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The sixth-grade standards
place continued emphasis on the study
of whole numbers, decimals, and rational
numbers (fractions). Students will
use ratios to compare data sets; make
conversions within a given measurement
system; classify three-dimensional
figures; collect, analyze, display,
and interpret data, using a variety
of graphical and statistical methods;
begin using integers and percents;
find the probability of an event;
and investigate numerical and geometric
patterns. Students will be introduced
to algebraic terms and solving algebraic
equations in one variable.
While learning mathematics, students
will be actively engaged, using
concrete materials and appropriate
technologies such as fraction calculators, computers,
spreadsheets, laser discs, and videos. However,
facility in the use of technology shall not
be
regarded as a substitute for a student’s understanding
of quantitative concepts and relationships or
for proficiency in basic computations. Students
will also identify real-life applications of the
mathematical principles they are learning and
apply these to science and other disciplines they
are studying. Mathematics has its own language,
and the acquisition of specialized vocabulary
and language patterns is crucial to a student’s
understanding and appreciation of the subject.
Students should be encouraged to use correctly
the concepts, skills, symbols, and vocabulary
identified in the following set of standards.
Problem solving has been integrated throughout
the six content strands. The development of problem-solving
skills should be a major goal of the mathematics
program at every grade level. Instruction in the
process of problem solving will need to be integrated
early and continuously into each student’s mathematics
education. Students must be helped to develop
a wide range of skills and strategies for solving
a variety of problem types. |
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| 6.1 |
The
student will identify representations
of a given percent and
describe orally and in writing
the equivalence relationships
among fractions, decimals, and
percents. |
| 6.2 |
The
student will describe and compare
two sets of data, using ratios,
and will use appropriate notations,
such as a/b, a to b, and a:b. |
| 6.3 |
The
student will
- find common
multiples and factors,
including least common
multiple and greatest
common factor;
- identify and describeprime
and composite numbers;
and
- identify and describe
the characteristics of even
and odd integers.
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| 6.4 |
The
student will compare and order whole
numbers, fractions,
and decimals, using concrete
materials, drawings or pictures,
and mathematical symbols. |
| 6.5 |
The
student will identify, represent,
order, and compare integers. |
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| 6.6 |
The
student will
- solve problems that involve
addition, subtraction, multiplication,
and/or division with fractions
and mixed numbers, with
and without regrouping,
that include like and unlike
denominators of 12 or less,
and express their answers
in simplest form; and
- find the quotient, given
a dividend expressed as
a decimal through thousandths
and a divisor expressed
as a decimal to thousandths
with exactly one non-zero
digit.
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| 6.7 |
The
student will use estimation strategies
to solve multi-step practical
problems involving whole numbers,
decimals, and fractions (rational
numbers). |
| 6.8 |
The
student will solve multi-step
consumer-application problems
involving fractions and decimals
and present data and conclusions
in paragraphs, tables, or graphs. Planning
a budget will be included. |
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| 6.9 |
The
student will compare and convert
units of measure for length, area, weight/mass,
and volume within
the U.S. Customary system and
the metric system and estimate
conversions between units in each
system:
- length–part
of an inch (1/2, 1/4,
and 1/8), inches,
feet, yards, miles, millimeters,
centimeters, meters, and
kilometers;
- weight/mass–ounces,
pounds, tons, grams,
and kilograms;
- liquid
volume–cups, pints,
quarts, gallons, milliliters,
and liters; and
- area–square
units. *
* The intent of this standard
is for students to make ballpark
comparisons and not to memorize
conversion factors between U.S.
Customary and metric units. |
| 6.10 |
The
student will estimate and then
determine length, weight/mass,
area, and liquid volume/capacity,
using standard and nonstandard
units of measure. |
| 6.11 |
The
student will determine if a problem
situation involving polygons of
four or fewer sides represents
the application of perimeter or
area and apply the appropriate
formula. |
| 6.12 |
The
student will
- solve problems involving
the circumference and/or
area of a circle when
given the diameter or radius;
and
- derive approximations
for pi(p) from measurements
for circumference and diameter,
using concrete materials
or computer models.
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| 6.13 |
The
student will
- estimate
angle measures, using
45°, 90°, and 180° as
referents, and use the
appropriate tools to
measure the given
angles; and
- measure and draw right,
acute, and obtuse angles and triangles.
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| 6.14 |
The
student will identify, classify,
and describe the characteristics
of plane figures, describing their
similarities, differences, and
defining properties. |
| 6.15 |
The
student will determine congruence
of segments, angles,
and polygons by
direct comparison, given their
attributes. Examples of noncongruent
and congruent figures
will be included. |
| 6.16 |
The
student will construct the perpendicular
bisector of a line segment and
an angle bisector. |
| 6.17 |
The
student will sketch, construct
models of, and classify solid
figures (rectangular prism, cone, cylinder,
and pyramid). |
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| 6.18 |
The
student, given a problem situation,
will collect, analyze, display,
and interpret data in a variety
of graphical methods, including
- line,
bar, and circle graphs;
- stem-and-leaf
plots; and
- box-and-whisker
plots.
Circle graphs will be limited
to halves, fourths, and eighths. |
| 6.19 |
The
student will describe the mean, median,
and mode as measures of central
tendency, describe the range,
and determine their meaning for
a set of data. |
| 6.20 |
The
student will
- make a sample space for
selected experiments and
represent it in the form
of a list, chart, picture,
or tree diagram; and
- determine and interpret
the probability of an event
occurring from a given sample
space and represent the
probability as a ratio,
decimal or percent, as appropriate
for the given situation.
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| 6.21 |
The
student will investigate, describe,
and extend numerical and geometric
patterns, including triangular
numbers, patterns formed by powers
of 10, and arithmetic sequences. |
| 6.22 |
The
student will investigate and describe
concepts of positive
exponents, perfect squares,
square roots, and, for numbers
greater than 10, scientific
notation. Calculators will
be used to develop exponential
patterns. |
| 6.23 |
The
student will
- model and solve algebraic
equations, using concrete
materials;
- solve one-step linear
equations in one variable,
involving whole number coefficients
and positive rational solutions;
and
- use the following algebraic
terms appropriately: variable,
coefficient, term,
and equation
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Equipment
Available
Updated
Thursday, December 1, 2005