SUMMER ESSENTIALS

MATH
PRACTICE BOOK
Grade 6, Advanced Math

Name:
Welcome to your Summer Essentials Practice Book! This book is designed to support your learning
this summer during the weeks of June 29 - July 31. In this book you will have opportunities to:
• Practice and apply mathematics skills from the past school year
• Engage in open-ended creative tasks through Learning Quests

This practice book provides suggested mathematics learning activities for you to complete each
weekday over the next five weeks. Take a few moments to look at the calendar on page 3 and
explore the book with your family. An answer key is provided at the end of each week so that you can
check your answers. Learning Quests are included for you at the end of the book. You can complete
the quests and share your learning with family and friends. As you use this book, keep in mind:
• Practice books reinforce the most important skills needed for your next math course.
It is recommended that you engage in this review this summer; practice books will not be
collected or graded.
• Practice books are posted to FCPS 24/7 Learning Blackboard for families.
• You have the opportunity to attend one virtual office hour each week with a teacher from your
school. Office hours are optional and give you the chance to receive help with the content in this
practice book. Please contact your school if you have questions about office hour details.

Usen este enlace para obtener la información en español.

ይህንን መረጃ በአማርኛ ለማግኘት ይህንን ማገናኛ መረብ ይጠቀሙ
.‫إستخدم هذا الرابط للوصول إلى المعلومات باللغة العربية‬
请使用本链接获得中文信息。
.‫از طريق اين لينک برای دسترسی به اين اطالعات به زبان فارسی استفاده کنيد‬

이러한 정보를 한국어로 확인하려면 다음 링크를 이용하기 바랍니다.

‫ يہ لنک استعمال کريں‬،‫اردو زبان ميں معلومات حاصل کرنے کے ليئے‬

Hãy dùng liên kết này để truy cập thông tin này bằng tiếng Việt :
Message to families: https://www.fcps.edu/node/41224 1
Advanced Mathematics, Grade 6

Learning Opportunities
Advanced Mathematics Pages

• Recognize similarities and differences between numbers written as

fractions, decimals, and percents
Week 1 4-10
• Solve practical problems involving rational numbers

• Write negative exponents as a fraction and decimal

• Compare and order numbers written in scientific notation
Week 2 11-17
• Identify perfect squares
• Identify the absolute value of rational numbers

• Solve single step and multistep practical problems using proportions

Week 3 • Solve problems involving the relationship between corresponding 18-24
sides and angles of similar figures

• Solve two-step equations, including practical problems

Week 4 25-29
• Solve one- and two-step inequalities, including practical problems

• Determine slope as rate of change in a proportional relationship

• Graph a line representing a proportional relationship given the slope
and an ordered pair, or given the equation in y=mx-form
• Determine the y-intercept and write in the form of y=mx+b
Week 5 • Graph a line representing an additive relationship given the 30-36
y-intercept and an ordered pair, or given the equation in the form
y=mx+b
• Make connections between and among representations of
proportional or additive relationship between two quantities using
verbal descriptions, tables, equations, or graphs

Learning Quests

• Create a paper airplane and revise to fly as far as possible

Weeks 1-5 • Create unique characters from simple shapes 37-39

COVID-19 Education

• Understand COVID-19 can make you sick and how you may feel

Weeks 1-5 • Identify that COVID-19 is spread from one person to another and how 40
to help stop the spread

© 2020, Fairfax County School Board, Summer Practice Book

2
Advanced Mathematics, Grade 6

Weekly Calendar
This calendar suggests practice activities for students to do each day. Every student works at a
different pace. Please customize to meet the needs of your child and consider participating in Office
Hours provided by your school as an additional support.

Monday Tuesday Wednesday Thursday Friday

Week 1: Compare and Order Rational Numbers
June 29 June 30 July 1 July 2 July 3
Comparing Ordering Rational Application Application Weekly
Rational Numbers Numbers Reflection

Pages 4-5 Pages 6-8 Pages 8-9 Pages 9-10 Page 10

Week 2: Negative Exponents, Scientific Notation, Perfect Squares and Absolute Value
July 6 July 7 July 8 July 9 July 10
Negative Scientific Notation Perfect Squares Absolute Value Weekly
Exponents Reflection

Pages 11-12 Pages 12-14 Pages 14-15 Pages 16-17 Page 17

Week 3: Proportional Reasoning
July 13 July 14 July 15 July 16 July 17

Proportions Tax, Tip, Discount Property of Similar Solving Similar Weekly

Figures Figures Reflection

Pages 18-19 Pages 19-20 Pages 21-22 Pages 22-24 Page 24

Week 4: Equations and Inequalities
July 20 July 21 July 22 July 23 July 24

Two-Step Two-Step One- and Two-Step One- and Two-Step Weekly

Equations Including Equations Including Inequalities Inequalities Reflection
Practical Problems Practical Problems Including Practical
Problems

Page 25 Pages 26-27 Pages 27-28 Pages 28-29 Page 29

Week 5: Introduction to Functions
July 27 July 28 July 29 July 30 July 31

Identifying Slope Multiplicative Linear Additive Linear Graphing Linear Weekly

and y-intercept Equations Equations Equations Reflection

Pages 30-31 Pages 32-33 Pages 33-34 Page 35 Page 36

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
3
Advanced Mathematics, Grade 6 Week 1

Compare and Order Rational Numbers (Including Practical Problems)

Weekly Learning Outcome:
• I can recognize similarities and differences between numbers written as fractions,
decimals, and percents and can solve practical problems involving rational numbers.

Day 1
Number Sense Routine: How are these numbers alike and different?

They are alike because They are different because

𝟑𝟑 𝟗𝟗
𝟒𝟒 𝟏𝟏𝟏𝟏

Teaching
Today we will review comparing rational numbers. One strategy to use is to convert fractions,
decimals, and percents to the same form. Let’s use example 1 to review. You can watch optional
videos about this topic at https://bit.ly/3gDl0t4 and https://bit.ly/2M12Y5V.

Example 1: Compare the following rational numbers, fill in the circle using <, >, or =
𝟏𝟏
10%
𝟖𝟖
Method 1 Method 2

Convert both percent and fraction to decimals. Convert fraction to percent.

Divide the numerator by the denominator and

change the decimal to percent, by moving decimal
2 places right (as shown in method 1).

𝟏𝟏
= 12.5%
𝟖𝟖
10% < 12.5%
To convert percent to To convert fraction to
decimal, move the decimal, divide the
decimal 2 places left numerator by the
and drop the % sign denominator as seen in
10% 0.10 the image to the left.
1
= 0.125 0.100 < 0.125
8

Answer: 10% < 𝟖𝟖

𝟏𝟏 𝟏𝟏
Answer: 10% <
𝟖𝟖

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
4
Advanced Mathematics, Grade 6 Week 1
𝟒𝟒
Example 2: Graph –0.2 and – , then compare using <, >, or = .
𝟓𝟓

4
-0.2 –
5

-0.2 - 4
5

1 4 4
*Remember = 0.20, so = 0.20(4) = 0.80. Therefore, − 5 = −0.80.
5 5
4
Answer: -0.2 > -
5

Practice: Compare the following rational numbers. Fill in the circle using <, >, or =.

3 3 1
1. 0.5 2. 1.7 170% 3. 2 2.75% 4. 15% 5. 50% 0.05
5 4 5

6. Which of the following is true? 7. Which of the following is false?

3 7 7 3 3 b. –9 > 5
a.− < − b. − > a. − < 0.5
5 10 10 5 5

c. 1.25 < 1.2 d. −√49 < −√36 c. 3.8 > – 3.8 d. 5.2 > √25

8. Which of the following numbers has the greatest value?

a. 0.004 b. 2/5 c. 3 d. 250%

Check & Reflect: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
5
Advanced Mathematics, Grade 6 Week 1
Day 2
Number Sense Routine: Which one doesn’t belong?

2 1
10 5

0.2 2%

Teaching
Today we are going to continue exploring rational numbers. Your task will involve putting rational
numbers in different numerical orders. Let’s review some vocabulary.

Ascending Order = Least to Greatest Order = Smallest to Largest Order = Increasing Order

Descending Order = Greatest to Least Order = Largest to Smallest Order = Decreasing Order

When ordering rational numbers, there are a few different strategies that may be helpful. You can
also watch an optional video at https://bit.ly/2X5aMtG.

The Stacking Method

When using the stacking method, it is important to remember to fill in any empty spaces with place holders.
Then, compare each rational number by place value, working from left to right.
Example: Order the following decimals in Ascending Order
0.33, 0.5, 0.125, 0.25

Looking at our chart we want to find the smallest value first,

in the tenths place we see a 1, that will be our smallest
decimal and the first in our answer.

Answer: 0.125, 0.25, 0.33, 0.5

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
6
Advanced Mathematics, Grade 6 Week 1

Graphic Organizer
Using the graphic organizer is very similar to the stacking method.

Example: Order the following rational numbers in descending order.

1 1 2
0.75 0.8%
8 3
2

Fill in the chart below. Follow these instructions:

● In line 2, write the numbers in decimal form
● In line 3, rank the numbers from greatest (1) to least (4).

1 1 2
0.75 0.8%
8 3
2 0.75 0.125 0. 6 0.008

3 1 3 2 4

Now, write the original numbers from Line 1 in descending order; use the rankings in Line 3 to help.
2 1
Answer: 0.75, 3, , 0.8%
8

Using a Number Line

When using a number line, you can estimate the placement using benchmark fractions and Integers.

𝟑𝟑 𝟏𝟏
Example: Order the following rational numbers in ascending order , −𝟎𝟎. 𝟓𝟓,
𝟒𝟒 𝟑𝟑

1 3
-0.5 3 4

1 3
Answer: −0.5, ,
3 4

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
7
Advanced Mathematics, Grade 6 Week 1
Practice

1) Order the following rational numbers in 2) Which list of numbers is arranged in

descending order. ascending order?
4 2
, 45% , , 0.8 2
7 3 A. 0.25, 17%,
9
2
B. 0.25, , 17%
9
2
C. 17%, 0.25,
9
2
______, ______, ______, ______ D. 17%, , 0.25
9

3. Which number would make the sentence true? 4. Circle all the numbers that are less than
0.18.

2
< < 1.42
9 𝟐𝟐𝟐𝟐% 𝟎𝟎. 𝟏𝟏𝟏𝟏𝟏𝟏

A. 0.153
1
1 𝟎𝟎. 𝟐𝟐
B. 1 6
3

C. 22%
1
𝟐𝟐%
10

Check & Reflect: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 3
Number Sense Routine: Each shape represents a number. Based on the given information, what
number do you think each shape is? What does one triangle plus one square times one triangle equal?

+ + = 12

=1

+ = ?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
8
Advanced Mathematics, Grade 6 Week 1
Application and Practice

1. Arrange the numbers shown in order from least to greatest. Explain your reasoning for how you
put the numbers in the chart.
2
−60% − 0.7 −0.54
5

Least Greatest

2. Select 2 numbers below that make the number sentence true.

-2.5 < _______< -3.4%

9 1
-1.63 -0.02 -4 -3
4

3. Label each point on the number line with the correct value.

93 2
50% 6%
100 3

Check & Reflect: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 4
Number Sense Routine: Choose one of the options. Explain your thinking.

OPTION 1: OPTION 2:
Receive $5.00 every time you roll a Receive $5.00 every time you roll any
double two even numbers

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
9
Advanced Mathematics, Grade 6 Week 1
Practice:
1. A baby’s t-shirt requires 4/5 yards of fabric. How many t-shirts can be made from 48 yards?

2. A recipe for banana oat muffins calls for 1 4/5 cups of oats. You are making 50% of the recipe.
How much oats should you use?

3. Mrs. Rodgers ordered 3.5 lbs of fajita meat for Labor Day weekend. Each pound cost $5.96.
What was Mrs. Rogers’ change if she paid with a $50 bill?

4. Five friends went to the movies. After buying tickets, popcorn and drinks, the total came to
$52.85. One friend had a $7.00 off coupon that the cashier needed to take off the bill. How
much would each person have to pay if they split the bill equally after the discount?

5. Your mom bought a multi pack of Hot Fries from Sam’s Club last week. When you got home
from school your brother and his friends had eaten ⅙ of the bags. By the end of the week your
family had eaten 50% of what was left. There are 30 bags of Hot Fries left in the box.
How many were in the box to begin with? Be sure to show and explain all of your reasoning.

Day 5: Weekly Reflection

Christina and Brett are debating the relationship between two rational numbers. Read their claims
below, then write an explanation of who is correct. Use a number line model to support your answer.
1 1
Christina’s Claim: “I know that 3 is greater than 2 . So, −3 must be greater than −2 .”
2 2
1
Brett’s Claim: “Yes, 3 is greater than 2 , but when you look at their opposites, their order will be
2
opposite. So, that means −22 is greater than −3.
1

Answer Guide: Day1: NSR: Alike: They are both fractions and equal to ¾. Different: They have different
numbers in the numerator and denominator. 1. < 2. = 3. = 4. < 5. > 6.d 7.b 8.c
Day 2: NSR: Answers vary. Sample answers: 2/10 because it is not simplified, 1/5 because it has odd
numbers, 0.2 because it is a decimal, 2% because it is a percent and is not equivalent to the other three 1. 0.8,
2 4 1 1
, , 45% 2. D 3. B 4. 0.102, ,
6 10
, 2%
3 7
2 9 2 93
Day 3: NSR: 5 1. -60%, -0.54, − , 0.7 2. -1.63, -
5 4
3. 6%, 50%, 3, 100
Day 4: NSR: Sample answer: Option B because you have a better chance of rolling two even numbers (9/36 =
9
1/4) than a double (6/36 = 1/6) 1. 60 2. cups 3. $29.14 4. $9.17 5. 72
10

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
10
Advanced Mathematics, Grade 6 Week 2

Day 5: Brett is correct because placing these numbers on the number line, you can see that -2 is closer to 0
1
2
than -3.
Negative Exponents, Scientific Notation, Perfect Squares and Absolute Value
Weekly Learning Outcome/Essential Question:
● I can write negative exponents as a fraction and decimal.
● I can compare and order numbers written in scientific notation.
● I can identify perfect squares.
● I can identify the absolute value of rational numbers

Day 1: Negative Exponents

Number Sense Routine: How are these numbers alike and different?

These are alike because... These are different because...

3
30%
4
5
2.4 27

Teaching

● Negative exponents for powers of 10 are Examine the pattern below

used to represent numbers between 0
Value Exponential Form
and 1.
1
(e.g.,10−3 = 103 = 0.001). 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟑𝟑

𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟐𝟐
● Negative exponents for powers of 10 can
be investigated through patterns such as: 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏

102 = 100 𝟏𝟏 𝟏𝟏𝟏𝟏𝟎𝟎

101 = 10
100 = 1 𝟏𝟏 𝟏𝟏𝟏𝟏−𝟏𝟏
1 1 𝟏𝟏𝟏𝟏
10−1 = 1 = = 0.1
10 10
1 1 𝟏𝟏 𝟏𝟏𝟏𝟏−𝟐𝟐
10−2 = 2 = = 0.01 𝟏𝟏𝟏𝟏𝟏𝟏
10 100
𝟏𝟏 𝟏𝟏𝟏𝟏−𝟑𝟑
𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎

Application

1. A base of ten raised to a negative exponent corresponds to a number:

a. Between 0 and 1 b. Less than -1
c. Greater than 1 d. Between -1 and 0

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
11
Advanced Mathematics, Grade 6 Week 2
2. Which exponent will make this statement true?
10? = 0.00001
3. Circle the errors in each row and correct them.

Expanded Standard Fraction Exponential

Exponential
Form Form Form Fraction

50
5 × 10 50 1 105
Ex. 105
100,000 1
10 × 10 × 10 × 10 × 10 100,000
1

103 10 × 10 × 10 30 1000 103

1 1
a.

100 0 1 1 100
1 1
b.

10−1 1 0.1 1 1
10 10 101
c.

10−2 −10 × −10 0.01 1 1

100 102
d.

10−4 1
×
1
×
1
×
1 0.0001 1 1
10 10 10 10
e. 100,000 104

Check & Reflect: Use page 17 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 2: Scientific Notation

Number Sense Routine
If the absolute value of a number is 0.9, how could you plot all the possible numbers?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
12
Advanced Mathematics, Grade 6 Week 2
Teaching

Vocabulary Examples

Scientific notation is a way of expressing a number that may

be too big or small to write. Scientific notation is the product of 7.2 × 104
a number between 1 and less than 10 & a power of 10.

Standard form is how we normally write numbers.

1,000

An exponent describes the number of times a base is 104 = 10 × 10 × 10 × 10

multiplied (number times itself).
1 1 1
10−3 = 3
= =
A negative exponent means the number is smaller, not 10 10 × 10 × 10 1000
negative (fraction or decimal). = 0.001

Any non-zero number to the zero power is equal to 1. 100 = 1

Any number to the first power is itself. 101 = 10

In scientific notation, if the exponent is negative, you are 1 1 1

dividing by 10s, moving the decimal left. If the exponent is 4.5 × 10−3 = 4.5 ∙ ∙ ∙
10 10 10
positive, you are multiplying by 10s, moving the decimal right

Application and Practice

1. The weight of an eyelash has 0.00000002 pounds of force. Write this number in scientific
notation.

2. Which number is equivalent to 1.234 x 10-3 ?

a. 1,234 b. 1,234,000 c. 0.0001234 d. 0.001234

3. How is 1,002,000 written in scientific notation?

a. 1.2 x 106 b. 1.002 x 106 c. 1.00 x 106 d. 1.02 x 106

4. Place in ascending order: 4.32 x 10-2, 1.20 x 103 , 4.32 x 10-4

5. Select the appropriate symbol: <, >, or =

3.21 x 10-3 3.20 x 10-3

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
13
Advanced Mathematics, Grade 6 Week 2
6. Convert to scientific notation:
a. 0.004 ____________ b. 107,000 ____________

7. The capacity of a large petroleum super tanker is 1.33 x 108. What is this value in standard
form?

8. Write six million in scientific notation. _______________________

9. Put these numbers in order from least to greatest.

4.58 × 106 4.58 × 101 4.58 × 103 4.58 × 100

_____________, _____________, _____________, _____________

10. Use >, <, or = to compare the numbers below.

a. 8.5 x 10-2 ___ 8.5 x 10-3 b. 6.04 x 107 ___ 6.4 x 106
c. 3.7 x 105 ___ 4.5 x 105 b. 9.03 x 103 ___ 3.4 x 105

Check & Reflect: Use page 17 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 3: Perfect Squares

Number Sense Routine: What value could go in the box to make the numbers in ascending order?

1
1 , , 130%
4

Teaching
Perfect Square Square Root
A perfect square is a whole number whose A square root of a number is a number which,
square root is an integer. Zero (a whole number) when multiplied by itself, produces the given
is a perfect square. number.
Example: 𝟑𝟑𝟑𝟑 = 𝟔𝟔 ∙ 𝟔𝟔 = 𝟔𝟔𝟐𝟐 Example: √121 is 11 since 11 ∙ 11 = 121

The square root of a specific number can be represented geometrically as the length of a side of a
square with an area of that specific number.

Example: The square has an area of 144𝑖𝑖𝑖𝑖2 ; the length of

𝟏𝟏𝟏𝟏𝟏𝟏 𝒊𝒊𝒊𝒊𝟐𝟐 the side of the square is 12.

√144 = 12

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
14
Advanced Mathematics, Grade 6 Week 2
Application and Practice

1. Fill in the table with the perfect square.

Perfect Perfect Perfect Perfect

Number Number Number Number
Square Square Square Square
1 6 11 16

2 7 12 17

3 8 13 18

4 9 14 19

5 10 15 20

2. Circle all equations that are false.

√144 = 12 √169 = 13 √225 = 15 √284 = 17

3. Mrs. Frizzle has a vegetable garden that is a perfect square. It has an area of 324 square feet.
She wants to put a brick border around the entire garden. How many feet of border will she
need to buy?

4. What is the square root of 1?

1 1
a. 1 b. 2 c. 2 d. 4

5. Tiffany has a square picture frame with an area of 400𝑖𝑖𝑖𝑖2 . She wants to decorate one side of
the frame with ribbon. Which of the following represents the amount of ribbon she will need?
a. 20 in. b. 80 in. c. 100 in. d. 200 in

6. Which of the following pictures does not represent a perfect square?

a. b. c. d.

Check & Reflect: Use page 17 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
15
Advanced Mathematics, Grade 6 Week 2

Day 4: Absolute Value

Number Sense Routine: Choose one of the options. Explain your thinking.
Would you rather buy....
Option A: Option B:
8lb jug of ice cream for $24.56 Two 3lb 11oz jugs of ice cream for $23.60

I would choose Option _____ because ____________________________________________.

Teaching

Expressing distance using absolute value

The distance between two numbers is the absolute value of their difference.

Example: Which of the following represents the distance between points x and y on the number line?

a) | − 𝟒𝟒 + 𝟐𝟐| b) |𝟐𝟐 − 𝟒𝟒| c) | − 𝟒𝟒 − 𝟐𝟐| d) |𝟐𝟐 + (−𝟒𝟒)|

If you count from x to y you will find a distance of 6, so then you can look at each expression to find which
one simplifies to 6. Answer would be c; it correctly shows the distance between x and y.

Application and Practice

1. Circle ALL of the true statements.

| − 4| = |4| 33 = |33| −17 = | − 17| |0| = 0

1 1
−2 = |2| |2.4| = 2.4 =| | | − 5| = −5
2 2

2. Fill in the blank with <, >, or = to make a true sentence.

1
a. −3___| − 6| b. − ___| − 6| c. 6___| − 6| d. −8___| − 8| e. |2.7|___| − 2.7|
2

3. Which absolute value has the greatest value?

1 5
| − 5.7| | | |10| |− | |3.8|
2 9

4. Which absolute value has the least value?

1 2
|8.2| |−4 | | | | − 7.9| | − 3|
2 3

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
16
Advanced Mathematics, Grade 6 Week 2
5. Circle the 2 points on the number line below that have the same absolute value.
A B C D

6. Which of the following represents the distance between points x and y on the number line?

a. |𝟕𝟕 − 𝟐𝟐| b. | − 𝟕𝟕 − 𝟐𝟐| c. | − 𝟕𝟕 + 𝟐𝟐| d. |𝟐𝟐 − 𝟕𝟕|

Check & Reflect: See below to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 5: Weekly Reflection

Read the word problem, then look at the student’s work and solution. Identify and describe the error.
Solve the problem correctly, then share a strategy this student could use to avoid making the same
error in the future.
An album receives an award when it sells 10,000,000 copies. An album has sold 7,680,000 copies.
How many more copies does it need to sell to receive the award? Write your answer in scientific
notation.

Incorrect Work/Solution Identify and Explain the Error

10,000,000 - 7,680,000 = 2,320,000

2,320,000 4 zero
2.32 x 104
The album must sell 2.32 x 104 more copies to
receive the award.

Correct Work/Solution: Share a Strategy: The student could have …

Answer Guide: Day 1: NSR: Sample answers: Alike: They are all rational numbers, two numbers are
fractions, two numbers are less than 1, two numbers are between 2 and 4. Different: None are equal, they are
in different forms (fractions, decimals, percents) 1. a 2.-5 3a. standard form 1,000 3b. expanded form 1
1 1 1
3c. no error 3d. expanded form x 3e. fraction form Day 2: NSR: You could plot .9 and -.9 1. 2x10−8
10 10 10,000
2. d 3. b 4. 4.32x10−4, 4.32x10−2, 1.20x103 5. > 6a. 4x10−3 6b.1.07x105 7. 133,000,000 8. 6x108
9. 4.58x100 ,4.58x101 ,4.58x103 ,4.58x106 10a. > 10b.> 10 c. < 10d. < Day3: NSR: Sample answers: 1.26,
1.27, 1.28, 1.29, 1.251, 1.29999 1.4,9,16,25,36,49,64,81,100,121,144,169,196,225,256,289,324,361,400
2. √284=17 3. 72ft 4.a 5.a 6.d Day 4: NSR: Option A because it is cheaper per ounce (cheaper per unit
1 1 2
price) $0.192 versus $0.20 1.|−4|=|4| 33=|33||0|=0 |2.4|= 2.4 =�2� 2a. < 2b.< 2c.= 2d.< 2e.= 3.10 4.
2 3
5. 4 & -4 5.d 6.b Day 5: Scientific notation is not about the number of zeros; its in a format that has one digit
in front of the decimal point and two digits after the decimal point. The correct answer would be 2.32x105
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
17
Advanced Mathematics, Grade 6 Week 3

Proportional Reasoning
Weekly Learning Outcome:
● I can solve single step and multistep practical problems, using proportions.
● I can solve problems involving the relationship between corresponding sides and
angles of similar figures.

Day 1: Proportions
Number Sense Routine: How are these numbers alike and different?

9 25 16 43

These numbers are alike because ___________________________________________________.

These numbers are different
because_________________________________________________.

Teaching: Vocabulary

Proportion - A proportion is a statement of Ratio Table - is a table of values representing a

equality between two ratios. proportional relationship that includes pairs of
𝒂𝒂 𝒄𝒄 values that represents equivalent rates or ratios.
= , 𝒂𝒂: 𝒃𝒃 = 𝒄𝒄: 𝒅𝒅,
𝒃𝒃 𝒅𝒅
Cups 1 2 3 4
Ounces 8 16 24 32

Example: If it takes 6 gallons of gasoline for a 96-mile trip, how many gallons of gasoline
would be needed for a 128 mile trip?

Method 1 Method 2

96 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 128 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚

=
6 𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔 𝑥𝑥 𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔
Cross multiply to get
96𝑥𝑥 = 6 ∙ 128
96𝑥𝑥 768
96
= 96
𝑥𝑥 = 8
It would take 8 gallons
for a 128-mile trip
Identify the unit rate by dividing by 6 (to get 1 gallon), once you
have the unit rate you can multiply to find the units needed.

Application
1. Marcie can mow 9 lawns every 14 hours. How many lawns can she mow in 49 hours? _______ = _______

Solve:

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
18
Advanced Mathematics, Grade 6 Week 3

2. Max ran 5 miles on Thursday. One mile 3. A granola recipe requires you to use 5 cups of oats for
equals 5,280 feet. Which proportion can be every 3 cups of almonds. Create a ratio table to help
used to determine how many feet, x, Max determine how many cups of oats would be needed if you
ran on Thursday? used 12 cups of almonds.
1 𝑥𝑥 1 5
a. 5,280 = 5 b.5,280 = 𝑥𝑥 Cups of
Oats 5 x
1 5,280 1 𝑥𝑥
c. 𝑥𝑥 = d.5 = 5,280
5 Cups of
almonds 3 12

4. A blueprint of an office building is created 5. Mr. Ford spent $2 on one big bag of hot fries; how many
using a scale of 1cm:6 feet. What is the bags can he buy for $10? (Set up proportion)
actual length of a wall that is 10 cm long on
the blueprint? cost $2

# bags of
hot fries 1

Check & Reflect: Use page 24 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 2: Tax, Tip, Discount

2
Number Sense Routine: Plot , 2.5%, and 0.25 on the number line.
5

Teaching
Vocabulary Examples
Tax and tip: an amount added to ● In Virginia, we pay 6% sales tax on items we purchase.
your total ● When you go out to eat at a restaurant, you leave a tip for
your server.
Total = Original Price + Tax or Tip
Discount: an amount subtracted Sale Price, Savings, Coupons, or On Sale are all ways the price
from your total of an item is discounted.
● Sale Price = Original Price - Discount

Calculating Tax, Tip and Discount Amount

Method 1 Method 2
Using a proportion Changing the percent to a decimal and multiply

𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃 % 1. Convert the percent to a decimal by moving the

= decimal 2 places left
𝑊𝑊ℎ𝑜𝑜𝑜𝑜𝑜𝑜 100 2. Multiply the now decimal with the original cost.
3. The answer will be the tax, tip or discount amount.

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
19
Advanced Mathematics, Grade 6 Week 3

Example: Sarah wants to buy a pair of jeans that cost $85.00.

How much tax will she pay, if the tax is 7.5%?

Method 1 Method 2
𝑥𝑥 7.5
= 1. 7.5% = 0.075
$85.00 100
2. 0.075 × $85.00
7.5 × $85.00 = 100𝑥𝑥
3. Tax= $6.375 = $6.38
$637.50 100𝑥𝑥
=
100 100

𝑥𝑥 = $6.375 = $6.38

Example: How much money does Sarah need total including tax to buy the $85.00 pair of jeans?
Original Price + Tax = Total
$85.00 + $6.38 = $91.38

Application
1. Mr. Porter's grocery bill is 2. Kim and Steve went to dinner. 3. Darrell's restaurant bill is
$143.74. If 5.3% sales tax is Kim has a coupon for a 25% $89.75. If Darrell leaves a 20%
added to the bill, what is the discount off all meals not including tip, how much tip does the
total Mr. Porter owes? tax and tip. If the original price of server receive?
the meal was $75, how much
money will they save?

4. Sports Zone Equipment Prices: 5. Alene wants to buy a pencil

pouch that costs $16.00. She
must also pay 5% sales tax. If
she pays with a $20 bill, how
much change will she receive
back?
This weekend, the store is running a special. You get 20% off of
your total purchase. Which is the closest to the total sale price of
buying both a football and a basketball (before tax)

A: $62.89 B: $52.41 C: $41.93 D: $32.41

Check & Reflect: Use page 24 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
20
Advanced Mathematics, Grade 6 Week 3

Day 3: Property of Similar Figures

Number Sense Routine: How are these numbers alike and different?

These are alike These are different

because... because...
𝟏𝟏
of 80 20
𝟒𝟒

𝟖𝟖𝟖𝟖
25% of 80
𝟒𝟒

Teaching - Vocabulary
Similar (∼) - figures that are the same shape but Congruent (≅)- figures that are the same shape
different sizes. Corresponding angles are equal and same size. Corresponding angles and
and corresponding sides are proportional. corresponding sides are the same size and
length.

Corresponding Sides - sides that are in the Corresponding Angles - angles that are in the
same position on two different shapes. same position on two different shapes.

Similarity Statement - a math sentence that

shows the relationship between similar figures.

△ 𝐴𝐴𝐴𝐴𝐴𝐴 ∼△ 𝐼𝐼𝐼𝐼𝐼𝐼

Application 1. ∠G corresponds to ����corresponds to

5.𝐺𝐺𝐺𝐺
1. GHIJ ~ KLMN
2. ∠H corresponds to ��� corresponds to
6. 𝐺𝐺𝐺𝐺
3. ∠I corresponds to � corresponds to
7. 𝐼𝐼𝐼𝐼
4. ∠J corresponds to ���� corresponds to
8. 𝐻𝐻𝐻𝐻

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
21
Advanced Mathematics, Grade 6 Week 3

2. Quadrilateral MNPQ is similar to quadrilateral YZWX.

What is the measure of angle W? ___________

3. Complete the following similarity statement 4. Given △ 𝑅𝑅𝑅𝑅𝑅𝑅 ∼△ 𝐿𝐿𝐿𝐿𝐿𝐿.

based on the image below:

△ RUN ∼ ______

What is the measure of angle J?________

Check & Reflect: Use page 24 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 4: Solving Similar Figures

Number Sense Routine: Would you rather …?

Option A: Sell a batch of 30 cookies for 50 cents Option B: Sell a batch of 30 cookies altogether for
each with the cost to make them of $8.00. $15.00 with the cost to make them of $6.00.

I would rather choose option ___ because ____________________________________________

Teaching - Today’s focus will be to find missing sides and/or angles of similar figures and
proving that 2 figures are similar.
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
22
Advanced Mathematics, Grade 6 Week 3

Solving for a missing side Proving two figures are similar

Triangle PQR is similar to triangle STU. Is this pair of polygons similar?

This time, we are being asked to prove IF these

The given information tells us that the triangles are polygons are similar. We will set up a proportion
similar. Using corresponding sides we can set up a for the corresponding sides in order to check the
proportion to solve for the missing side n. cross products to see if they are equal. If the
cross products are equal, the sides are
𝒏𝒏 𝟑𝟑𝟑𝟑 𝑛𝑛 15 proportionate and therefore the figures would be
= or =
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 13 5 similar.

𝑛𝑛 = 39 Proportional Setup
7 9
You can use either proportion to solve for this =
14 18
missing side, refer to Day 1 if you need a reminder
on solving proportions. The figures are similar because 7 ∙ 18 = 9 ∙ 14

Application
2. Which rectangle is similar to rectangle ABCD?
1. The two triangles
shown are similar.
Which three proportions
can be used to prove
similarity?
Option A Option B

a. b. c. d. e.

10 6 10 20 12 20 12 6 10 10
=
12 10 6
= 12 6
= 10 20
= 10 6
= 12
Explain your answer:

3. Jillian claims that two isosceles triangles will 4. Find the missing side (x) of the similar figure
always be similar. Is her claim true or false?
Explain

*Set up the proportion _______ = ________

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
23
Advanced Mathematics, Grade 6 Week 3
Check & Reflect: See below to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 5: Weekly Reflection

1. The Fosters traveled the first 100 miles of their trip in 80 minutes. They traveled the final 198,000
feet in 30 minutes. Is this an example of a proportional relationship? Explain your reasoning.

2. Explain how you know two figures are similar. How do corresponding sides affect similar figures?

3. Based on the content you reviewed this week; how might this information be useful in real life?

Answer Guide
Day 1: NSR: Sample answers: Alike: They are all integers; Different: Only three of them are perfect
squares, only three of them are odd, only one if less than ten 1. 31.5 2. b 3. 20 4. 60 5. 5

Day 2: NSR: 2.5% should be first and close to zero, 0.25 is next and should be about a half of the
way between 0 and 0.5, and 2/5 should be last and close to 0.5
1. $151.36 2. $18.75 3. $17.95 4. c 5. $3.20

Day 3: NSR: Sample answers: Alike: They are all equal to 20. Different: 20 is the only one simplified,
one uses a fraction, another a percent. 1.1 1.∠K 1.2.∠L 1.3.∠M 1.4.∠N 1.5.KL 1.6.KM
1.7.MN 1.8.LM 2. 80ᐤ 3. ᐃGOJ 4. 20ᐤ

Day 4: NSR: Possible answers: Option A because you only have to sell 16 cookies to break even.
Option B because you will make a larger profit. 1. b,c,d 2. Option B 3. False (two isosceles
triangles will NOT always be similar because in order to be similar all corresponding angles in both
triangles MUST be congruent; you can have two isosceles triangles that have different angle
measures; ex. 50-50-80 and 45-45-90 both are isosceles yet they are not similar) 4. 3
100 37.5
Day 5: 1. Yes, by converting 198,000 feet to 37.5 miles I was able to set up a proportion of 80
= 30
.
The cross products are equal, so the statement is true. 2. In setting up a proportion with
corresponding sides, their cross products are equal to each other. . 3. Answers may vary.

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
24
Advanced Mathematics, Grade 6 Week 4

Equations and Inequalities

Weekly Learning Outcomes:
● I can solve two-step equations, including practical problems.
● I can solve one- and two-step inequalities, including practical problems.

Day 1: Two-step equations, including practical problems

Number Sense Routine: Using the numbers 1-9, fill in the blanks to make the statement true.

Teaching: The goal in solving equations is to get the variable by itself.

1. Use inverse operations to move all the

The inverse of
constants to one side addition (+) is
2. Use inverse operations to solve for the subtraction (-)
variable

Check out these videos to support your learning! The inverse

1. https://bit.ly/2A7ycGh operation for 2
times x is to
2. https://bit.ly/2XLEdkN divide by 2

Application: Solve for the variable.

1. 2𝑥𝑥 + 3 = 12 2. −7 + 13𝑎𝑎 = 29 3. 3𝑛𝑛 − 5 = 10 4. 5 − 𝑥𝑥 = 9

5. 11 = −4 + 5𝑦𝑦 6. A new one-year membership at Roswell 7. For a field trip 20 students

Tennis Center costs $160. A registration fee rode in cars and the rest filled
of $28 is paid up front, and the rest is paid nine buses. How many
monthly. How much do new members pay students were in each bus if
each month? 236 students were on the trip?
Write an equation and solve

Check & Reflect: Use page 29 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
25
Advanced Mathematics, Grade 6 Week 4
Day 2: Two-step equations, including practical problems
Number Sense Routine: Using the numbers 1 through 0, fill in the blanks to make the statement true.

Teaching
1. Use inverse operations to move all the The inverse of
constants to one side addition (+) is
subtraction (-)

2. Use inverse operations to solve for the

variable
Remember the
Check out this video for additional support: Multiplicative Inverse. You
https://bit.ly/2BNLWpZ have to multiply by 2/1 on
both sides.

Application
1 2
1. 𝑥𝑥 + 6 = 16 2. −22 = 5𝑦𝑦 + 13 3. 17 = 5 + 𝑘𝑘
2 3

𝑥𝑥 1 𝑛𝑛 −31
4. −10 = −6 5. − 𝑥𝑥 + 5 = 7 6. =2
3 4 4

7. Chris sold half of his comic book collection then purchased 10 more. He now has 24 comic books. How
many books did Chris begin with? Write an equation and solve.

8. Netflix charges David $15 per month for a membership, plus a $5 one-time fee for streaming on his
phone. How many months will David have his membership if Netflix charges him $50?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
26
Advanced Mathematics, Grade 6 Week 4
9. Penelope is going to the carnival to ride the rides. It costs $20 to get into the carnival and ride
tickets are $ 0.50 each. She spends $35 in all. How many tickets did she buy?

Check & Reflect: Use page 29 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 3: One- and Two-step Inequalities

Number Sense Routine: Which one doesn’t belong? Justify with mathematical reasoning.

−2 + (3 + 4) (3 + 4) + (−2) −2 + (4 + 3) (−2 + 3) + 4

A B C D

____ doesn’t belong because ______________________________________________________.

Teaching: Solving inequalities is the same process as solving equations. However, when we solve
inequalities, there are an infinite number of solutions.
Solving Graphing Inequalities
The inverse of
addition (+) is
1. Draw and label the number line
subtraction (-)
2. Determine if you will use an open circle (<,>) or a
filled in circle (≤,≥)
The inverse 3. Substitute 2 values into your inequality to determine
operation for 3 the direction of your arrow, draw your arrow towards
times x is to
divide by 3
the true statement

Check out these videos: https://bit.ly/37bJoO9

https://bit.ly/2AUideI

When solving inequalities, if you

multiply or divide by a negative
number, you must change the
inequality symbol to its opposite to
identify the solutions.

Check out this video for further support:

https://bit.ly/3dMr3cX

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
27
Advanced Mathematics, Grade 6 Week 4
Application: Solve and graph.
1. 𝑥𝑥 − 15 > −12 2 3. −9𝑦𝑦 ≤ 6
2. 𝑥𝑥 > 7
3

4. 5𝑎𝑎 − 5 > 1 5. −4𝑛𝑛 + 6 ≥ −10 6. 8 ≤ −4 + 2𝑐𝑐

3 8. A weightlifter’s maximum amount he can lift is 300 pounds. Write and

7. 𝑤𝑤 − 6 ≥ −3 solve an inequality to find the number of 50-pound weights he can possibly
4
lift.

Check & Reflect: Use page 29 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 4: One- and Two-step inequalities, including practical problems

Number Sense Routine: Fill in the boxes using 0 – 9 at most once each to make the statement true.

Application: Solve and graph

𝑛𝑛
1. 15 + 𝑦𝑦 ≤ 0 2. 6> +4 3. −7𝑥𝑥 − 7 ≥ 56
3

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
28
Advanced Mathematics, Grade 6 Week 4

4. Demi is saving for a new $500 bike. She currently 5. Pablo makes $300 a day and works 20 days a
has $125. If she saves $15 per week, how long must month, but he is fined $20 every day he is late. How
she wait to save at least $600 to cover tax and many days can he be late if he wants to make at
extras. Write and solve an inequality. least $5,910? Write and solve an inequality.

Check & Reflect: See below to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 5: Weekly Reflection: Study the incorrect work below. Then, find the mistake and explain your
reasoning. Find the correct answer by showing the correct work in the appropriate box. Explain your
correct work and solution.

Incorrect Work and Solution What was the mistake? Explain Correct Work and Solution

𝟐𝟐𝟐𝟐 − 𝟏𝟏𝟏𝟏 = 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 − 𝟏𝟏𝟏𝟏 = 𝟐𝟐𝟐𝟐

−10 − 10
2𝑥𝑥 = 12
÷2 ÷2
𝑥𝑥 = 6
𝑥𝑥 𝑥𝑥
+ 6 > −2 + 6 > −2
4 4
−6 −6
𝑥𝑥
> −8
4
𝑥𝑥 < −32

Answer Guide:
9 36
Day 1: NSR: Sample answers: 2 and 1, 4 and 3, 9 and 2 1. 2. 3. 5 4.−4 5. 3 6. $11.00 7. 24 students
2 13
1 2 3
Day 2: NSR: Sample answer:
9
<8<5 1. 20 2. −7 3. 18 4. −12 5. −8 6. 39 7. 28 comic books 8. 3 months
9. 30 tickets
Day 3: NSR: Sample answers: A because -2 is written first, B because everything is in parentheses, C because the 3

2 6
3. y≥- ;
21
and 4 are switched, D because 2 and 3 are in the parenthesis 1. x>3; 2. x> ; 4. a> ;
2 3 5

5. n≤4; 6. c≥6; 7. w≥4; 8. 50w ≤ 300; w≤6;

Day 4: NSR: Sample answer: 2(5+3) = 9 + 7 = 16 1. y≤-15; 2. n<6; 3. x≤-9;

4) 15x+125 ≥ 600;x≥32 weeks; 5. 6000-20d ≥ 5910;d≤4 days;

Day 5: Equation x=16; subtracted 10 when should have added 10 Inequality x>-32; flipped the inequality symbol when
should not have
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
29
Advanced Mathematics, Grade 6 Week 5

Introduction to Functions
Weekly Learning Outcomes:
● Determine the slope, m, as rate of change in a proportional relationship
● Graph a line representing a proportional relationship given the slope and an ordered pair, or
given the equation in y = mx­ form
● Determine the y-intercept, b, and write an equation in the form y = x + b to represent the
relationship
● Graph a line representing an additive relationship given the y-intercept and an ordered pair, or
given the equation in the form y = x + b, where b represents the y-intercept
● Make connections between and among representations of a proportional or additive
relationship between two quantities using verbal descriptions, tables, equations, and graphs.

Day 1: Identifying slope (m) and y-intercept

Number Sense Routine: Which one doesn’t belong?

20% off of $25.00 20% tip on $25.00

7% tax on $25.00 25% of $25.00

I think _________________ does not belong because _____________________________________

Teaching: Finding the y-intercept

Finding the Finding the y-intercept

y-intercept Step 1: See if there is a 0 from a graph Step 1: Find the y-axis (feel free
from a table in the x-column. The y- to highlight it or put your finger
intercept is where the x on it).
value is zero. If not, use
x y the pattern to find what Step 2: Find the point where the
zero would be. line crosses the y-axis.
-2 10
Step 2: Identify the Step 3: Write the y-value of that
-1 8 y-value to the right of the point.
0 (also known as the zero
0 6 term!) That is your y-intercept!
(0, -1)
1 4 That is your y-intercept!
(0, 6)

Finding the y-intercept from an equation in slope-intercept form (y = mx + b)

y = –4x - 6

Find the number that comes after the variable x (also known as the constant).

That is your y-intercept! (0, -6)

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
30
Advanced Mathematics, Grade 6 Week 5

Teaching: Finding Slope

Finding the Step 1: Choose two From the slope from a Step 1: Find two points on
slope from a ordered pairs from the graph the graph
table table.
Step 2: Draw a line up and
x y then over to connect the
Step 2: Identify the
difference in the y’s dots.
5 10
(Subtract the y’s)
Step 3: Count the amount
8 8 Step 3: Identify the that is rising up.

11 6
difference in the x’s Step 4: Count the amount
(subtract the x’s) that is running over (if going
14 4 left, then the number is
Put the y-difference negative).
over the x-difference
(write as a fraction) Step 5: Create a fraction
using the rise in the
That is your slope! numerator and the run in the
denominator.
*Don’t forget to
simplify! That is your slope!
−2 −1
−
3 2
Find the slope from an equation in slope-intercept form (y = mx + b)
y= -4x - 6
Find the number that is in front of the variable (x) (also called the coefficient) -4
That is your slope (m = slope)!

Application
1. Identify the slope and y-intercept of 2. Find the slope and y-intercept 3. Find the slope and y-intercept
the given equation
x y
Slope y-intercept
-4 0
a. y = 3x + 4
0 -2
b. y = -2x + 8
1 a) Slope: ____
c. y= x
2
b) y-intercept: ___
3 a) Slope: ____
d. y = - 𝑥𝑥 − 1
4 b) y-intercept: ___

Check & Reflect: Use page 36 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
31
Advanced Mathematics, Grade 6 Week 5
Day 2: Multiplicative Linear Equations
Number Sense Routine: Fill in the blanks using the number 1-9, without repeating. Place each
number into one of the blanks to find the largest possible result.

Teaching: 𝒚𝒚 = 𝒎𝒎𝒎𝒎; 𝒎𝒎 =slope

From a table: Cecil walks 3 meters every From a graph: This graph goes through the
second. Does this relationship have a constant origin, which is a characteristic of a multiplicative
of proportionality (the unit rate)? equation. What is the equation of the graph?

𝑦𝑦 3 6 9 12
= = = = =3 Identify the rate of
𝑥𝑥 1 2 3 4 change of the graph.
1 pound of Jellybeans
X
1 2 3 4 cost $2.00, 2 pounds
(seconds) of Jelly Beans cost
$4.00.
Y (meters) 3 6 9 12
𝑦𝑦 2 4
= = =2
The table shows a proportional relationship of 3 𝑥𝑥 1 2
which relates to the equation y = 3x
The table shows a proportional relationship of 2
which relates to the equation y = 2x

Application
1. Danielle rode 80 miles in two hours on her 2. Kerry recorded the hours she rides her bike
scooter. She graphed her distances before and the distance she travels over time in the
stopping to rest. Write an equation to represent chart below. Write an equation to represent
Danielle’s scooter ride. the relationship between the hours Kerry
rides and the distance she travels.

Hours
1 2 3 4
(x)

Miles
12 24 36 48
(y)

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
32
Advanced Mathematics, Grade 6 Week 5

3. The graph displays the relationship between 4. Mrs. Mirzayan decides to go bowling. It
time and profit at Mr. Minor’s auto repair shop. costs $5.00 per game. This can be represented
Write an equation to represent the relationship by the equation 𝑦𝑦 = 5𝑥𝑥. Graph this relationship.
between time and profit.

Check & Reflect: Use page 36 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 3: Additive Linear Equations

Number Sense Routine: Fill in the blanks using numbers −𝟒𝟒 through 𝟒𝟒, without repeating, place a
number into each of the blanks so 𝟏𝟏𝟏𝟏 is a solution to the inequality.

Teaching: Equation: y = x + b b = y-intercept , the slope(m) = 1

From a table - Additive From a graph - Ask yourself, “Where does the
x y
Relationships are graph cross the y axis?”
represented by the
equation y = x + b. 1 +2 3
Ask yourself, ”What do I
need to add or subtract
from x to get y?
2 +2 4

The table shows an

additive relationship of
2 which relates to the
equation y = x + 2 3 +2 5

The graph shows an additive relationship of 1

which relates to the equation y = x + 1

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
33
Advanced Mathematics, Grade 6 Week 5
Application
1. A line passes through points (-1, -5) and 2.The table represents an additive relationship.
has a y-intercept of –4. Create a graph for Create a graph and identify the y- intercept.
the additive relationship.
x y

-2 -5

3 0

3. Use the table to determine the 4. Kathy has $3 in the bank and deposits $1 every
relationship between the values. Write day. What equation can represent this situation.
your answer in the form of an equation.

x y

10 2

11 3

12 4

13 5

Check & Reflect: Use page 36 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
34
Advanced Mathematics, Grade 6 Week 5
Day 4: Graphing Linear Equations
Number Sense Routine: Alike and Different

𝟐𝟐𝟐𝟐 = 𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐 < 𝟏𝟏𝟏𝟏

These are alike because _____________________________________________________

These are different because __________________________________________________

Teaching – For more support, consider watching this optional video: https://bit.ly/3cQjxMM

Strategy #1: Create a table of values that satisfy the equation

Example: Graph 𝒚𝒚 = 𝟐𝟐𝟐𝟐 x 𝒚𝒚 = 𝟐𝟐𝟐𝟐 y (x, y)
1: Create a table
2: Choose the x values -1 𝒚𝒚 = 𝟐𝟐(−𝟏𝟏) -2 (-1, -2)
3: Substitute x values into the equation for the y value
4: Record the points in the final column 0 𝒚𝒚 = 𝟐𝟐(𝟎𝟎) 0 (0, 0)

1 𝒚𝒚 = 𝟐𝟐(𝟏𝟏) 2 (1, 2)

Strategy #2: Use the slope and y intercept.

Example: Graph 𝒚𝒚 = 𝒙𝒙 − 𝟑𝟑

In this equation you can identify the y-intercept as -3, and the slope is 1. To graph this, plot the y
intercept on the graph and apply the slope of 1 to create additional points on the graph.

Application
1 2) Graph the equation 𝑦𝑦 = 𝑥𝑥 − 5
1) Graph the equation 𝑦𝑦 = 𝑥𝑥
2

Check & Reflect: Use page 36 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
35
Advanced Mathematics, Grade 6 Week 5
Day 5: Weekly Reflection
Taylor buys candy at the store that costs $1.50 per candy bar. Create a table that could represent
Taylor’s cost per candy bar. Graph those points on the graph and create a rule (equation) that
represents the relationship. Explain how you created the table and created the rule.
Table Graph Rule

Answer Guide: Day 1: NSR: Sample answers: First one because the answer is 20 and you are subtracting.
Second one because the answer is 30 and you are adding. Third one because the answer is 26.75 and you
are adding. Fourth on because the answer is 18.75 and you are subtracting. 1a..slope = 3; y-intercept = 4
1 3 1
1b. slope= –2; y-intercept = 8 1c. slope = ; y-intercept = 0 1d. slope = - ; y-intercept = –1 2a. - 2b. -2
2 4 2
3a. 1 3b. 3

Day 2: NSR: 9(8+7) 1. y=40x 2. y=12x 3. y=2x 4.

Day 3: NSR: Sample answer: Using -4 and 1, one possible answer is -4X < 1 1. 2.
(0, -3) 3. y=x-8 4. y=x+3

Day 4: NSR: Sample answers: You solve both by dividing by two. Different: One is an equation and the other

is an inequality. 1) 2) Day 5: 𝑦𝑦 = 1.50𝑥𝑥

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp
36
Learning Quest, Grades 3-6

SUMMER LEARNING QUEST:

Paper Airplane Challenge
Have you ever made a paper airplane? A piece of paper can be
turned into lots of different things. You can make them fly —
all depending on how you design and fold the material.

How can you design a paper airplane that can fly as far as possible?
Task Guidelines:·
• Use one piece of paper per design.
• Try at least two designs.
• Consider using the steps below for your first design, then experiment on your second design idea.

DESIGN #1: Remember our directions from the Language Arts packet? Follow the same
steps to make a paper airplane. Take your time and make nice folds like you are in art class!

1. 2. 3. 4. 5.

6. 7. 8. Finished!

DESIGN #2: Plan for your own design: Make a detailed drawing of your unique airplane design.
Consider the steps and folds you want to take to create the best airplane. Use the space below.
Then create your unique airplane.

Go to the next page to test and revise your airplane design!

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp 37
Learning Quest, Grades 3-6

Test: Find a place to test your airplane. For example, a sidewalk with adult permission.
• Measure the distance in steps or count sidewalk boxes.
• Adjust how hard or soft you throw the plane
• Try your test several more times. Did you get the same results? Which design worked best?

How far did it go?

Test 1 Test 2 Test 3
On the first try, it went: One the second try, it went: On the third try, it went:

Improve: Use this chart to think about your ideas

What worked well? What didn’t work?

My ideas to improve my design

• What ideas do you have to make your plan fly farther?
• Did your plane fly straight down the sidewalk? What changes can you make for it to fly more
straight?

Share your work with someone: Think about your work:

• Ask about any designs they may know of. What did you like best?
• What makes them think of that idea? What could you make better?
• What tips do they have that could help?
What is unique about your design?

• How many sidewalk blocks did your plane fly? How many inches did your boat sail with one puff?
Questions and ideas to take this project further:
• Whenyour
Test yourevised
changeplane.
your design,
How farhow
did many
it fly? more blocks
Estimate andorthen
inches do you
measure think
the it will fly or sail?
distance.
• Did your plane fly straight? How do you know?
• If you could fly 3 more blocks, how many would that be?
• Try new variations of paper airplane designs. Look here for ideas
• https://howthingsfly.si.edu/activities/paper-airplane
• Learn about flight https://howthingsfly.si.edu or see examples of flight in nature
https://bit.ly/CCSSKZV.
•
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp 38
Learning Quest, Grades 3-6

SUMMER LEARNING QUEST:

CARTOONING WITH SIMPLE SHAPES
Critical and creative thinkers can create unique ideas.

Take a look around! What shapes do you see?

Most things are made up of simple shapes– from tables,
to televisions, to plants, and even our phones.
Today we’re going to use the simple shapes to build
creativity and have fun!

How can you, as a cartoonist, create unique characters from simple shapes?

Your task: Use the shapes below to create characters. Be creative and use a light touch as you
draw so you can revise!

To go even deeper into cartooning with shapes, visit: https://bit.ly/shapecartooning

Reflect: Which of your designs is best? Why? What could you do to make it even better?

Ideas to take it further:

• Give your favorite design a name
• Now that you know your design is made from a basic shape,
consider making the same character again. This time, add
emotion by changing the eyebrows, eyes and mouth!
(Try happy, angry, surprise, sadness, disgust and scared)
• Remember– you can do this anytime! Just draw shapes and
start creating!
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at https://bit.ly/FCPSdlp 39
 SUMMER LEARNING QUEST:
WHAT SHOULD YOU KNOW ABOUT COVID-19?
Wear a mask or Wash your hands
face covering with warm soap
when in crowded and water for 20
places. seconds.

Avoid touching Practice social distancing by

your face.
What can staying at least six feet away from
people who do not live with you.
I do to
prevent
spreading
COVID-19?

It’s OK to play outside if you stay

at least 6 feet away (about 3 BIG
steps) from other people that you
do not live with.

Keep yourself healthy by Stay home if you are sick, ask

exercising, eating fruits and others to do the same.
vegetables, and getting If someone who lives with you is
enough sleep. sick, try to stay away from them.

Look at the back cover of the Language Arts

practice book to learn more about COVID-19!
Information Sources: Centers for Disease Control and Prevention, Mayo Clinic, Nemours Children’s
Hospital © 2020, Fairfax County School Board, Summer Practice Book 40