Grade 6: Math: Whole Year Concept Instructional Video Bundle

Ready for the Bell math resources provide a comprehensive set of print, multimedia resources, and assessments with a real world learning explorations.

A Concept Instructional Video is a combination of a PowerPoint slide deck with teacher notes for you or your parents to present PLUS a video with audio explaining the concept.  These mini-lessons break a concept down into more detail and provide the students with a variety of learning strategies to use as they work to understand and be able to apply the concept in real life. Concept Instructional Videos can be used in three ways:

• To teach a concept that comes from a previous grade curriculum and is needed for the Lesson in the present grade curriculum

• To reinforce a concept that was taught in the present grade curriculum but where more practice or a different approach may be useful

•To extend a concept beyond the present grade curriculum

Students view the Concept Instructional Video as a start stop video.

Teachers receive PPT and Google Slide versions of the Concept Instructional Video complete with speaking notes.

This Concept Instructional Video includes:

- 10 Concept Instructional Video Videos

- 10 Concept Instructional Video Powerpoints

- 10 Concept Instructional Video Notes

This Concept Instructional Video is part of the Math 5 lesson bundles. Click below to see these bundles.

Unit Packet: Geometry

Unit Packet: Decimals, Fractions, and Rational Numbers

Unit Packet: Ratios and Percents

Unit Packet: Statistics

Grade 6 Full Year Bundle

Common Core Alignment

CCSS.MATH.CONTENT.6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.

CCSS.MATH.CONTENT.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

CCSS.MATH.CONTENT.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)..

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.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."

CCSS.MATH.CONTENT.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."

CCSS.MATH.CONTENT.6.RP.A.3.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.

CCSS.MATH.CONTENT.6.SP.A.1
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.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.

Summarize and describe distributions.

CCSS.MATH.CONTENT.6.SP.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

CCSS.MATH.CONTENT.6.SP.B.5
Summarize numerical data sets in relation to their context, such as by:

CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.

CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

CCSS.MATH.CONTENT.6.SP.B.5.C
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

CCSS.MATH.CONTENT.6.SP.B.5.D
Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered