This Essential Learning document highlights those Common Core Standards identified for sixth grade as the priority standards for the year. It also documents the necessary prerequisite skills for each of the identified Essential Standards, when it will be taught within the IM curriculum and how it will be assessed.

The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.

In this project students are given a list of supplies and a budget and expected to build their dream home with no limitations.  So they do have a certain amount set for their budget as well as certain things set with rooms and sizes other than that the sky is the limit for them!

This task is primarily about volume and surface area, although it also gives students an early look at converting between measurements in scale models and the real objects they correspond to.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. The purpose of this first task is to see the relationship between the side-lengths of a cube and its volume.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. In this iteration, we do away with the lines that delineate individual unit cubes (which makes it more abstract) and generalize from cubes to rectangular prisms.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. Here, we are given the volume and are asked to find the height.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. This problem is based on ArchimedesŐ Principle that the volume of an immersed object is equivalent to the volume of the displaced water.

This lesson unit is intended to help teachers assess how well students are able to: Select appropriate mathematical methods to use for an unstructured problem; interpret a problem situation, identifying constraints and variables, and specify assumptions; work with 2- and 3-dimensional shapes to solve a problem involving capacity and surface area; and communicate their reasoning clearly.

This activity has students calculating how any boxes of Girls Scout Cookies can fit into the back of a hatchback.

This End of Unit Assessment is used in conjunction with the Illustrative Mathematics Curriculum.There is an included of multiple choice and open ended questions. This aligns to the rubric also included at the end of the assessment. This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards

Professional Development Resource to support the implementation of a high-quality math resource (Math Expressions, 2018), and provide professional learning around the Geometry Progressions.  This professional learning is appropriate for all levels of math educators but focuses on math education for grades 5-8.  It provides educators an opportunity to develop a deeper understanding and make connections to their own grade level Geometry standards. 

This Java interactive tool can be used to create dynamic drawings on an isometric dot grid, and to explore volume, surface area, and congruence concepts. Users can draw figures using edges, faces, or cubes and can shift, rotate, color, decompose, and view figures in 2‑D or 3‑D with this applet. Instructions on using and exploring with the tool are included on the page. A related multi-lesson unit from Illuminations for middle school students is linked to the side.

This lesson unit is intended to help you assess how well students are able to: Perform arithmetic operations, including those involving whole-number exponents, recognizing and applying the conventional order of operations; Write and evaluate numerical expressions from diagrammatic representations and be able to identify equivalent expressions; apply the distributive and commutative properties appropriately; and use the method for finding areas of compound rectangles.

This lesson unit is intended to help sixth grade teachers assess how well students are able to: Analyze a realistic situation mathematically; construct sight lines to decide which areas of a room are visible or hidden from a camera; find and compare areas of triangles and quadrilaterals; and calculate and compare percentages and/or fractions of areas.

The purpose of this task is to provide students an opportunity to use mathematics addressed in different standards in the same problem.

Students explore volume by trying to pack a moving truck with boxes of specified sizes.
The lesson is structured in the following way:
* Before the lesson, students attempt the Packing It In task individually. You review their responses and formulate questions that will help them improve their work.
* At the start of the lesson, students read your comments and consider ways to improve their work.
* In pairs or threes, students work together to develop a better solution, producing a poster to show their conclusions and their reasoning.
* Then, in the same small groups, students look at some sample student work showing different approaches to the problem. They evaluate the strategies used and seek to improve the arguments given.
* In a whole-class discussion, students compare different solution methods.
* Finally, students reflect individually on their learning.