a bar graph.

    Supported

    • MA.6.S.6.Su.a Sort and count data using three designated (labeled) categories and display in a pictograph.
    • MA.6.S.6.Su.b Identify the category with the largest number in a pictograph representing real-world situations.

    Participatory

    • MA.6.S.6.Pa.a Identify familiar objects, pictures, or symbols used to represent data in a pictograph or chart.
    • MA.6.S.6.Pa.b Identify the largest set of objects, pictures, or symbols representing data up to 3.
    Teach This Standard

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