# MATH SCOPE AND SEQUENCE

```MATH SCOPE AND SEQUENCE
Math Essentials ● 2019-2020
UNIT 1 – REAL NUMBERS AND FRACTIONS
Eureka Math Module 2, Topics A-D
(Approximately 17 Days ● 8/8/19 - 8/30/19)

Unit 1 Overview
In this unit, during Topic A, students find sums and differences of signed numbers and establish rules related to the
addition and subtraction of rational numbers. Students begin by using a number line to count up and down. Eventually,
students efficiently add integers using well-defined rules. When working with subtraction, students recognize that
subtracting a signed number is the same as adding the opposite. They also understand that the distance between two signed
numbers is the absolute value of their difference. Finally, students apply the properties of operations to add and subtract
rational numbers.
In this Unit, during Topic B, students extend their understanding of multiplication and division of whole numbers, decimals,
and fractions to find the products and quotients of signed numbers. Students begin by conceptualizing multiplication as
repeated addition. They use their understanding of repeated addition to justify the rules for multiplication of integers. The
additive inverse and distributive property are used to show that (−1) (−1) = 1. Students use their understanding of division as the
process of finding the missing factor of a product to justify that the rules for dividing signed numbers are consistent with that
of multiplication, provided the divisor is not zero. Students extend the integer rules to include all rational numbers, provided
the divisor is not zero. Finally, students convert fractions into decimals that either terminate in zeros or repeat. Lesson 13 (E):
The content of this lesson is not aligned with the explicit expectations of the standards since it focuses on converting
between fractions and decimals. However, the concepts and skills developed may prove to be advantageous for student’s
long term. This lesson is an optional enrichment activity.

Specifically, students will
 find sums and differences of signed numbers and establish rules related to the addition and subtraction of rational
numbers
 extend their understanding of multiplication and division of whole numbers, decimals, and fractions to find the
products and quotients of signed numbers. Students begin by conceptualizing multiplication as repeated addition.
 convert fractions into decimals that either terminate in zeros or repeat.

1```
```Addressed in Eureka Math Resource – Use of supplemental resources is not needed
Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be
needed
Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is
Focus Standards
necessary
LOUISIANA CONNECTORS
When teaching students with significant disabilities who are eligible to take the LEAP Connect
assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards.
7.NS.A.1 Apply and extend previous understandings of addition and subtraction to Remediation
add and subtract rational numbers; represent addition and subtraction on a Standard(s):
horizontal or vertical number line diagram 6.NS.C.6, 6.NS.C.7
7.NS.A.2 Apply and extend previous understandings of multiplication and division Remediation
and of fractions to multiply and divide rational numbers. Standard(s):
6.NS.C.6, 6.NS.C.7
7.NS.A.3 Solve real-world and mathematical problems involving the four operations Remediation
with rational numbers Standard(s):
6.NS.C.6, 6.NS.C.7
Focus Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
MP.8 Look for and express regularity in repeated reasoning.
Spanish cognates are included (if applicable) for Tier 3 and Tier 2 vocabulary terms. Spanish
Unit Terms & Tools
cognates will be shown as follows: Vocab Term/Spanish Cognate.
New Unit Terms  Additive Identity  Multiplicative Identity  Terminating Decimal
(Tier 3 Vocabulary)  Additive Inverse  Repeating Decimal Expansion
Expansion
Familiar Terms  Equation  Negatives  Positives
(Tier 3 Vocabulary)  Expression  Opposites  Rational Numbers
 Integer Inverse
Cross-Curricular
Terms
(Tier 2 Vocabulary)

2```
```Suggested Tools Integer Cards, Expressions Number Line
Equations Integer Game (See explanation Tape Diagram
on page 11)
Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s)
listed below lesson

Please note, this calendar suggests lessons that can be combined and taught in one class period. It
Sample Calendar
also includes remediation and extension lessons that are recommended for classroom use. While
this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a
teacher should be addressing on a given day. In addition, included FLEX days should be used for
remediation, practice, enrichment, assessment, or other instructional activities.
Week Beginning: Monday Tuesday Wednesday Thursday Friday
August 5th No school for No school for No school for Unit 1: Real
students students students Numbers and
FLEX Fractions
Lesson 1
August 12th Unit 1: Real
Unit 1: Real Unit 1: Real Unit 1: Real Unit 1: Real
Numbers and
Numbers and Numbers and Numbers and Numbers and
Fractions
Fractions Fractions Fractions Fractions
Module 2
2 Lesson 2 Lesson 5 Lesson 7 Lesson 8-9
Lesson 3
August 19th Unit 1: Real
Unit 1: Real Unit 1: Real Unit 1: Real
Numbers and
Numbers and Numbers and Numbers and
Fractions
Flex Fractions Fractions Fractions
Module 2
Lesson 11 Lesson 12 Lesson 13
Lesson 10
August 26th Unit 1: Real
Unit 1: Real Unit 1: Real
Numbers and
Numbers and Numbers and
Fractions
Fractions Fractions FLEX FLEX
Module 2
2 Lesson 14 Lesson 16
Lesson 15

3```
```September 2nd Labor Day Unit Two begins
(Holiday)

Remediation Support Module 1 lesson 4 and 6
(LDOE Remediation
Guide)
Additional Lessons Module 1 lesson 4 and 6
(Optional for
remediation and
enrichment)
Assessment The mid-module assessment is designed to be given after completing Topic B.
Information (Mid-
Module and End-of- .
Module)

4```
```UNIT 2 – INTEGER EXPONENTS AND SCIENTIFIC NOTATION WITH SUPPORTING LESSONS FOR EQUATIONS AND
INEQUALITES
8th grade Eureka Math Module 1 Topics A
(Approximately 9 Days ● 9/3/19 - 9/13/19)

Unit 2 Overview
In this unit, during Topic A, students begin by learning the precise definition of exponential notation restricted to positive
integer exponents. Students relate multiplication and division of expressions with the same base to combining like terms
using the distributive property. They relate raising a power to a power to multiplying three factors using the associative
property. Students expand their definition of exponential notation to include what it means to raise a nonzero number to a
zero power and what it means to raise a positive integer to a negative exponent. Finally, students accept the properties of
exponents as true for all integer exponents.

Lesson 6 (E): The content in this lesson extends beyond the explicit expectations of the standards. This lesson is an optional
enrichment activity.

Specifically, students will
 learn the precise definition of exponential notation restricted to positive integer exponents
 accept the properties of exponents as true for all integer exponents.
 relate multiplication and division of expressions with the same base to combining like terms using the distributive
property

Addressed in Eureka Math Resource – Use of supplemental resources is not needed
Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be
needed
Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is
Focus Standards
necessary
LOUISIANA CONNECTORS
When teaching students with significant disabilities who are eligible to take the LEAP Connect
assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards.
8.EE.A.1 Know and apply the properties of integer exponents to generate Remediation
equivalent numerical expressions. For example, 32 × 3−5 = 3−3 = 1/33 = 1/27 Standards:
6.EE.A.1

5```
```8.EE.A.3 Use numbers expressed in the form of a single digit times an integer Remediation
power of 10 to estimate very large or very small quantities, and to express Standards:
how many times as much one is than the other. For example, estimate the 6.EE.A.1
population of the United States as 3 × 108 and the population of the world
as 7 × 109, and determine that the world population is more than 20 times
large
8.EE.A.4 Perform operations with numbers expressed in scientific notation, Remediation
including problems where both decimal and scientific notations are used. Standards:
Use scientific notation and choose units of appropriate size for 6.EE.A.1
measurements of very large or very small quantities (e.g., use millimeters
per year for seafloor spreading). Interpret scientific notation that has been
generated by technology
Focus Standards for Mathematical Practice
MP.2 Reason abstractly and quantitatively.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
MP.8 Look for and express regularity in repeated reasoning.
Unit Terms & Tools
New Unit Terms  Scientific Notation
(Tier 3 Vocabulary)
Familiar Terms  Base,  ƒ Expanded Form (of  Square and Cube (of a
(Tier 3 Vocabulary)  Exponent, decimal numbers) number) ƒ
 Power ƒ  Exponential Notation ƒ  Whole Numbers
 Equivalent Fractions ƒ Integer ƒ

Cross-Curricular
Terms
(Tier 2 Vocabulary)
Suggested Tools Scientific Calculator and Rapid White Board Exchange

Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s)
Sample Calendar listed below lesson

6```
```Please note, this calendar suggests lessons that can be combined and taught in one class period. It
also includes remediation and extension lessons that are recommended for classroom use. While
this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a
teacher should be addressing on a given day. In addition, included FLEX days should be used for
remediation, practice, enrichment, assessment, or other instructional activities.
Week Beginning: Monday Tuesday Wednesday Thursday Friday
September 2nd Labor Day UNIT 2 – Integer
UNIT 2 – Integer UNIT 2 – Integer
(Holiday) Exponents and
Exponents and Exponents and
Scientific Notation
Scientific Notation Scientific Notation FLEX
Lesson 5 and 6
Lesson 1 and 2 Lesson 3 and 4
September 9th Unit 2: Supporting Unit 2: Supporting Unit 2: Supporting Unit 2: Supporting
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Remediation Support
(LDOE Remediation
Guide)
Additional Lessons  Sprint and Fluency
(Optional for
remediation and  Sprint and Fluency Packets (teacher edition)
enrichment)
Assessment . The mid-module assessment is designed to be given after completing Topic A.
Information (Mid-
Module and End-of- End of Module Assessments Topics A and B
Module)

7```
```UNIT 3 – LINEAR EQUATIONS/INEQUALITIES
8th grade Eureka Math Module 4 Topics A and C
(Approximately 25 Days ● 9/17/19 - 10/23/19)

Unit 3 Overview
In this unit, during Topic A, students write and solve linear equations. They learn that a linear equation in is a statement of
equality between two linear expressions in . They also learn that an equation that contains a variable really is a question: Is
there a value of that makes the linear equation true? Students begin using properties of equality to rewrite linear
expressions, specifically using the distributive property to combine like terms. Further, students practice substituting
numbers into equations to determine if a true number sentence is produced. Finally, students learn that not every linear
equation has a solution. This leads to an understanding that linear equations either have a unique solution, no solution, or
infinitely many solutions.
In Topic C, students know that the slope of a line describes the rate of change of a line. Students first encounter slope by
interpreting the unit rate of a graph (8. EE.B.5). In general, students learn that slope can be determined using any two distinct
points on a line by relying on their understanding of properties of similar triangles from Module 3 (8. EE.B.6). Students verify
this fact by checking the slope using several pairs of points and comparing their answers. In this topic, students derive = mx+
for linear equations by examining similar triangles. Students generate graphs of linear equations in two variables first by
completing a table of solutions and then by using information about slope and -intercept. Once students are sure that every
linear equation graphs as a line and that every line is the graph of a linear equation, students graph equations using
information about - and -intercepts. Next, students learn some basic facts about lines and equations, such as why two lines
with the same slope and a common point are the same line, how to write equations of lines given slope and a point, and how
to write an equation given two points. With the concepts of slope and lines firmly in place, students compare two different
proportional relationships represented by graphs, tables, equations, or descriptions. Finally, students learn that multiple
forms of an equation can define the same line.
In Topic B, students use linear equations and inequalities to solve problems (7. EE.B.4). They continue to use
tape diagrams from earlier grades where they see fit, but will quickly discover that some problems would
more reasonably be solved algebraically (as in the case of large numbers).

Specifically, students will

 use linear equations and inequalities to solve problems
 write and solve linear equations
 begin using properties of equality to rewrite linear expressions, specifically using the distributive property to combine
like term

8```
```Addressed in Eureka Math Resource – Use of supplemental resources is not needed
Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be
needed
Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is
Focus Standards
necessary
LOUISIANA CONNECTORS
When teaching students with significant disabilities who are eligible to take the LEAP Connect
assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards.
8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of Remediation
the graph. Compare two different proportional relationships represented in Standard(s)
different ways. For example, compare a distance-time graph to a distance- 6.EE.A.2
time equation to determine which of two moving objects has greater 7.EE.B.4
speed.
8.EE.B.6 Use similar triangles to explain why the slope is the same between any Remediation
two distinct points on a non-vertical line in the coordinate plane; derive the Standard(s)
equation = for a line through the origin and the equation = mx + for 6.EE.A.2
a line intercepting the vertical axis at . 7.EE.B.4
8.EE.C.7 Solve linear equations in one variable Remediation
Standard(s)
6.EE.A.2
7.EE.B.4
Focus Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
SMP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics
MP.7 Look for and make use of structure.
Unit Terms & Tools
New Unit Terms  Horizontal line  Rate of change  Slope intercept
(Tier 3 Vocabulary)  Linear Equation  Slope  Vertical line
 non-vertical line
Familiar Terms  Variable
(Tier 3 Vocabulary)  proportional relationships
9```
```Cross-Curricular
Terms
(Tier 2 Vocabulary)
Suggested Tools Rapid White Board Exchange

Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s)
listed below lesson

Please note, this calendar suggests lessons that can be combined and taught in one class period. It
Sample Calendar
also includes remediation and extension lessons that are recommended for classroom use. While
this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a
teacher should be addressing on a given day. In addition, included FLEX days should be used for
remediation, practice, enrichment, assessment, or other instructional activities.
Week Beginning: Monday Tuesday Wednesday Thursday Friday
September 16th Unit 3: Linear Unit 3: Linear Unit 3: Linear
District PD Equations Equations Equations
FLEX
Lesson 1 Lesson 2 Lesson 3
September 23rd Unit 3 Linear Unit 3 Linear
Unit 3: Linear
Equations Equations
Equations Solving Multi-Step
Module 2 Lesson Module 2 Lesson
Lesson 4
17 22 and 23
September 30rd Unit 3: Linear Unit 3: Linear Unit 3: Linear
Unit 3
Equations Equations Equations
Lesson 12 and 13
Lesson 5 and 6 Lesson 7 and 8 Lesson 9
October 7th
Unit 3 Fall Break Fall Break
Solving Multi-step
7thgrade Module 3 FLEX (Holiday) (Holiday)
Equations
Lesson 14 and 15
October 14th Unit 3: Linear Unit 3: Linear Unit 3: Linear Unit 3: Linear Unit 3: Linear
Equations Equations Equations Equations Equations
Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19

10```
```October 21th Unit 3: Linear Unit 3: Linear
Equations Equations
FLEX Unit 4 Beings
Lesson 20 Lesson 21
Remediation Support
(LDOE Remediation
Guide)
Additional Lessons Lessons 1-2, 5, & 8-9 (E): The content in these lessons extends beyond the explicit expectations of
(Optional for the standards. These lessons are optional enrichment activities. LDOE Remediation Tool: The LDOE
remediation and Eureka Remediation Tool provides additional support for this topic.
enrichment)
Assessment .
Information (Mid-
Module and End-of-
Module)

11```
```UNIT 4 – SYSTEMS OF EQUATIONS
8th grade Eureka Math Module 4 Topics D
(Approximately 12 Days ● 10/24/19 - 11/8/19)

Unit 4 Overview
In this unit, Topic D: Simultaneous equations and their solutions are the focus of Topic D. Students begin by comparing the
constant speed of two individuals to determine which has greater speed (8. EE.C.8c). Students graph simultaneous linear
equations to find the point of intersection and then verify that the point of intersection is in fact a solution to each equation in
the system (8. EE.C.8a). To motivate the need to solve systems algebraically, students graph systems of linear equations
whose solutions do not have integer coordinates. Students learn to solve systems of linear equations by substitution and
elimination (8. EE.C.8b). Students understand that a system can have a unique solution, no solution, or infinitely many
solutions, as they did with linear equations in one variable. Finally, students apply their knowledge of systems to solve
problems in real-world contexts, including converting temperatures from Celsius to Fahrenheit.

Specifically, students will
 graph simultaneous linear equations to find the point of intersection and then verify that the point of intersection is in
fact a solution to each equation in the system
 apply their knowledge of systems to solve problems in real-world contexts, including converting temperatures from
Celsius to Fahrenheit.

Addressed in Eureka Math Resource – Use of supplemental resources is not needed
Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be
needed
Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is
Focus Standards
necessary
LOUISIANA CONNECTORS
When teaching students with significant disabilities who are eligible to take the LEAP Connect
assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards.
8.EE.C.8 Analyze and solve pairs of simultaneous linear equations. Remediation
Standards:
a. Understand that solutions to a system of two linear equations in two 6.EE.A.2
variables correspond to points of intersection of their graphs, because 7.EE.A.1
points of intersection satisfy both equations simultaneously. 7.EE.B.4

12```
```b. Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by
inspection. For example, 3 + 2 = 5 and 3 + 2 = 6 have no solution
because 3 + 2 cannot simultaneously be 5 and 6.

c. Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of
points, determine whether the line through the first pair of points intersects
the line through the second pair.
Focus Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics
MP.7 Look for and make use of structure.
Unit Terms & Tools
New Unit Terms  Linear System
(Tier 3 Vocabulary)
Familiar Terms  Equivalent Equation  Constant  Variable
(Tier 3 Vocabulary)  Linear Equations  Simultaneous linear
equations
Cross-Curricular
Terms
(Tier 2 Vocabulary)
Suggested Tools White board Exchanges

Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s)
listed below lesson

Please note, this calendar suggests lessons that can be combined and taught in one class period. It
Sample Calendar
also includes remediation and extension lessons that are recommended for classroom use. While
this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a
teacher should be addressing on a given day. In addition, included FLEX days should be used for
remediation, practice, enrichment, assessment, or other instructional activities.
13```
```Week Beginning: Monday Tuesday Wednesday Thursday Friday
October 21 Unit 4: System of Unit 4: System of
Equations Equations
th
Lesson 23 Lesson 24
October 28 Unit 4: System of Unit 4: System of Unit 4: System of Unit 4: System of
Equations Equations Equations Equations 8th
FLEX
Lesson 25 Lesson 26 Lesson 27 Lesson 28
November 4th Unit 4: System of Unit 4: System of Unit 4: System of
Equations 8th Equations Equations
FLEX FLEX
grade Module 4 Algebra I Module 1 Algebra I Module 1
Lesson 29 Lesson 20 Lesson 23
November 11th
Student Holiday Unit 5

Remediation Support
(LDOE Remediation
Guide)
(Optional for
remediation and
enrichment)
Assessment . None
Information (Mid-
Module and End-of-
Module)

14```
```UNIT 5 –LINEAR FUNCTIONS
8th grade Eureka Math Module 5 and 6 Topics A
(Approximately 9 Days ● 11/12/19 - 11/22/19)

Unit 4 Overview
In this unit, Module 5, Topic A, students learn the concept of a function and why functions are necessary for describing
geometric concepts and occurrences in everyday life. The module begins by explaining the important role functions play in
making predictions. For example, if an object is dropped, a function allows us to determine its height at a specific time. To this
point, student work has relied on assumptions of constant rates; here, students are given data that show that objects do not
always travel at a constant speed. Once the concept of a function is explained, a formal definition of function is provided. A
function is defined as an assignment to each input, exactly one output (8.F.A.1). Students learn that the assignment of some
functions can be described by a mathematical rule or formula. With the concept and definition firmly in place, students begin
to work with functions in real-world contexts. For example, students relate constant speed and other proportional
relationships (8. EE.B.5) to linear functions.
In this unit, Module 6 Topic A examines the relationship between two variables using linear functions (8.F.B.4). Linear
functions are connected to a context using the initial value and slope as a rate of change to interpret the context. Students
represent linear functions by using tables and graphs and by specifying rate of change and initial value. Slope is also
interpreted as an indication of whether the function is increasing or decreasing and as an indication of the steepness of the
graph of the linear function (8.F.B.5).

Specifically, students will
 learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences
in everyday life.
 begin to work with functions in real-world contexts.
 examines the relationship between two variables using linear functions
 examines the relationship between two variables using linear functions
 represent linear functions by using tables and graphs and by specifying rate of change and initial value

Addressed in Eureka Math Resource – Use of supplemental resources is not needed
Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be
Focus Standards needed
Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is
necessary

15```
```LOUISIANA CONNECTORS
When teaching students with significant disabilities who are eligible to take the LEAP Connect
assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards.
8.F.A.1 Understand that a function is a rule that assigns to each input exactly one Remediation
output. The graph of a function is the set of ordered pairs consisting of an Standards:
input and the corresponding output.
8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of
the graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater
speed
8.F.B.4 Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a
description of a relationship or from two ( , ) values, including reading
these from a table or from a graph. Interpret the rate of change and initial
value of a linear function in terms of the situation it models, and in terms of
its graph or a table of values.
8.F.B.5 Describe qualitatively the functional relationship between two quantities
by analyzing a graph (e.g., where the function is increasing or decreasing,
linear or nonlinear). Sketch a graph that exhibits the qualitative features of a
function that has been described verbally.
Focus Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics
MP.7 Look for and make use of structure.
Unit Terms & Tools
New Unit Terms  Linear Function
(Tier 3 Vocabulary)  Two-Way Frequency Table (description
Familiar Terms  Categorical variable  Numerical variable  Slope
(Tier 3 Vocabulary)  Intercept or initial value
Cross-Curricular
Terms
16```
```(Tier 2 Vocabulary)

Suggested Tools White board Exchanges

Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s)
listed below lesson
Please note, this calendar suggests lessons that can be combined and taught in one class period. It
Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While
this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a
teacher should be addressing on a given day. In addition, included FLEX days should be used for
remediation, practice, enrichment, assessment, or other instructional activities.
Week Beginning: Monday Tuesday Wednesday Thursday Friday
November 11th Unit 5: Linear Unit 5: Linear Unit 5: Linear
Functions Functions Functions
Student Holiday FLEX
Lesson 1 Lesson 2 Lesson 3 and 4
November 18th Unit 5: Linear Unit 5: Linear Unit 5: Linear
Functions Functions Functions
Remediation FLEX
Lesson 1 Lesson 2 Lesson 3
November 25 Thanksgiving Thanksgiving Thanksgiving Thanksgiving Thanksgiving
Holiday Holiday Holiday Holiday Holiday

Remediation Support
(LDOE Remediation
Guide)
(Optional for
remediation and
enrichment)
Assessment . None
Information (Mid-
Module and End-of-
Module)
17```
```UNIT 6 – STATISTICS
6th grade Module 6 and Algebra I Module 2 Eureka Math
(Approximately 15 Days ● 12/2/19 -12/20/19)

Unit 6 Overview
In this unit, Topic A, students begin to think and reason statistically by first recognizing a statistical question as one that
can be answered by collecting data (6. SP.A.1). Students learn that the data collected to answer a statistical question have a
distribution that is often summarized in terms of center, variability, and shape (6. SP.A.2). Beginning in Topic A, and throughout
the module, students see and represent data distributions using dot plots and histograms (6. SP.B.4). In Topics B and C,
students study quantitative ways to summarize numerical data sets in relation to their context and to the shape of the
distribution. The mean and mean absolute deviation (MAD) are used for data distributions that are approximately symmetric,
and the median and interquartile range (IQR) are used for distributions that are skewed. Students apply their experience in
writing, reading, and evaluating expressions in which letters stand for numbers (6. EE.A.2) as they learn to compute and
interpret these statistical measures for center and spread.

Specifically, students will
 learn that the data collected to answer a statistical question have a distribution that is often summarized in terms of
center, variability, and shape
 study quantitative ways to summarize numerical data sets in relation to their context and to the shape of the
distribution.
 learn to compute and interpret these statistical measures for center and spread.

Addressed in Eureka Math Resource – Use of supplemental resources is not needed
Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be
needed
Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is
Focus Standards
necessary
LOUISIANA CONNECTORS
When teaching students with significant disabilities who are eligible to take the LEAP Connect
assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards.
6.SP.A.1 Recognize a statistical question as one that anticipates variability in the Remediation
data related to the question and accounts for it in the answers. For Standards:
example, “How old am I?” is not a statistical question, but “How old are the

18```
```students in my school?” is a statistical question because one anticipates
variability in students’ ages.
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.
6.SP.B.4 Display numerical data in plots on a number line, including dot plots,
histograms, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:

a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how
it was measured and its units of measurement.
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.
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
Focus Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics
MP.7 Look for and make use of structure.
Unit Terms & Tools
New Unit Terms  histograms  measures of center  plots
(Tier 3 Vocabulary)  interquartile range  mean absolute deviation
Familiar Terms
(Tier 3 Vocabulary)
Cross-Curricular
Terms
(Tier 2 Vocabulary)
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```Suggested Tools White board Exchanges

Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s)
listed below lesson
Please note, this calendar suggests lessons that can be combined and taught in one class period. It
Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While
this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a
teacher should be addressing on a given day. In addition, included FLEX days should be used for
remediation, practice, enrichment, assessment, or other instructional activities.
Week Beginning: Monday Tuesday Wednesday Thursday Friday
November 25 Thanksgiving Thanksgiving Thanksgiving Thanksgiving Thanksgiving
Holiday Holiday Holiday Holiday Holiday
December 2nd Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics
6th th th th
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 1
December 9th Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics
Algebra I Module 2 Algebra I Module 2 Algebra I Module 2 Algebra I Module 2 Algebra I Module 2
Lesson 2 Lesson 3 Lesson 9 Lesson 10 Lesson 11
December 16
Flex Assessment Review for Exams Exams Exams

Remediation Support
(LDOE Remediation
Guide)
(Optional for
remediation and
enrichment)
Assessment . None
Information (Mid-
Module and End-of-
Module)

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`21`
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