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6-8 Grade 6 Unit 1

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K-5 Math •6-8 Math 9-12 Math

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•Grade 6 Grade 7 Grade 8

Unit

•Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

K-5
6-8
9-12

Grade 6
Grade 7
Grade 8

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9

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Curriculum

IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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IM® 6-8 Math v.360, an IM v.360 curriculum, is ©2024 by Illustrative Mathematics®, and licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).

IM 6-8 Math v.360, an IM v.360 curriculum, is a derivative of IM 6-8 Math.

IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is ©2017-2019 by Open Up Resources. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0) . OUR's 6-8 Math Curriculum is available at https://openupresources.org/math-curriculum/ .

Adaptations and updates to IM 6-8 Math v.360 are ©2024 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Adaptations to add additional English language learner supports are ©2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

The second set of English assessments (marked as set “B”) are ©2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0) .

Spanish translation of the “B” assessments are ©2020 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

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Unit 1

Student Learning Targets

Grade 6

Section A

1

I can explain the meaning of "area."

2

I can explain how to find the area of a figure that is composed of other shapes.
I know how to find the area of a figure by decomposing it and rearranging the parts.
I know what it means for two figures to have the same area.

3

I can use different reasoning strategies to find the area of shapes.

Section B

4

I can use reasoning strategies and what I know about the area of a rectangle to find the area of a parallelogram.
I know how to describe the characteristics of a parallelogram using mathematical vocabulary.

5

I can identify pairs of base and height of a parallelogram.
I can write and explain the formula for the area of a parallelogram.
I know what the terms "base" and "height" refer to in a parallelogram.

6

I can use the area formula to find the area of any parallelogram.

Section C

7

I can explain the special relationship between a pair of identical triangles and a parallelogram.

8

I can use what I know about parallelograms to reason about the area of triangles.

9

I can use the area formula to find the area of any triangle.
I can write and explain the formula for the area of a triangle.
I know what the terms “base” and “height” refer to in a triangle.

10

I can identify pairs of base and corresponding height of any triangle.
When given information about a base of a triangle, I can identify and draw a corresponding height.

Section D

Section E

Section F

Unit 1 Resources

Student Materials

11

I can describe the characteristics of a polygon using mathematical vocabulary.
I can reason about the area of any polygon by decomposing and rearranging it, and by using what I know about rectangles and triangles.

12

I know what the surface area of a three-dimensional object means.

13

I can describe the features of a polyhedron using mathematical vocabulary.
I can explain the difference between prisms and pyramids.
I understand the relationship between a polyhedron and its net.

14

I can match polyhedra to their nets and explain how I know.
When given a net of a prism or a pyramid, I can calculate its surface area.

15

I can calculate the surface area of prisms and pyramids.
I can draw the nets of prisms and pyramids.

16

I can explain how it is possible for two polyhedra to have the same surface area but different volumes, or to have different surface areas but the same volume.
I know how one-, two-, and three-dimensional measurements and units are different.

17

I can write and explain the formula for the volume of a cube, including the meaning of the exponent.
When I know the edge length of a cube, I can find the volume and express it using appropriate units.

18

I can write and explain the formula for the surface area of a cube.
When I know the edge length of a cube, I can find its surface area and express it using appropriate units.

19

I can apply what I know about the area of polygons to find the surface area of three-dimensional objects.
I can use surface area to reason about real-world objects.