Essential Elements

Math Pacing Guide

February
 Background
The Essential Elements Math Pacing Guide was inspired by realizing that there is a small amount of information
found on the internet to help support educators who teach those who follow an alternate curriculum for our
amazing 1% of the student population in education. I wanted to create something that could help serve as a guide,
a support, an understanding of how to hold our students to high academic achievement, just like their regular
education peers.

Regular education materials are abundant and come with pacing guides with how to implement the prescribed
curriculum that the school decided to buy into. Within those curriculums, a good majority of publishers
incorporated how to differentiate Instruction for struggling learners, for English Language Learners and/or English
as a Second Language learners. However, there does not seem to be a supplementary curriculum that aligns to
how to modify instruction and materials for those who follow the alternate curriculum so the 1% of students with
disabilities aligned to the alternate curriculum could also learn a modified version of the same materials as their
non-disabled peers in an inclusive setting.

Your partner in education,

Jeanette Nowak

Updated July 2022

2|Page
 Table of Contents

February Outline .................................................................................................................................................................................. 4

How to Access Math Instruction and Materials from Unique................................................................................................................. 5

Understanding Differentiated Levels In Unique ..................................................................................................................................... 6

Measuring Success by the Essential Elements Standards ...................................................................................................................... 6

February Math Pacing Guide 6th Grade ...........................................................................................................................................7 - 55

February Math Pacing Guide 7th Grade .........................................................................................................................................56 - 88

Credits................................................................................................................................................................................................ 89

3|Page
 February Outline

Standards covered during February:

• M.EE.6.G.1 - Solve real-world and mathematical problems about area using unit squares.
• M.EE.6.NS.2 - Apply the concept of fair share and equal shares to divide.
• M.EE.7.G.4 - Determine the perimeter of a rectangle by adding the measures of the sides.
• M.EE.7.NS.2.b - Solve division problems with divisors up to five and also with a divisor of 10 without remainders.
• M.EE.8.G.5 - Compare any angle to a right angle, and describe the angle as greater than, less than, or congruent to a right
angle.
• M.EE.8.G.9 - Use the formulas for perimeter, area, and volume to solve real-world and mathematical problems (limited to
perimeter and area of rectangles and volume of rectangular prisms).

According to the Dynamic Learning Maps (DLM) website, these are the commonly tested standards that are used for the DLM
assessment.

4|Page
How to Access Math Instruction and Materials from Unique

1. https://www.n2y.com/unique-learning-system/
2. Log in using the provided username and password you received
3. Click on Unique Learning System
4. Click on the three lines
5. Select Monthly Lessons/Unit Lessons
6. Select Math
a. When selecting materials, select PDF icon to save and print

5|Page
Understanding Differentiated Levels in Unique

• Level 3 Learners – can read text and can participate more independently in the lesson (Independent)

• Level 2 Learners- require pictorial support and require mild to moderate support to participate in the lesson (Supported)

• Level 1 Learners- require extensive supports to participate in the lesson (Participatory).

Measuring Success by the Essential Elements Standards

Students who take DLM assessments are instructed and assessed on Essential Elements. Essential Elements are grade-specific
expectations about what students with the most significant cognitive disabilities should know and be able to do. The Essential
Elements relate to college and career readiness standards for students in the general population.

6|Page
 February Math Pacing Guide
6th Grade

M.EE.6.G.1 - Solve real-world and mathematical problems about area using unit squares.

Learning Goal:
• Level 2-3 – Use unit squares to find the area of a polygon in a real-world scenario (no support level 3, with support level 2).
• Level 1 – Count unit squares to find the area of a polygon using an active participation response (e.g., voice output device, eye
gaze choice board).

Essential Questions:
• What is area?
• How can I organize the information to solve for area?

Vocabulary:
• Unit – A general term meaning 1.
• Perimeter – The distance around a two-dimensional shape.
• Area – The size of a surface.
• Length – Distance. How far from end to end or from one point to another.
• Width – The distance from side to side.

7|Page
8|Page
9|Page
10 | P a g e
Rubric of Student Success

M.EE.6.G.1 - Solve real-world and mathematical problems about area using unit squares.

Level 3 Students will… Level 2 Students will… Level 1 Students will…

Level 3 Level 2 Level 1

• Use unit squares to find the area • Use unit squares to find the area • Count unit squares to find the area
of a polygon in a real-world of a polygon in a real-world of a polygon using an active
scenario. scenario, with support. participation (e.g., voice output
device, eye gaze choice board.)

Successor and Target Students will… Proximal Precursor and Distal Precursor Initial Precursor Students will…
Students will…
Successor Initial Precursor
• Calculate area for rectangles with Proximal Precursor • Recognize some
formula • Calculate area by counting unit • Recognize separateness
• Relate tiling and formula as squares
methods for calculating area of a • Calculate area of a rectangle with
rectangle tiling

Target
• Solve word problems involving Distal Precursor
area of rectangles • Explain area
• Explain unit square

11 | P a g e
Instructional Ideas
M.EE.6.G.1 - Solve real-world and mathematical problems about area using unit squares.

Measurement involves a selected attribute of an object such as area.

The big idea is that the use of standard measurement units simplifies communication about the size of objects.

• Introduce by asking the essential questions.

• Determine the area of a polygon using unit squares in a real-world scenario by positioning rows and counting unit squares that
do not overlap.
• Determine the area of a polygon (limited to rectangle, square, or triangle) using the formula for area in a real-world scenario.
• While modeling the scenarios, use tangible manipulatives for students to visualize concepts and practice with, such as
stackable counting cubes or geoboards.
• Explain that the area is the measurement of the space inside a flat shape. Model how to find the area of the object on the
page. Think aloud and model how to find the area of the object on the page. For example, say, “Area is how much space is
inside a flat shape. I need to count the unit squares in this shape.” Count the unit squares aloud and sate the total number of
cubes as units squared.
• Explain that the area can be found by multiplying the length by the width of a rectangle or square. Model how to find the area
of the object by completing the page and multiplying the length times the width. Think aloud and model how to find the area.
For example, say, “Area is how much space is inside of a flat shape. I need to multiply the length times the width. The length is
6 units. The width is 4 units. So, 6 x 4 = 24. The area is 24 units squared.
• Model how a square or rectangle can be cut in half diagonally to form two triangles by putting the two triangles shapes over
the square or rectangle and dividing by two. Model how to find the area of one triangle on the page using the equation:
length x width divided by 2.
• Create a math word wall.
• Might have to make up your own worksheets but can use the ones provided as inspiration.
• Use manipulatives as needed.
• Students may use a calculator if needed.
• Provide students with their own anchor chart.
• Included worksheets are examples of what to look for when finding additional materials that best fits your student’s needs.

12 | P a g e
Additional Instructional Ideas
• Go to website for additional instructional resources, materials, and activities for lessons:

13 | P a g e
14 | P a g e
15 | P a g e
16 | P a g e
17 | P a g e
18 | P a g e
19 | P a g e
20 | P a g e
21 | P a g e
22 | P a g e
23 | P a g e
24 | P a g e
25 | P a g e
26 | P a g e
27 | P a g e
28 | P a g e
29 | P a g e
30 | P a g e
31 | P a g e
32 | P a g e
33 | P a g e
34 | P a g e
 February Math Pacing Guide
6th Grade

M.EE.6.NS.2 - Apply the concept of fair share and equal shares to divide.

Learning Goal:
• Level 2-3 – Students will represent real-world problems as equations.
• Level 1 – Students will combine and partition sets.

Essential Questions:
• How can I make equal groups from this one large group?
• How do I know this is a fair share?
• How can I solve this division problem using objects?
• How can I solve this division problem using a calculator?

Vocabulary:
• Fair share – Splitting into equal parts or groups.
• Division –To split into equal parts or groups.

35 | P a g e
36 | P a g e
37 | P a g e
38 | P a g e
Rubric of Student Success

M.EE.6.NS.2 - Apply the concept of fair share and equal shares to divide.

Level 3 Students will… Level 2 Students will… Level 1 Students will…

Level 3 Level 2 Level 1

• • •
Successor and Target Students will… Proximal Precursor and Distal Precursor Initial Precursor Students will…
Students will…
Successor Initial Precursor
• Divide by: 1, 2, 3, 4, 5, 10 Proximal Precursor • Recognize separateness
• Represent repeated subtraction • Recognize set
Target with an equation • Recognize subset
• Demonstrate the concept of • Explain repeated subtraction
division • Represent repeated subtraction
with a model

Distal Precursor
• Partition sets
• Partition sets into equal subsets

39 | P a g e
Instructional Ideas
M.EE.6.NS.2 - Apply the concept of fair share and equal shares to divide.

Problems can be solved using various operations.

The big idea is that some problems involving separating equal groups can be solved using division.

• Introduce by asking the essential questions.

• Use the values in a division equation to find the number of groups that can be made or the number of items in each group
using the strategy of fair or equal shares.
• Use concrete objects to prove the answer.
• Use a calculator to prove the answer.
• Use manipulatives as needed.
• Students may use a calculator if needed.
• Included worksheets are examples of what to look for when finding additional materials that best fits your student’s needs.

Additional Instructional Ideas

• Go to website for additional instructional resources, materials, and activities for lessons:

40 | P a g e
41 | P a g e
42 | P a g e
43 | P a g e
44 | P a g e
45 | P a g e
46 | P a g e
47 | P a g e
48 | P a g e
49 | P a g e
50 | P a g e
51 | P a g e
52 | P a g e
53 | P a g e
54 | P a g e
55 | P a g e
 February Math Pacing Guide
7th Grade

M.EE.7.G.4 - Determine the perimeter of a rectangle by adding the measures of the sides.

Learning Goal:
• Level 2-3 – Find the perimeter of a polygon in a real-world scenario (without support level 3, with support level 2).
• Level 1 – Count units to find the perimeter of a polygon using an active response (e.g., voice output device, eye gaze board).

Essential Questions:
• How do I calculate perimeter?
• How is perimeter measured?

Vocabulary:
• Perimeter – The distance around a two-dimensional shape.
• Unit – The general term meaning 1.

56 | P a g e
57 | P a g e
58 | P a g e
59 | P a g e
Rubric of Student Success

M.EE.7.G.4 - Determine the perimeter of a rectangle by adding the measures of the sides.

Level 3 Students will… Level 2 Students will… Level 1 Students will…

Level 3 Level 2 Level 1

• Find the perimeter of a polygon in • Find the perimeter of a polygon in • Count units to find the perimeter
a real-world scenario a real-world scenario, with support of a polygon using an active
response (e.g., vice output device,
eye gaze board)

Successor and Target Students will… Proximal Precursor and Distal Precursor Initial Precursor Students will…
Students will…
Successor Initial Precursor
• Use coordinates to calculate Proximal Precursor • Recognize attribute values
perimeters of polygons • Explain perimeter
• Explain length
Target
• Calculate the perimeter of a
rectangle by counting unit lengths Distal Precursor
on a grid • Describe measurable attributes
• Calculate perimeter by adding all • Recognize measurable attributes
the side lengths

60 | P a g e
Instructional Ideas
M.EE.7.G.4 - Determine the perimeter of a rectangle by adding the measures of the sides.

Units of measure can be used to solve real world problems.

The big idea is that formulas are used to calculate perimeter.

• Introduce by asking the essential questions.

• Calculate the perimeter of a rectangle.
• Use a place like the school or a garden that has a fence around it, ask, “What goes all around the outside of the school to make
a border of the school or fence? Discuss responses.
• Tell students that the distance around the outside of the school is called the perimeter of the school.
• While modeling, it maybe helpful to have tangible manipulatives for students to visualize concepts and practice with, such as
stackable counting cubes.
• Explain that the perimeter is the distance around an object or shape.
• Model how to find the perimeter of the object.
• Comment aloud as you model. For example, say, “Perimeter is the distance around the outside edge of a shape. I need to add
the lengths of each side to find the perimeter. 6 + 6 + 6 + 6 = 24. The perimeter of this shape is 24 units.
• Use manipulatives as needed.
• Students may use a calculator if needed.
• Included worksheets are examples of what to look for when finding additional materials that best fits your student’s needs.

Additional Instructional Ideas

• Go to website for additional instructional resources, materials, and activities for lessons:

61 | P a g e
62 | P a g e
63 | P a g e
64 | P a g e
65 | P a g e
66 | P a g e
67 | P a g e
68 | P a g e
69 | P a g e
70 | P a g e
71 | P a g e
72 | P a g e
73 | P a g e
74 | P a g e
75 | P a g e
76 | P a g e
 February Math Pacing Guide
7th Grade

M.EE.7.NS.2.b - Solve division problems with divisors up to five and also with a divisor of 10 without remainders.

Learning Goal:
• Level 2-3 – Solve linear equations in one variable.
• Level 1 – Combine and partition sets.

Essential Questions:
• What are the parts of division problem?
• What model can I use to help me solve this division problem?

Vocabulary:
• Variable – A symbol for a value we don’t know yet. It is usually a letter x or y.

77 | P a g e
78 | P a g e
79 | P a g e
80 | P a g e
Rubric of Student Success

M.EE.7.NS.2.b - Solve division problems with divisors up to five and also with a divisor of 10 without remainders.

Level 3 Students will… Level 2 Students will… Level 1 Students will…

Level 3 Level 2 Level 1

• Find the perimeter of a polygon in • Find the perimeter of a polygon in • Count units to find the perimeter
a real-world scenario a real-world scenario, with support of a polygon using an active
response (e.g., vice output device,
eye gaze board)

Successor and Target Students will… Proximal Precursor and Distal Precursor Initial Precursor Students will…
Students will…
Successor Initial Precursor
• Use coordinates to calculate Proximal Precursor • Recognize attribute values
perimeters of polygons • Explain perimeter
• Explain length
Target
• Calculate the perimeter of a
rectangle by counting unit lengths Distal Precursor
on a grid • Describe measurable attributes
• Calculate perimeter by adding all • Recognize measurable attributes
the side lengths

81 | P a g e
Instructional Ideas
M.EE.7.NS.2.b - Solve division problems with divisors up to five and also with a divisor of 10 without remainders.

Numbers can be represented, displayed, converted, and compared.

The big idea is that concepts and properties of division are the same whether using whole numbers, fractions, or decimals.

• Introduce by asking the essential questions.

• Introduce repeated subtraction and model.
• Allow students to have their own anchor charts.
• Use manipulatives as needed.
• Students may use a calculator if needed.
• Included worksheets are examples of what to look for when finding additional materials that best fits your student’s needs.

Additional Instructional Ideas

• Go to website for additional instructional resources, materials, and activities for lessons:

82 | P a g e
83 | P a g e
84 | P a g e
85 | P a g e
86 | P a g e
87 | P a g e
88 | P a g e
 Credits

Websites Used for Worksheets and Lesson Ideas:

• https://www.education.com
• https://www.twinkl.com
• https://www.superteacherworksheets.com
• https://www.easyteacherworksheets.com
• https://www.mathworksheets4kids.com
• https://www.math-salamanders.com
• https://www.math-drills.com
• https://www.mathsisfun.com/definitions/index.html

Resources Used to Help Create the Pacing Guide:

DLM Essential Elements Unpacking
• https://www.dlmpd.com/dlm-essential-elements-unpacking

Instructional Resources for YE Model States

• https://dynamiclearningmaps.org/instructional-resources-ye/mathematics

Dynamic Learning Maps

• https://dynamiclearningmaps.org

Unique Learning System

• https://www.n2y.com/unique-learning-system

89 | P a g e
90 | P a g e