| Number, Operation, and Quantitative Reasoning |
| 6.1 Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of
equivalent forms. |
| 6.1.A - compare and order non-negative rational numbers |
| 6.1.B - generate equivalent forms of rational numbers, including whole numbers, fractions, and decimals |
| 6.1.C - use integers to represent real-life situations |
| 6.1.D - write prime factorizations using exponents |
| 6.1.E - identify factors and multiples, including common factors and common multiples |
| 6.2 Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve
problems and |
| 6.2.A - model addition and subtraction situations involving fractions with objects, pictures, words, and numbers
|
| 6.2.B - use addition and subtraction to solve problems involving fractions and decimals |
| 6.2.C - use multiplication and division of whole numbers to solve problems, including situations involving equivalent
ratios and rates |
| 6.2.D - estimate and round to approximate reasonable results and to solve problems where exact answers are not
required |
|
| Patterns, Relationships, and Algebraic Thinking |
| 6.3 Patterns, relationships, and algebraic thinking. The student solves problems involving proportional
relationships. |
| 6.3.A - use ratios to describe proportional situations |
| 6.3.B - represent ratios and percents with models, fractions, and decimals |
| 6.3.C - use ratios to make predictions in proportional situations |
| 6.4 Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical
expressions to describe how one quantity changes when a related quantity changes. |
| 6.4.A - use tables and symbols to represent and describe proportional and other relationships involving conversions,
sequences, perimeter, area, etc. |
| 6.4.B - generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc.,
from a table of data. |
| 6.5 Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation.
The student is expected to formulate an equation from a problem situation. |
| 6.5.A - formulate an equation from a problem situation |
| 6.6 Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and
circles. |
| 6.6.A - use angle measurements to classify angles as acute, obtuse, or right |
| 6.6.B - identify relationships involving angles in triangles and quadrilaterals |
| 6.6.C - describe the relationship between radius, diameter, and circumference of a circle |
|
| Geometry and Spatial Reasoning |
| 6.7 Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The
student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.
|
| 6.7.A - locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers |
| 6.8 Measurement. The student solves application problems involving estimation and measurement of length, area, time,
temperature, capacity, weight, and angles. |
| 6.8.A - estimate measurements and evaluate reasonableness of results |
| 6.8.B - select and use appropriate units, tools, or formulas to measure and to solve problems involving length
(including perimeter and circumference), area, time, temperature, capacity, and weight |
| 6.8.C - measure angles |
| 6.8.D - convert measures within the same measurement system (customary and metric) based on relationships between
units |
|
| Probability and Statistics |
| 6.9 Probability and statistics. The student uses experimental and theoretical probability to make predictions.
|
| 6.9.A - construct sample spaces using lists, tree diagrams, and combinations |
| 6.9.B - find the probabilities of a simple event and its complement and describe the relationship between the
two |
| 6.10 Probability and statistics. The student uses statistical representations to analyze data.
|
| 6.10.A - draw and compare different graphical representations of the same data |
| 6.10.B - use median, mode, and range to describe data |
| 6.10.C - sketch circle graphs to display data |
| 6.10.D - solve problems by collecting, organizing, displaying, and interpreting data |
|
| Underlying Processes and Mathematical Tools |
| 6.11 Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected
to everyday experiences, investigations in other disciplines, and activities in and outside of school. |
| 6.11.A - identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
disciplines, and with other mathematical topics |
| 6.11.B - use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the
plan, and evaluating the solution for reasonableness |
| 6.11.C - select or develop an appropriate problem-solving strategy from a variety of different types, including
drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler
problem, or working backwards to solve a problem. |
| 6.12 Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal
and mathematical language, representations, and models. |
| 6.12.A - communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical,
physical, or algebraic mathematical models. |
| 6.13 Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify
conclusions. |
| 6.13.A - make conjectures from patterns or sets of examples and nonexamples |
| 6.13.B - validate his/her conclusions using mathematical properties and relationships |
