5-A-DAY COMMON

TEACHING CORE
NOTES
MATH REVIEW {6TH GRADE}
Thank you for purchasing this Common Core Language Review Resource. This resource is
designed to be used on a daily basis (Monday-Thursday) for up to 36 weeks. Each week has
20 (“5 a Day”) math tasks that can be done in class or assigned for homework and then
discussed/corrected in class the following day.

Skills Included:
•Ratios (6.RP.1 & 3A)
•Understanding Integers (6.NS.5, 7)
•Writing Algebraic Expressions (6.Ee.2)
•Add & Subtract Decimals (6.NS.3)
•GCF & LCM (6.NS.4)
•Multiply & Divide Whole Numbers & Decimals (6.NS.2)
•Rates & Unit Rates (6.RP.2 & 6.RP.3B, C)
•Understanding Percent (6.RP.C)
•Exponents (6.EE.1)
•Calculations with Percent (6.RP.C)
•Mixed Practice Word Problems (6.RP, 6.NS, 6EE, 6G)
•Dependent & Independent Variables (6.EE.9)
•Order of Operations (6.EE.1, 2C)
•Divide with Fractions (6.NS.1)
•Area, Surface Areas, & Volume (6.G.1, 2, 3)
•Multiply, Add, & Subtract with Fractions (6.NS.1)
•Compare & Order Integers (6.NS.7)
•Solve Inequalities (6.NS.7)
•Solve Equations (6.EE.5, 6)
•Equivalent Expressions (6.EE.3, 4)
•Statistical Questions (6.SP.1)
•Mean, Median, Mode, & Range (6.SP.C)
•Polygons on a 4-Quadrant Plane (6.G.3)
•Dot Plots, Histograms, & Box Plots (6.SP.4)

Printing Tips: For best results, set page scaling to “None”. Make sure that “Shrink to Fit” or other
scaling options are not selected. You must open and print this file in latest version of Adobe
Reader; You can download it for free, {HERE}.
Click here
C

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
USING THIS RESOURCE
WB ook
6
5-A-Day Math Review

This resource is intended to be used all year long to preview and review important math
concepts. It can be used as morning work, “bell-ringers,” homework, center work, or as
test prep. It is recommended that you complete the first 2-3 weeks with your students in
a whole-group setting. This will allow you to model the various skills while familiarizing your
students with the format. After this period of guided instruction your students can then
complete the activities independently, or if you prefer, in small groups or pairs.

Students should expect to encounter concepts that they are unfamiliar with, especially
when first beginning the resource. It is best to assure them that any new material

w
presented is simply a preview that will build background knowledge for a formal lesson(s)
that will take place in the future. The tasks for each week will gradually increase in
complexity and/or difficulty as the weeks go on.

It is important to dedicate 10-15 minutes a day correcting and discussing the completed
work in class. This will not only allow students to check their work, but it will also provide
you with an opportunity to model the completion of these tasks.

ie
COPYRIGHT
© Copyright 2015 M. Tallman. All rights reserved. Permission is granted to copy pages
specifically designed for student or teacher use by the original purchaser or licensee. The
reproduction of any other part of this product is strictly prohibited. Copying any part of this
product and placing it on the Internet in any form (even a personal/classroom website) is
strictly forbidden. Doing so makes it possible for an Internet search to make the document
ev
available on the Internet, free of charge, and is a violation of the Digital Millennium
Copyright Act (DMCA).

Thank you so much,

Melissa

P.S. PLEASE email me if you have ANY questions or comments.

pr

I would love to hear from you!

[email protected]

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
WB ook
6

MONDAY.1: RATIOS (6.RP.1 & 3A)

5-A-Day Math Review

The students will complete a variety of tasks that require them to compute ratios. Ratios
are presented in part-to-part, part-to-whole, and whole-to-part relationships. Eventually,
the concept of a ratio in simplest form is presented.

w
ie
ev
MONDAY.2: UNDERSTANDING INTEGERS (6.NS.5, 7)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will complete a table asking for the
opposite and absolute value of an integer (left).
• On even weeks (2, 4, 6… etc.) the students will use an integer to represent various
real-world scenarios (right).
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
MONDAY.3: WRITING ALGEBRAIC EXPRESSIONS (6.EE.2)
The students will write algebraic expressions in which letters stand for numbers

MONDAY.4: ADD & SUBTRACT DECIMALS (6.NS.3) & GCF & LCM (6.NS.4)

w
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will use the standard algorithm to add and
subtract decimal numbers (left).
• On even weeks (2, 4, 6… etc.) the students will find the GCF and LCM of two specified
numbers (right).

ie
ev
MONDAY.5: MULTIPLY & DIVIDE WHOLE NUMBERS & DECIMALS (6.NS.2)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will use the standard algorithm to divide and
multiply multi-digit whole numbers (left).
• On even weeks (2, 4, 6… etc.) the students will use the standard algorithm to divide
pr

and multiply multi-digit decimal numbers (right).

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
TUESDAY.1: RATES & UNIT RATES (6.RP.2 & 6.RP.3B, C)
The students will use ratio and rate reasoning to solve a variety of real-world problems.

w
ie
TUESDAY.2: UNDERSTANDING PERCENT (6.RP.C) & EXPONENTS (6.EE.1)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will find equivalent fractions, decimals, ratios
and percents. The ratios in the answer keys are provided in 3 forms: part-to-part (p-p),
part-to-whole (p-w), and whole-to-part (w-p) (left).
• On even weeks (2, 4, 6… etc.) the provide the expanded form and standard form for
various exponent numbers (right).
ev
pr

TUESDAY.3: CALCULATIONS WITH PERCENT (6.RP.C)

The students will solve three types of problems: 1. Finding the percent one number is of
another (left), 2. Finding the percent of a number (center), 3. Finding the whole given the
part and the percent of a number (right). The problems include a proportion frame to
help students solve the problem.

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review

TUESDAY.4: MIXED-PRACTICE WORD PROBLEMS (6.RP, 6.NS, 6EE, 6G)

The students will complete one word problem based on a specific standard. Topics
include operations with fractions, calculations with percents, volume, area, algebraic
expressions, and inequalities.

w
ie
TUESDAY.5: DEPENDENT & INDEPENDENT VARIABLES (6.EE.9)
This item alternates every week:
ev
• On odd weeks (1, 3, 5… etc.) the students will complete a function table based on a
given rule. They will then graph the function (left).
• On even weeks (2, 4, 6… etc.) the students will find the rule for a complete function
table (right).
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
WEDNESDAY.1: ORDER OF OPERATIONS (6.EE.1, 2C)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will solve using the order of operations (left).
• On even weeks (2, 4, 6… etc.) the students will place parentheses within an equation
to make it true (right).

w
WEDNESDAY.2: DIVIDE WITH FRACTIONS (6.NS.1)
ie
This item alternates every week:
• During weeks 1-10, the students will number lines to model and solve division problems
that include fractions (left).
• During weeks 11-36, the students will use the standard algorithm to divide fractions
(right).
ev
pr

Dividing with two fractions is a new standard to sixth grade students. It is very important
that the concept be learned in context so that students can truly see what is actually
occurring when they divide a fraction by another fraction. Using number lines to model
these problems are very helpful for contextualizing the process. The steps for modeling
with number lines are outlined on the next few pages. It is highly encouraged that this
process be modeled to your students extensively.

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
WEDNESDAY.2: DIVIDE WITH FRACTIONS (6.NS.1) -CONTINUED
It is a good idea to start modeling with problems that include a whole number being
divided by a fraction. This will allow students to contextualize dividing by a fraction while
learning the process of modeling with a number line. After using the number line to solve,
you can then have students use the standard algorithm to find the answer and compare.

w
ie
ev
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
WEDNESDAY.2: DIVIDE WITH FRACTIONS (6.NS.1) -CONTINUED
The next type of problem to start working with is a fraction being divided by another
fraction. These fractions have the same denominator, which makes the process a little
easier for students to grasp. The next page outlines the steps for a problem with unlike
denominators. After using the number line to solve, you can then have students use the
standard algorithm to find the answer and compare.

w
ie
ev
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
WEDNESDAY.2: DIVIDE WITH FRACTIONS (6.NS.1) -CONTINUED
This last example shows the process when both numbers are fractions. After using the
number line to solve, you can then have students use the standard algorithm to find the
answer and compare.

w
ie
ev
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
WEDNESDAY.3: AREA, SURFACE AREA, & VOLUME (6.G.1, 2, 3)
Students will complete a variety of problems involving the area of triangles and
parallelograms, the surface area of rectangular prisms, square pyramids, triangular prisms,
and the volume of rectangular prisms.

w
ie
ev
WEDNESDAY.4: MULTIPLY, ADD, & SUBTRACT FRACTIONS (6.NS.1)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will use the standard algorithm to multiply
fractions and mixed numbers.
pr

• On even weeks (2, 4, 6… etc.) the students will use the standard algorithm to add and
subtract fractions.

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
WB ook
6
5-A-Day Math Review
WEDNESDAY.5: COMPARE INTEGERS & SOLVE INEQUALITIES (6.NS.7)
• During weeks 1-18, the students will use be comparing and ordering integers. A
number line is provided for the first several weeks of the review. Eventually, the
students will complete the tasks without the aid of a number line.

w
ie
• During weeks 19-36, the students will solve and graph inequalities.
ev
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6

THURSDAY.1: SOLVE EQUATIONS (6.EE.5, 6)

5-A-Day Math Review

This item alternates every week:

• During weeks 1-18, the students will solve for an unknown variable using substitution
(left).
• During weeks 19-36, the students will solve algebraic equation using the standard
algorithm. They will then use substitution to check their solution (right).

w
THURSDAY.2: EQUIVALENT EXPRESSIONS (6.EE.3, 4)
This item alternates every week:

ie
• On odd weeks (1, 3, 5… etc.) the students will apply either the commutative,
assosiative, or distributive property to write an equivalent expression (left).
• On even weeks (2, 4, 6… etc.) the students will match equivalent algebraic expressions
(right).
ev
TURSDAY.3: STATISTICAL QUESTIONS (6.SP.1)
& MEAN, MEDIAN, MODE, & RANGE (6.SP.C)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will identify if a question is statistical (has
pr

statistical variability) or non statistical (left).

• On even weeks (2, 4, 6… etc.) the students will find the mean, median, mode, and
range for a given data set (right).

© Got to Teach LLC 2015 • www.GotToTeach.com

 RESOURCE NOTES
W
B ook
6
5-A-Day Math Review
THURSDAY.4 & 5: POLYGONS ON A 4-QUADRANT PLANE (6.G.3)
& DOT PLOTS, HISTOGRAMS, & BOX PLOTS (6.SP.4)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will graph ordered pairs on a 4-quadrant
plane to form a polygon.

w
ie
ev
• On even weeks (2, 4, 6… etc.) the students will display and analyze data in dot plots,
histograms, and box plots.
pr

© Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Date:

W
B oo6k 5-A-Day Math Review: Week 1
1 Express the ratio in three
different ways (grey to white).
4 Solve. Show your work.
27.9 +212.5 = 175.5 - 12.7 =

to :
Monday

2 Absolute
Integer Opposite
Value 5 975 ÷ 6 = 478 × 38 =
3
-4
8

3 Write an expression to represent:

“A number n divided by 6”

4
1 4 shirts for $32.00 4 Ken grew 5 of an inch last year.
3
Sang grew 8 of an inch. Who
grew more and by how much?
rate = unit rate =

2
Fraction:
Tuesday

5 Complete the table and then

Decimal: graph the coordinates.
y=x+2 y
Ratio: Percent: x y 10
9
0 2 8

3 What is 50% of 80? 1 7

6
2 5
part 4
= percent 3
whole 100 2
1
x
1 2 3 4 5 6 7 8 9 10
© Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Date:

W
B oo6k 5-A-Day Math Review: Week 1
1 Simplify. Show your work.
32 × 5 + 4 =
3 Based on the diagram, describe
how a parallelogram and
rectangle are related.
Wednesday

2 Model and solve. 2

4÷ 3
= 4 Solve 5 1
8
×
2
=
1 4
4
×
5
=

5 Write > or < to make each statement true. Use the number line for help.
2 7 -5 4 3 0 0 -3 -1 1

-
10 -9 -8 -7 -6 -5 -4 -3 -2 -
1 0 1 2 3 4 5 6 7 8 9 10
1 Use substitution to match these 4 Graph and label the polygon:
solutions to their equations. (3, 1), (9, 1), (9, 7), (3, 7)
{7, 2, 6, 4}
a + 2 = 9, a = 5 Graph and label the polygon:
(-4, 2), (-8, 2), (-8, 8), (-4, 8)
2 + b = 6, b = 10
c + 1 = 7, c = 9
Thursday

8
2 Use the commutative property 7
6
write an equivalent expression. 5
4
5+9= 3
2
1
-
10 -9 -8 -7 -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 7 8 9 10
3 Identify if the question is -
2
3
statistical or non statistical.
-

-
4
“What color are your eyes?” -
5
-
6
-
7
-
8
-
9
-
10
© Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Date:

W
B oo6k 5-A-Day Math Review: Week 2
1 Express the ratio in three
different ways (grey to total).
4 List all the factors. Circle the GCF.
5:
10:
List 5 multiples. Circle the LCM.
to : 4:
6:
Monday

2 Use an integer to describe the

situations.
5 1.44 ÷ 0.3 = 3.6 × 4.2 =
5 degrees below 0

32 degrees above 0

3 Write an expression to represent:

“6 more than y”

1
1 $33.00 for 11 pounds of meat 4 Sebastian carried 2 liter of 2
water on a hike. He drank 3 of
the water. How much water did
rate = unit rate = he drink?

2 Exponent Expanded Standard

Form Form Form
Tuesday

23 5 Write an equation to describe

the relationship in each table.
42
33
x y x y
2 7 0 3
3 3 is what percent of 10?
3 8 1 4
part 4 9 2 5
= percent 5 10 3 6
whole 100
6 11 4 7

© Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Date:

W
B oo6k 5-A-Day Math Review: Week 2
1 Add parentheses to make true. 3 Find the area.
3 in
4 × 7 + 5 = 48
6 in
8 • 5 − 3 • 4 = 64 3 in
Wednesday

6 in
4 Solve 1 3
2 Model and solve. = =
3 3 4
3÷ 4
=
1 1
= =
+ 2 - 2

5 Write > or < to make each statement true. Use the number line for help.
-5 -8 4 -10 0 -9 -7 1 7 8

10 -9 -8 -7 -6 -5 -4 -3 -2 -1
-
0 1 2 3 4 5 6 7 8 9 10
1 Use substitution to match these
Class Survey:
solutions to their equations.
{6, 0, 3, 7} How many pets do you have?
5 + a = 12, a = 0, 3, 1, 2, 2, 2, 0, 3, 2, 4, 1, 2, 1, 0, 2
b + b + 1 = 7, b =
c + 3 = 9, c =
Thursday

2 Which expression is equal to:

x+x+x+x
A 4+x B x-4
C 4x D
x
4
0 1 2 3 4 5
Number of Pets
3 Math test scores: 4 Use the survey data to complete
93, 86, 93, 85, 73 the dot graph.

mean = median = 5 How many people participated

in the survey?
mode(s) = range =

© Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Answer Key* Date:

W
B oo6k 5-A-Day Math Review: Week 1
1 Express the ratio in three
different ways (grey to white).
4 Solve. Show your work.
27.9 +212.5 = 175.5 - 12.7 =

2 240.4 162.8
3 2 to 3 2 : 3
Monday

2 Absolute
Integer Opposite
Value 5 975 ÷ 6 = 478 × 38 =
3 —3 |3| 1 6 2 5
-4 4 |4| 6 9 7 5 0 4 7 8
-6 × 3 8
8 -8 |8| 3 7 3 8 2 4
- 3 6 + 1 4 3 4 0
3 Write an expression to represent: 1 5 1 8 1 6 4
- 1 2
3 0
“A number n divided by 6” - 3 0
n 0
6 n÷6
4
1 4 shirts for $32.00 4 Ken grew 5 of an inch last year.
3
Sang grew 8 of an inch. Who
grew more and by how much?
rate = 4 : 32 unit rate = 1:8
17
2 30 3 Ken, 40 of an inch
=
Fraction: 100 10
Tuesday

5 Complete the table and then

Decimal: 0.30 = 0.3 graph the coordinates.
P-P
30 : 70 30 : 100
P-W
W-P y=x+2 y
Ratio: 100 : 30 Percent: 30% x y 10
9
0 2 8

3 What is 50% of 80? 1 3 7

6
2 4 5
part 40 50 3 5 4
= percent 3
whole 80 100 4 6 2
1
5 7 x
50% of 80 is 40. 1 2 3 4 5 6 7 8 9 10

* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Answer Key* Date:

W
B oo6k 5-A-Day Math Review: Week 1
1 Simplify. Show your work.
32 × 5 + 4 = 49
3 Based on the diagram, describe
how a parallelogram and
rectangle are related.
9×5+4
45 + 4
Wednesday

49 A parallelogram can be “clipped”

and rearranged to be made into a
rectangle. They both have the same area.
2 Model and solve. 2
4÷ = 6 4 Solve 5 1 5
23 × =
2
3
2
3
2
3
2
3 3
2
3 8 2 16
1 4 4 = 1
4
×
5
=
20 5
0 1 2 3 4
5 Write > or < to make each statement true. Use the number line for help.
2 7 -5 4 3 0 0 -3 -1 1

-
10 -9 -8 -7 -6 -5 -4 -3 -2 1
-
0 1 2 3 4 5 6 7 8 9 10
1 Use substitution to match these 4 Graph and label the polygon:
solutions to their equations. (3, 1), (9, 1), (9, 7), (3, 7)
{7, 2, 6, 4}
a + 2 = 9, a = 7 5 Graph and label the polygon:
(-4, 2), (-8, 2), (-8, 8), (-4, 8)
2 + b = 6, b = 4 10
c + 1 = 7, c = 6 9
Thursday

8
2 Use the commutative property 7
6
write an equivalent expression.
gl e

5
tan

4 square
rec

5+9= 3
2
1
9+5
10 -9 -8 -7 -6 -5 -4 -3 -2 -1-1
-
1 2 3 4 5 6 7 8 9 10
3 Identify if the question is -
2
3
statistical or non statistical.
-

-
4
“What color are your eyes?” -
5
-
6
-
7
-
8
non statistical -
9
-
10
* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Answer Key* Date:

W
B oo6k 5-A-Day Math Review: Week 2
1 Express the ratio in three
different ways (grey to total).
4 List all the factors. Circle the GCF.
5: 1, 5
10: 1, 2, 5, 10
List 5 multiples. Circle the LCM.
3
7 3 to 7 3 : 7 4: 4, 8, 12, 16, 20
6: 6, 12, 18, 24, 30
Monday

2 Use an integer to describe the

situations.
5 1.44 ÷ 0.3 = 3.6 × 4.2 =
5 degrees below 0 -5
0 4 8 3 6
3 1 4 4 × 4 2
32 degrees above 0 32
- 1 2 7 2
2 4 + 1 4 4 0
3 Write an expression to represent: - 2 4 1 5 1 2
0
“6 more than y”
y+6
1
1 $33.00 for 11 pounds of meat 4 Sebastian carried 2 liter of 2
water on a hike. He drank 3 of
the water. How much water did
rate = 33 : 11 unit rate = 3:1 he drink?

1
2 Exponent Expanded Standard He drank 3 of a liter.
Form Form Form
Tuesday

23 2×2×2 8 5 Write an equation to describe

the relationship in each table.
42 4×4 16
33 3×3×3 27 y=x+5 y=x+3
x y x y
2 7 0 3
3 3 is what percent of 10?
3 8 1 4
part 3 30 4 9 2 5
= percent 5 10 3 6
whole 10 100
6 11 4 7
3 is 30% of 10.

* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Answer Key* Date:

W
B oo6k 5-A-Day Math Review: Week 2
1 Add parentheses to make true. 3 Find the area.
3 in 18 in2
4 × (7 + 5 ) = 48
6 in
8 • (5 − 3) • 4 = 64 3 in 18 in2
Wednesday

6 in
4 Solve 1 2 3 6
2 Model and solve. = =
3 3 4
3÷ =4
4 3
6 8
3 3 3 1 3 1 4
4 4 4 4
= =
+ 2 6 - 2 8
5 2 = 1
0 1 2 3 6 8 4
5 Write > or < to make each statement true. Use the number line for help.
-5 -8 4 -10 0 -9 -7 1 7 8

10 -9 -8 -7 -6 -5 -4 -3 -2 -1
-
0 1 2 3 4 5 6 7 8 9 10
1 Use substitution to match these
Class Survey:
solutions to their equations.
{6, 0, 3, 7} How many pets do you have?
5 + a = 12, a = 7 0, 3, 1, 2, 2, 2, 0, 3, 2, 4, 1, 2, 1, 0, 2
b + b + 1 = 7, b = 3
c + 3 = 9, c = 6
Thursday

2 Which expression is equal to:

x+x+x+x
A 4+x B x-4
C 4x D
x
4
0 1 2 3 4 5
Number of Pets
3 Math test scores: 4 Use the survey data to complete
93, 86, 93, 85, 73 the dot graph.

mean = 86 median = 86 5 How many people participated

in the survey?
mode(s) = 93 range = 20 15 people

* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com

 You might also like...
{My Store} {My Blog}
Hands-On Math

Daily Language Reviews for Grades 4-8

Greek and Latin Root Words