How to Plan Outlines for a Sixth-Grade Math Curriculum

Developing curriculum for sixth-grade math takes planning. Effective curriculum is made up of well-outlined concepts and objectives, aligned assessment and instruction, incorporation of learner modifications, and peer review within a collaborative community. Math curriculum is developed by teachers trained in incorporating math standards and outlining the best ways for students to learn. Sixth-grade math curriculum is planned so middle school and junior high students learn mathematics concepts they must know for future education and in order to contribute to society.

Things You'll Need

• National or state-level math curriculum standards and expectations (examples: National Council of Teachers of Math standards; Missouri Grade Level Expectations)

Instructions

1. Outline the overarching concepts you want students to understand. A concept is general knowledge under which all other lesson knowledge will fall. Examples of general concepts for sixth-grade math might be "Numbers" or "Measurements."

2. Identify more specific math objectives you want students to learn. These are the problem-solving math skills that students need to be able to do. Tailor these to your state math standards and Grade Level Expectations (GLE). An example of a GLE is "Recognize equivalent forms for simple algebraic expressions (associative, distributive properties)," according to the Missouri Department of Elementary and Secondary Education.

3. Plan critical-thinking-based assessment methods for determining whether students have learned your math objectives and are on track with understanding your broader concepts. Tie assessment directly to your stated objectives. Ask yourself how you will know that students have learned and then craft algebra tests and quizzes, geometry group projects, end of the year portfolios, or any other method of evaluating learning.

4. Determine how to teach the math material so sixth-grade students will learn and retain knowledge. This is the instruction portion of math curriculum development. Write specific lesson plans for each class period, aligning your content with math learning objectives and broader concepts as well as with your assessment methods. Ask yourself how you can teach so sixth-grade students will demonstrate their learning.

5. Incorporate modifications so every sixth-grade student will reach his or her highest potential in the math classroom. Make accommodations for learning styles (auditory, visual, etc.), learning disabilities and gifted learners. In the book "Learning Styles," author Marlene LeFever says that in a sixth-grade class there will be a majority of learners who are either visual or tactile-kinesthetic and that "when teachers understand students' learning styles and adjust their teaching to those styles, students will learn." How students learn can also be affected by IQ and learning disability, so be aware of the needs of gifted or differently abled learners as well.

6. Engage in peer review. Collaborate with other math teachers to find the weaknesses in the math curriculum and analyze whether your objectives are consistent from beginning to end.

Tips & Warnings

• Subscribe to a professional magazine. Mathematics Teaching in the Middle School is published by the National Council of Teachers of Math.

• Some teachers claim that sixth grade is particularly difficult because students are beginning to struggle with identity and the hormonal surge that comes with puberty, according to the Washington State Workforce. Be aware that this might be a side issue in your sixth-grade math classroom.

References

• Washington State Workforce
• Chart for making accommodations for different learners at the K-8 Access Center website

Resources

• Standards and Curriculum: A View from the Nation. Study by NCTM and the Association of State Supervisors of Mathematics. July 21-24, 2004.
• Learning Styles; Marlene LeFever; 2002
• National Math Standards and Expectations. National Council of Teachers of Math.