Nova Scotia

6.N Number

• Students will be expected to demonstrate number sense.

  • 6.N01 Students will be expected to demonstrate an understanding of place value for numbers greater than one million and less than one-thousandth.

    • 6.N01.01 Explain how the pattern of the place-value system (e.g., the repetition of ones, tens, and hundreds) makes it possible to read and write numerals for numbers of any magnitude.

      • Place values in whole numbers up to 1 million (6-A.1)
      • Place values in whole numbers up to billions (6-A.2)

    • 6.N01.02 Describe the pattern of adjacent place positions moving from right to left and from left to right.

      • Relationship between place values (5-A.5)
      • Convert between place values (5-A.6)

    • 6.N01.03 Represent a given numeral using a place-value chart.

      • Decimal place values (6-B.2)

    • 6.N01.04 Explain the meaning of each digit in a given numeral.

      • What decimal number is illustrated? (6-B.1)

    • 6.N01.05 Read a given numeral in several ways.

      • Word names for decimal numbers (6-B.3)

    • 6.N01.06 Record, in standard form, numbers expressed orally, concretely, pictorially, or symbolically as expressions, in decimal notation, and in expanded notation, using proper spacing without commas.

      • Convert decimals between standard and expanded form (6-B.5)

    • 6.N01.07 Express a given numeral in expanded notation and/or in decimal notation.

      • Convert decimals between standard and expanded form (6-B.5)

    • 6.N01.08 Represent a given number using expressions.

      • Convert decimals between standard and expanded form (6-B.5)

    • 6.N01.09 Represent a given number in a variety of ways, and explain how they are equivalent.

      • Equivalent decimals (6-B.4)

    • 6.N01.10 Read and write given numerals in words.

      • Word names for numbers (6-A.3)
      • Word names for decimal numbers (6-B.3)

    • 6.N01.11 Compare and order numbers in a variety of ways.

      • Compare whole numbers (6-A.4)
      • Order whole numbers (6-A.5)
      • Decimal number lines (6-B.8)
      • Compare decimals using models (6-B.9)
      • Compare decimals on number lines (6-B.10)
      • Compare decimal numbers (6-B.11)
      • Put decimal numbers in order (6-B.12)
      • Compare, order and round decimals: word problems (6-B.13)

    • 6.N01.12 Establish personal referents for large numbers.

    • 6.N01.13 Provide examples of where large whole numbers and small decimal numbers are used.

  • 6.N02 Students will be expected to solve problems involving whole numbers and decimal numbers.

    • 6.N02.01 Determine whether technology, mental mathematics, or paper-and-pencil calculation is appropriate to solve a given problem and explain why.

    • 6.N02.02 Identify which operation is necessary to solve a given problem and solve it.

      • Maps with decimal distances (6-D.10)
      • Add, subtract, multiply or divide two whole numbers: word problems (6-M.2)
      • Multi-step word problems (6-O.2)

    • 6.N02.03 Determine the reasonableness of an answer.

      • Multi-step word problems: identify reasonable answers (5-W.4)

    • 6.N02.04 Estimate the solution and solve a given problem using an appropriate method (technology, mental mathematics, or paper-and-pencil calculation).

      • Estimate sums and differences of whole numbers (6-D.4)
      • Estimate sums and differences: word problems (6-D.5)
      • Estimate sums and differences of decimals using rounding (6-D.8)
      • Estimate sums and differences of decimals using benchmarks (6-D.9)
      • Estimate products (6-E.8)
      • Estimate products: word problems (6-E.9)
      • Estimate quotients: two-digit divisors (6-F.9)
      • Estimate quotients (6-F.10)
      • Estimate quotients: word problems (6-F.11)
      • Estimate to solve word problems (6-O.1)

    • 6.N02.05 Create problems involving large numbers and decimal numbers.

    • 6.N02.06 Use technology, mental mathematics, or paper-and-pencil calculation to solve problems involving the addition, subtraction, multiplication, and division of whole numbers.

      • Add and subtract whole numbers (6-D.1)
      • Add and subtract whole numbers: word problems (6-D.2)
      • Complete addition and subtraction sentences (6-D.3)
      • Multiply whole numbers (6-E.1)
      • Multiply whole numbers: word problems (6-E.2)
      • Complete multiplication sentences (6-E.3)
      • Multiply numbers ending in zeroes (6-E.4)
      • Multiply numbers ending in zeroes: word problems (6-E.5)
      • Multiply three or more numbers (6-E.6)
      • Multiply three or more numbers: word problems (6-E.7)
      • Divide by two-digit numbers using partial quotients (6-F.2)
      • Divide by two-digit numbers (6-F.3)
      • Divide by two-digit numbers: word problems (6-F.4)
      • Complete division sentences (6-F.5)
      • Division patterns with zeroes (6-F.6)
      • Divide numbers ending in zeroes: word problems (6-F.7)
      • Adjust quotients (6-F.8)
      • Add, subtract, multiply or divide two whole numbers (6-M.1)
      • Add, subtract, multiply or divide two whole numbers: word problems (6-M.2)
      • Multi-step word problems (6-O.2)

    • 6.N02.07 Use technology, mental mathematics, or paper-and-pencil calculation to solve problems involving the addition and subtraction of decimal numbers.

      • Add and subtract decimal numbers (6-D.6)
      • Add and subtract decimals: word problems (6-D.7)
      • Find the number of each type of coin (6-S.1)
      • Add and subtract money amounts (6-S.2)
      • Add and subtract money amounts: word problems (6-S.3)

  • 6.N03 Students will be expected to demonstrate an understanding of factors and multiples by:
    • determining multiples and factors of numbers less than 100
    • identifying prime and composite numbers
    • solving problems using multiples and factors

    • 6.N03.01 Identify multiples for a given number and explain the strategy used to identify them.

      • Choose the multiples of a given number up to 12 (4-E.3)

    • 6.N03.02 Determine all the whole number factors of a given number using arrays.

      • Make arrays to model multiplication (4-D.7)

    • 6.N03.03 Identify the factors for a given number and explain the strategy used (e.g., concrete or visual representations, repeated division by prime numbers, or factor trees).

      • Identify factors (6-I.2)

    • 6.N03.04 Provide an example of a prime number, and explain why it is a prime number.

      • Prime and composite numbers (5-F.1)

    • 6.N03.05 Provide an example of a composite number, and explain why it is a composite number.

      • Prime and composite numbers (5-F.1)

    • 6.N03.06 Sort a given set of numbers as prime and composite.

      • Prime or composite (6-I.1)

    • 6.N03.07 Solve a given problem involving factors or multiples.

      • Greatest common factor (6-I.5)
      • Least common multiple (6-I.6)
      • GCF and LCM: word problems (6-I.7)

    • 6.N03.08 Explain why 0 and 1 are neither prime nor composite.

  • 6.N04 Students will be expected to relate improper fractions to mixed numbers and mixed numbers to improper fractions.

    • 6.N04.01 Demonstrate, using models, that a given improper fraction represents a number greater than 1.

    • 6.N04.02 Express improper fractions as mixed numbers.

      • Convert between improper fractions and mixed numbers (6-J.13)

    • 6.N04.03 Express mixed numbers as improper fractions.

      • Convert between improper fractions and mixed numbers (6-J.13)

    • 6.N04.04 Place a given set of fractions, including mixed numbers and improper fractions, on a number line, and explain strategies used to determine position.

      • Graph and order fractions on number lines (6-J.15)

    • 6.N04.05 Represent a given improper fraction using concrete, pictorial, and symbolic forms.

    • 6.N04.06 Represent a given mixed number using concrete, pictorial, and symbolic forms.

      • Fractions and mixed numbers review (6-J.1)

  • 6.N05 Students will be expected to demonstrate an understanding of ratio, concretely, pictorially, and symbolically.

    • 6.N05.01 Represent a given ratio concretely and pictorially.

      • Which model represents the ratio? (6-P.4)

    • 6.N05.02 Write a ratio from a given concrete or pictorial representation.

      • Write a ratio (6-P.1)
      • Write a ratio using a fraction (6-P.2)

    • 6.N05.03 Express a given ratio in multiple forms, such as "three to five," 3:5, 3 to 5, or 3/5 .

      • Write a ratio: word problems (6-P.3)

    • 6.N05.04 Identify and describe ratios from real-life contexts and record them symbolically.

      • Write a ratio: word problems (6-P.3)

    • 6.N05.05 Explain the part-whole and part-part ratios of a set (e.g., For a group of three girls and five boys, explain the ratios 3:5, 3:8, and 5:8.).

      • Write a ratio using a fraction (6-P.2)

    • 6.N05.06 Solve a given problem involving ratio.

      • Use tape diagrams to solve ratio word problems (6-P.11)
      • Compare ratios: word problems (6-P.12)
      • Compare rates: word problems (6-P.13)
      • Ratios and rates: word problems (6-P.14)
      • Scale drawings: word problems (6-P.17)

    • 6.N05.07 Verify that two ratios are or are not equivalent using concrete materials.

      • Identify equivalent ratios (6-P.5)
      • Write an equivalent ratio (6-P.6)
      • Equivalent ratios: word problems (6-P.8)

  • 6.N06 Students will be expected to demonstrate an understanding of percent (limited to whole numbers) concretely, pictorially, and symbolically.

    • 6.N06.01 Explain that "percent" means "out of 100."

      • What percentage is illustrated? (6-Q.1)

    • 6.N06.02 Explain that percent is a ratio out of 100.

    • 6.N06.03 Represent a given percent concretely and pictorially.

      • Understanding percents: strip models (6-Q.2)
      • Convert fractions to percents using grid models (6-Q.3)

    • 6.N06.04 Record the percent displayed in a given concrete or pictorial representation.

      • What percentage is illustrated? (6-Q.1)

    • 6.N06.05 Express a given percent as a fraction and a decimal.

      • Convert between percents, fractions and decimals (6-Q.4)
      • Convert between percents, fractions and decimals: word problems (6-Q.5)
      • Compare percents and fractions: word problems (6-Q.7)

    • 6.N06.06 Identify and describe percent from real-life contexts, and record them symbolically.

      • Solve percent problems using grid models (6-Q.9)
      • Solve percent problems using strip models (6-Q.10)
      • Percents of numbers and money amounts (6-Q.11)
      • Find what percent one number is of another (6-Q.13)
      • Find what percent one number is of another: word problems (6-Q.14)
      • Sale prices (6-T.1)
      • Which is the better coupon? (6-T.2)

    • 6.N06.07 Solve a given percent problem involving benchmarks of 25%, 50%, 75%, and 100%.

  • 6.N07 Students will be expected to demonstrate an understanding of integers contextually, concretely, pictorially, and symbolically.

    • 6.N07.01 Extend a given number line by adding numbers less than 0 and explain the pattern on each side of 0.

      • Integers on number lines (6-C.2)

    • 6.N07.02 Place given integers on a number line and explain how integers are ordered.

      • Graph integers on horizontal and vertical number lines (6-C.3)

    • 6.N07.03 Describe contexts in which integers are used (e.g., on a thermometer).

      • Understanding integers (6-C.1)

    • 6.N07.04 Compare two integers; represent their relationship using the symbols <, >, and =; and verify using a number line.

      • Compare and order integers (6-C.4)

    • 6.N07.05 Order given integers in ascending or descending order.

      • Compare and order integers (6-C.4)

  • 6.N08 Students will be expected to demonstrate an understanding of multiplication and division of decimals (one-digit whole number multipliers and one-digit natural number divisors).

    • 6.N08.01 Model the multiplication and division of decimals using concrete and visual representations.

      • Multiply a decimal by a one-digit whole number using blocks (6-G.2)
      • Divide decimals using blocks: complete the equation (6-G.16)
      • Divide decimals using area models: complete the equation (6-G.17)

    • 6.N08.02 Predict products and quotients of decimals using estimation strategies.

      • Estimate products of decimal numbers (6-G.13)
      • Estimate decimal quotients (6-G.23)

    • 6.N08.03 Place the decimal point in a product using front-end estimation (e.g., For 15.205 × 4, think 15 × 4, so the product is greater than 60.).

    • 6.N08.04 Place the decimal point in a quotient using front-end estimation (e.g., For $25.83 ÷ 4, think $24 ÷ 4, so the quotient is greater than $6.).

    • 6.N08.05 Use estimation to correct errors of decimal point placement in a given product or quotient without using paper and pencil.

    • 6.N08.06 Create and solve story problems that involve multiplication and division of decimals using multipliers from 0 to 9 and divisors from 1 to 9.

      • Divide decimals by whole numbers: word problems (6-G.19)
      • Unit prices (6-T.3)
      • Unit prices with fractions and decimals (6-T.4)

    • 6.N08.07 Solve a given problem, using a personal strategy, and record the process symbolically.

      • Multiply a decimal by a 1-digit whole number using blocks (5-K.5)
      • Multiply a decimal by a 1-digit whole number using the distributive property (5-K.6)
      • Multiply a decimal by a 1-digit whole number (5-K.7)
      • Divide decimals using blocks: complete the equation (5-L.4)
      • Divide decimals using area models: complete the equation (5-L.5)
      • Divide decimals by whole numbers (6-G.18)

  • 6.N09 Students will be expected to explain and apply the order of operations, excluding exponents, with and without technology (limited to whole numbers).

    • 6.N09.01 Demonstrate and explain, with examples, why there is a need to have a standardized order of operations.

    • 6.N09.02 Apply the order of operations to solve multi-step problems with or without technology (e.g., computer, calculator).

      • Evaluate numerical expressions involving whole numbers (6-M.3)
      • Identify mistakes involving the order of operations (6-M.5)
      • Evaluate numerical expressions with parentheses in different places (6-M.6)

6.PR Patterns and Relations

• Patterns - Students will be expected to use patterns to describe the world and solve problems.

  • 6.PR01 Students will be expected to demonstrate an understanding of the relationships within tables of values to solve problems.

    • 6.PR01.01 Generate values in one column of a table of values, given values in the other column, and a pattern rule.

      • Complete a table for a two-variable relationship (6-Z.4)

    • 6.PR01.02 State, using mathematical language, the relationship in a given table of values.

    • 6.PR01.03 Create a concrete or pictorial representation of the relationship shown in a table of values.

    • 6.PR01.04 Predict the value of an unknown term using the relationship in a table of values, and verify the prediction.

    • 6.PR01.05 Formulate a rule to describe the relationship between two columns of numbers in a table of values.

      • Write a two-variable equation (6-Z.5)

    • 6.PR01.06 Identify missing terms in a given table of values.

      • Ratio tables (6-P.7)

    • 6.PR01.07 Identify errors in a given table of values.

      • Identify mistakes in number patterns (6-II.8)

    • 6.PR01.08 Describe the pattern within each column of a given table of values.

    • 6.PR01.09 Create a table of values to record and reveal a pattern to solve a given problem.

  • 6.PR02 Students will be expected to represent and describe patterns and relationships, using graphs and tables.

    • 6.PR02.01 Translate a pattern to a table of values, and graph the table of values (limited to linear graphs with discrete elements).

      • Use a rule to complete a table and a graph (6-V.5)
      • Complete a table and graph a two-variable equation (6-Z.7)

    • 6.PR02.02 Create a table of values from a given pattern or a given graph.

      • Complete a table for a two-variable relationship (6-Z.4)

    • 6.PR02.03 Describe, using everyday language, orally or in writing, the relationship shown on a graph.

• Variables and Equations - Students will be expected to represent algebraic expressions in multiple ways.

  • 6.PR03 Students will be expected to represent generalizations arising from number relationships using equations with letter variables.

    • 6.PR03.01 Write and explain the formula for finding the perimeter of any regular polygon.

    • 6.PR03.02 Write and explain the formula for finding the area of any given rectangle.

      • Area of squares and rectangles (6-DD.3)
      • Rectangles: relationship between perimeter and area (6-DD.15)

    • 6.PR03.03 Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication (e.g., a + b = b + a or a × b = b × a).

      • Properties of addition (6-W.8)
      • Properties of multiplication (6-W.10)

    • 6.PR03.04 Describe the relationship in a given table using a mathematical expression.

      • Use a rule to complete a table and a graph (6-V.5)

    • 6.PR03.05 Represent a pattern rule using a simple mathematical expression, such as 4d or 2n + 1.

  • 6.PR04 Students will be expected to demonstrate and explain the meaning of preservation of equality concretely, pictorially, and symbolically.

    • 6.PR04.01 Model the preservation of equality for addition using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

      • Model and solve equations using algebra tiles (6-X.4)

    • 6.PR04.02 Model the preservation of equality for subtraction using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

      • Model and solve equations using algebra tiles (6-X.4)

    • 6.PR04.03 Model the preservation of equality for multiplication using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

      • Model and solve equations using algebra tiles (6-X.4)

    • 6.PR04.04 Model the preservation of equality for division using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

      • Model and solve equations using algebra tiles (6-X.4)

    • 6.PR04.05 Write equivalent forms of a given equation by applying the preservation of equality and verify using concrete materials (e.g., 3b = 12 is the same as 3b + 5 = 12 + 5 or 2r = 7 is the same as 3(2r) = 3(7)).

      • Model and solve equations using algebra tiles (6-X.4)

` Measurement

• Students will be expected to use direct and indirect measure to solve problems.

  • 6.M01 Students will be expected to demonstrate an understanding of angles by:
    • identifying examples of angles in the environment
    • classifying angles according to their measure
    • estimating the measure of angles using 45°, 90°, and 180° as reference angles
    • determining angle measures in degrees
    • drawing and labelling angles when the measure is specified

    • 6.M01.01 Identify examples of angles found in the environment.

    • 6.M01.02 Classify a given set of angles according to their measure (e.g., acute, right, obtuse, straight, reflex).

      • Types of angles (6-AA.5)

    • 6.M01.03 Sketch 45°, 90°, and 180° angles without the use of a protractor, and describe the relationship among them.

    • 6.M01.04 Estimate the measure of an angle using 45°, 90°, and 180° as reference angles.

      • Estimate angle measurements (6-AA.6)

    • 6.M01.05 Measure, using a protractor, given angles in various orientations.

      • Measure angles with a protractor (6-AA.2)

    • 6.M01.06 Draw and label a specified angle in various orientations using a protractor.

      • Draw angles with a protractor (6-AA.3)

    • 6.M01.07 Describe the measure of an angle as the measure of rotation of one of its sides.

      • Measure angles on a circle (6-AA.4)

    • 6.M01.08 Describe the measure of angles as the measure of an interior angle of a polygon.

  • 6.M02 Students will be expected to demonstrate that the sum of interior angles is 180° in a triangle and 360° in a quadrilateral.

    • 6.M02.01 Explain, using models, that the sum of the interior angles of a triangle is the same for all triangles.

      • Find missing angles in triangles (7-X.7)

    • 6.M02.02 Explain, using models, that the sum of the interior angles of a quadrilateral is the same for all quadrilaterals.

      • Find missing angles in triangles and quadrilaterals (6-AA.12)

  • 6.M03 Students will be expected to develop and apply a formula for determining the:
    • perimeter of polygons
    • area of rectangles
    • volume of right rectangular prisms

    • 6.M03.01 Explain, using models, how the perimeter of any polygon can be determined.

    • 6.M03.02 Generalize a rule (formula) for determining the perimeter of polygons.

      • Perimeter (6-DD.1)
      • Perimeter of rectilinear shapes (6-DD.2)

    • 6.M03.03 Explain, using models, how the area of any rectangle can be determined.

    • 6.M03.04 Generalize a rule (formula) for determining the area of rectangles.

      • Area of squares and rectangles (6-DD.3)

    • 6.M03.05 Explain, using models, how the volume of any rectangular prism can be determined.

      • Volume of rectangular prisms made of unit cubes (6-DD.20)

    • 6.M03.06 Generalize a rule (formula) for determining the volume of rectangular prisms.

      • Volume of cubes and rectangular prisms (6-DD.22)

    • 6.M03.07 Solve a given problem involving the perimeter of polygons, the area of rectangles, and/or the volume of right rectangular prisms.

      • Area between two rectangles (6-DD.12)
      • Area and perimeter: word problems (6-DD.14)
      • Compare area and perimeter of two figures (6-DD.16)
      • Volume of cubes and rectangular prisms (6-DD.22)

6.G Geometry

• 3-D Objects and 2-D Shapes - Students will be describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

  • 6.G01 Students will be expected to construct and compare triangles, including scalene, isosceles, equilateral, right, obtuse, or acute in different orientations.

    • 6.G01.01 Sort a given set of triangles according to the length of the sides.

      • Scalene, isosceles and equilateral triangles (5-KK.2)

    • 6.G01.02 Sort a given set of triangles according to the measures of the interior angles.

      • Acute, obtuse and right triangles (5-KK.1)

    • 6.G01.03 Identify the characteristics of a given set of triangles according to their sides and/or their interior angles.

      • Classify triangles (6-AA.7)

    • 6.G01.04 Sort a given set of triangles and explain the sorting rule.

    • 6.G01.05 Draw a specified triangle.

    • 6.G01.06 Replicate a given triangle in a different orientation and show that the two are congruent.

  • 6.G02 Students will be expected to describe and compare the sides and angles of regular and irregular polygons.

    • 6.G02.01 Sort a given set of 2-D shapes into polygons and non-polygons and explain the sorting rule.

      • Is it a polygon? (5-JJ.1)

    • 6.G02.02 Demonstrate congruence (sides to sides and angles to angles) in a regular polygon by superimposing.

      • Side lengths and angle measures of congruent figures (7-Y.11)

    • 6.G02.03 Demonstrate congruence (sides to sides and angles to angles) in a regular polygon by measuring.

      • Side lengths and angle measures of congruent figures (7-Y.11)

    • 6.G02.04 Demonstrate that the sides of a regular polygon are the same length and that the angles of a regular polygon are the same measure.

      • Regular and irregular polygons (5-JJ.3)

    • 6.G02.05 Sort a given set of polygons as regular or irregular and justify the sorting.

      • Regular and irregular polygons (5-JJ.3)

    • 6.G02.06 Identify and describe regular and irregular polygons in the environment.

      • Identify and classify polygons (6-AA.1)
      • Properties of polygons (6-AA.13)

• Transformations - Students will be expected to describe and analyze position and motion of objects and shapes.

  • 6.G03 Students will be expected to perform a combination of translation(s), rotation(s), and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.

    • 6.G03.01 Demonstrate that a 2-D shape and its transformation image are congruent.

      • Side lengths and angle measures of congruent figures (7-Y.11)

    • 6.G03.02 Model a given set of successive translations, successive rotations, or successive reflections of a 2-D shape.

    • 6.G03.03 Model a given combination of two different types of transformations of a 2-D shape.

    • 6.G03.04 Draw and describe a 2-D shape and its image, given a combination of transformations.

      • Reflection, rotation and translation (6-BB.2)

    • 6.G03.05 Describe the transformations performed on a 2-D shape to produce a given image.

    • 6.G03.06 Model a given set of successive transformations (translation, rotation, or reflection) of a 2-D shape.

    • 6.G03.07 Perform and record one or more transformations of a 2-D shape that will result in a given image.

      • Reflection, rotation and translation (6-BB.2)

  • 6.G04 Students will be expected to perform a combination of successive transformations of 2-D shapes to create a design and identify and describe the transformations.

    • 6.G04.01 Analyze a given design created by transforming one or more 2-D shapes, and identify the original shape and the transformations used to create the design.

    • 6.G04.02 Create a design using one or more 2-D shapes and describe the transformations used.

    • 6.G04.03 Describe why a shape may or may not tessellate.

    • 6.G04.04 Create a tessellation and describe how tessellations are used in the real world.

  • 6.G05 Students will be expected to identify and plot points in the first quadrant of a Cartesian plane using whole number ordered pairs.

    • 6.G05.01 Label the axes of the first quadrant of a Cartesian plane and identify the origin.

    • 6.G05.02 Plot a point in the first quadrant of a Cartesian plane given its ordered pair.

      • Graph points on a coordinate plane: positive numbers only (6-V.2)

    • 6.G05.03 Match points in the first quadrant of a Cartesian plane with their corresponding ordered pair.

      • Objects on a coordinate plane: positive numbers only (6-V.1)

    • 6.G05.04 Plot points in the first quadrant of a Cartesian plane with intervals of 1, 2, 5, or 10 on its axes, given whole number ordered pairs.

      • Graph points on a coordinate plane: positive numbers only (6-V.2)

    • 6.G05.05 Draw shapes or designs in the first quadrant of a Cartesian plane, using given ordered pairs.

      • Graph triangles and quadrilaterals (6-AA.11)

    • 6.G05.06 Determine the distance between points along horizontal and vertical lines in the first quadrant of a Cartesian plane.

      • Coordinate planes as maps (6-V.7)
      • Follow directions on a coordinate plane (6-V.8)

    • 6.G05.07 Draw shapes or designs in the first quadrant of a Cartesian plane, and identify the points used to produce them.

  • 6.G06 Students will be expected to perform and describe single transformations of a 2-D shape in the first quadrant of a Cartesian plane (limited to whole number vertices).

    • 6.G06.01 Identify the coordinates of the vertices of a given 2-D shape (limited to the first quadrant of a Cartesian plane).

    • 6.G06.02 Perform a transformation on a given 2-D shape, and identify the coordinates of the vertices of the image (limited to the first quadrant).

      • Reflection, rotation and translation (6-BB.2)

    • 6.G06.03 Describe the positional change of the vertices of a given 2-D shape to the corresponding vertices of its image as a result of a transformation (limited to first quadrant).

6.SP Statistics and Probability

• Data Analysis - Students will be expected to collect, display, and analyze data to solve problems.

  • 6.SP01 Students will be expected to create, label, and interpret line graphs to draw conclusions.

    • 6.SP01.01 Determine the common attributes (title, axes, and intervals) of line graphs by comparing a given set of line graphs.

    • 6.SP01.02 Determine whether a given set of data can be represented by a line graph (continuous data) or a series of points (discrete data) and explain why.

      • Identify discrete and continuous data (6-FF.8)

    • 6.SP01.03 Create a line graph from a given table of values or a set of data.

      • Create line graphs (6-EE.17)
      • Create double line graphs (6-EE.19)

    • 6.SP01.04 Interpret a given line graph to draw conclusions.

      • Interpret line graphs (6-EE.16)
      • Interpret double line graphs (6-EE.18)

  • 6.SP02 Students will be expected to select, justify, and use appropriate methods of collecting data, including questionnaires, experiments, databases, and electronic media.

    • 6.SP02.01 Select a method for collecting data to answer a given question, and justify the choice.

    • 6.SP02.02 Design and administer a questionnaire for collecting data to answer a given question, and record the results.

    • 6.SP02.03 Answer a given question by performing an experiment, recording the results, and drawing a conclusion.

    • 6.SP02.04 Explain when it is appropriate to use a database as a source data.

      • Identify representative and biased samples (6-FF.7)

    • 6.SP02.05 Gather data for a given question by using electronic media, including selecting data from databases.

  • 6.SP03 Students will be expected to graph collected data and analyze the graph to solve problems.

    • 6.SP03.01 Determine an appropriate type of graph for displaying a set of collected data and justify the choice of graph.

      • Choose the best type of graph (6-EE.20)

    • 6.SP03.02 Solve a given problem by graphing data and interpreting the resulting graph.

      • Interpret pictographs (6-EE.1)
      • Create pictographs (6-EE.2)
      • Interpret stem-and-leaf plots (6-EE.3)
      • Create stem-and-leaf plots (6-EE.4)
      • Interpret line plots (6-EE.5)
      • Create line plots (6-EE.6)
      • Create frequency tables (6-EE.7)
      • Interpret categorical data (6-EE.8)
      • Interpret bar graphs (6-EE.9)
      • Create bar graphs (6-EE.10)
      • Interpret double bar graphs (6-EE.11)
      • Create double bar graphs (6-EE.12)
      • Interpret histograms (6-EE.13)
      • Create histograms (6-EE.14)

• Chance and Uncertainty - Students will be expected to use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

  • 6.SP04 Students will be expected to demonstrate an understanding of probability by:
    • identifying all possible outcomes of a probability experiment
    • differentiating between experimental and theoretical probability
    • determining the theoretical probability of outcomes in a probability experiment
    • determining the experimental probability of outcomes in a probability experiment
    • comparing experimental results with the theoretical probability for an experiment

    • 6.SP04.01 List the possible outcomes of a probability experiment, such as: tossing a coin; rolling a die with a given number of sides; spinning a spinner with a given number of sectors.

      • Combinations (6-GG.1)

    • 6.SP04.02 Determine the theoretical probability of an outcome occurring for a given probability experiment.

      • Understanding probability (6-GG.2)
      • Probability of one event (6-GG.3)

    • 6.SP04.03 Predict the probability of a given outcome occurring for a given probability experiment by using theoretical probability.

      • Make predictions using theoretical probability (6-GG.5)

    • 6.SP04.04 Conduct a probability experiment, with or without technology, and compare the experimental results to the theoretical probability.

      • Experimental probability (6-GG.6)
      • Make predictions using experimental probability (6-GG.7)

    • 6.SP04.05 Explain that as the number of trials in a probability experiment increases, the experimental probability approaches the theoretical probability of a particular outcome.

    • 6.SP04.06 Distinguish between theoretical probability and experimental probability, and explain the differences.