Grade 6 · 36 weeks · 149 instructional days
A full-year sixth grade curriculum built on the Singapore CPA progression. Every concept starts in students' hands, moves to a drawn model, and only then becomes a symbol on the page.
Aiden and Beth share $960 in the ratio 3 : 5. How much more does Beth receive?
The model does the reasoning. The arithmetic is the last step.
The same tool students use to compare quantities lays out their year. Each segment is proportional to its teaching time. Select a unit to see what it covers.
Six additional weeks are held back for cumulative review, reteaching and assessment, distributed across the year rather than banked at the end.
CPA is a sequence, not a menu. A student who has not held the quantity cannot draw it, and a student who cannot draw it will only memorise the symbol. Each stage engages a different channel, which is also what makes the progression work for a wide range of learners.
touch · manipulation
Students handle the actual quantity before it is ever written down.
sight · spatial reasoning
The objects become a drawing that holds the same relationships.
symbol · notation
Only now does the drawing compress into numerals and letters.
Each unit file contains day-by-day lesson plans: objectives, materials, a warm-up, scripted CPA sequence, guided practice, a printable worksheet, an exit ticket, and differentiation notes. Every lesson also carries a working manipulative built for that day’s concept — discs students can trade, bars they can size, expressions they can step through.
The CPA progression is already multi-sensory. These supports make that deliberate rather than incidental.
Every bar model has a physical counterpart — linking cubes, fraction strips, textured place-value discs — so a student with low vision can hold the relationship a sighted peer draws.
Bar segments carry labels, patterns and length differences. Palette meets WCAG AA contrast and stays legible under the common colour-vision deficiencies.
Each lesson script includes a read-aloud description of the diagram, giving auditory learners and screen-reader users the same information as the drawing.
Terms are introduced with the concrete object present, supporting multilingual learners and students with language-based learning differences.
Lessons run in 5–15 minute blocks with a clear transition between each CPA stage, which reduces working-memory load and sustained-attention demand.
Manipulation tasks list a partner-assisted or digital option so fine-motor difficulty never blocks access to the mathematics.