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Scott County Pacing Guide 6 th Grade Math Unit Suggested Time Standards Content Basic Skills I 2 weeks Review Place value of whole numbers + - x multi-digit whole numbers Divisibility rules Chapter 1 3 weeks 6.NS.2 6.EE.1 6.EE.2c 6.NS.4 6.EE.3 Estimating with whole numbers \ multi-digit whole numbers Exponents Order of operations Properties Chapter 2 3 weeks 6.EE.2 6.EE.2a 6.EE2b 6.EE.3 6.EE.4 6.EE.5 6.EE.6 6.EE.7 Variables Expressions Equations Chapter 3 5 weeks 6.NS.3 6.EE.7 6.EE.6 Decimals Chapter 4 3 weeks 6.NS.4 6.EE.2b 6.EE.3 6.EE.4 6.NS.7 Fraction Basics Chapter 5 4 weeks 6.NS.4 6.EE.6 6.EE.7 6.NS.1 Fraction Operations Chapter 6 3 week 6.SP.2 6.SP.3 6.SP.1 6.SP.5c 6.NS.7c 6.NS.7d 6.SP.4 6.SP.5 6.SP.5a 6.SP.5b 6.SP.5d Data Collection & Analysis

Chapter 7 4 weeks 6.RP.1 6.RP.2 6.RP.3 6.RP.3b 6.RP.3a 6.NS.6c 6.RP.3c Proportional Relationships Chapter 8 2 weeks 6.RP.3d 6.EE.2c 6.G.1 6.G.2 6.G.4 Measurement & Geometry Chapter 9 2 weeks 6.NS.5 6.NS.6 6.NS.6a 6.NS.6c 6.NS.7 6.NS.7c 6.NS.7d 6.NS.7a 6.NS.7b 6.NS.6b 6.NS.8 6.G.3 Integers & the Coordinate Plane Chapter 10 2 weeks 6.EE.2c 6.G.1 6.EE.9 6.RP.3 6.EE.8 Functions

Scott County Pacing Guide 6 th Grade Advanced Math Unit Suggested Time Standards Content Basic Skills I 1 week Review *Place Value *+ - X multi-digit whole numbers *Divisibiltiy rules Chapter 1 2 weeks 6.NS.2 6.NS.4 6.EE.1 6.EE.2c 6.EE.3 *estimating with whole numbers */ multi-digit whole numbers *Exponents *Order of Operations * properties Chapter 2 3 Weeks 6.EE.2 6.EE.2a 6.EE.2b 6.EE.3 6.EE.4 6.EE.5 6.EE.6 6.EE.7 *variables *expressions *equations (1 and 2 step) Chapter 3 3 weeks 6.NS.3 6.EE.6 6.EE.7 *decimals Chapter 4 2 weeks 6.NS.4 6.NS.7 6.EE.2b 6.EE.3 6.EE.4 *fraction basics Chpater 5 3 weeks 6.NS.1 6.NS.4 6.EE.6 6.EE.7 *fraction operations Chapter 6 3 weeks 6.NS.7c 6.NS.7d 6.SP.1. 6.SP.2 6.SP.3 6.SP.4 6.SP.5 6.SP.5a 6.SP.5b 6.SP.5c 6.SP.5d *data collection and analysis

Chapter 7 3 weeks 6.NS.6c 6.RP.1 6.RP.2 6.RP.3 6.RP.3a 6.RP.3b 6.RP.3c *proportional relationships Chapter 8 4 weeks 6.RP.3d 6.EE.2c 6.G.1 6.G.2 6.G.4 *measurement *geometry *angle types *angle measures *circle graphs *area of circles Chapter 9 4 weeks 6.NS.5 6.NS.6 6.NS.6a 6.NS.6b 6.NS.6c 6.NS.7 6.NS.7a 6.NS.7b 6.NS.7c 6.NS.7d 6.NS.8 6.G.3 *integers *+/-/x// integers *coordinate plane Chapter 10 4 weeks 6.EE.2c 6.EE.8 6.EE.9 6.G.1 6.RP.3 *functions *slope *inequalities *solving inequalities (+/-) Probability 2 weeks Probability

1 st 2 nd 3 rd 4 th 6.EE.1 K R S P Expressions and Write and evaluate numerical expressions involving whole-number exponents. Equations Cluster Apply and extend previous understandings of arithmetic to algebraic expressions. K Write numerical expressions involving whole number exponents Ex. 34 = 3x3x3x3 State Student Friendly I can write exponents in expanded form using repeated factors. K Evaluate numerical expressions involving whole number exponents Ex. 34 = 3x3x3x3 = 81 I can find the value of an exponent. K Solve order of operation problems that contain exponents Ex. 3 + 22 (2 + 3) = 2 I can follow the correct order of operations to solve a problem containing exponents.

1 st 2 nd 3 rd 4 th 6.EE.2a K R S P Expressions and Equations Cluster Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. State Student Friendly K Use numbers and variables to represent desired operations I can use numbers and variables to represent desired operations. (For example: 3 less than 4 times a number (j) = 4j 3. R Translating written phrases into algebraic expressions. I can write an equation for a word problem. R Translating algebraic expressions into written phrases. I can express an equation as a word problem.

1 st 2 nd 3 rd 4 th 6.EE.2b K R S P Expressions and Equations Cluster Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read and evaluate expressions in which letters stand for numbers. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. State Student Friendly K Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient) I can identify the math terms in a given expression (For example: sum product, etc. K Identify parts of an expression as a single entity, even if not a monomial. I can break down expressions into individual steps by using the proper order of operations.

1 st 2 nd 3 rd 4 th 6.EE.2c K R S P Expressions and Equations Cluster Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read and evaluate expressions in which letters stand for numbers. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. State Student Friendly K Substitute specific values for variables. I can solve formulas by substituting values for the variables. K Evaluate algebraic expressions including those that arise from realworld problems. I can use algebra to solver real-world problems. K Apply order of operations when there are no parentheses for expressions that include whole number exponents I can use the correct order of operations to solve an equation.

1 st 2 nd 3 rd 4 th 6.EE.3 K R S P Expressions and Equations Cluster Apply and extend previous understandings of arithmetic to algebraic expressions. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. State Student Friendly K Generate equivalent expressions using the properties of operations. (e.g. distributive property, associative property, adding like terms with the addition property of equality, etc.) I can use the correct property to rewrite an equivalent expression. R Apply the properties of operations to generate equivalent expressions. I can use the correct property to rewrite an equivalent expression.

1 st 2 nd 3 rd 4 th 6.EE.4 K R S P Expressions and Equations Cluster Apply and extend previous understandings of arithmetic to algebraic expressions. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. State Student Friendly K Recognize when two expressions are equivalent. I can change a value in an expression to determine if it is equivalent (For example: y+y+y = 3y) R Prove (using various strategies) that two equations are equivalent no matter what number is substituted. I can show that two equations are equal by using different types of strategies.

1 st 2 nd 3 rd 4 th 6.EE.5 K R S P Expressions and Equations Cluster Reason about and solve one-variable equations and inequalities Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. State Student Friendly K Recognize solving an equation or inequality as a process of answering which values from a specified set, if any, make the equation or inequality true? I can decide which value from a specified set will make the equation or inequality a true statement K Know that the solutions of an equation or inequality are the values that make the equation or inequality true. I can understand the solution to an equation or inequality makes it a true statement K Use substitution to determine whether a given number in a specified set makes an equation or inequality true. I can use substitution to determine which value will make an equation or an inequality a true statement.

1 st 2 nd 3 rd 4 th 6.EE.6 K R S P Expressions and Equations Cluster Reason about and solve one-variable equations and inequalities Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. K Recognize that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. State Student Friendly I can recognize that a variable replaces an unknown number(s). R Relate variables to a context. I can relate the variable in an expression to a real life situation. R Write expressions when solving a real-world or mathematical problem. I can write an expression using variables from a real-life situation.

1 st 2 nd 3 rd 4 th 6.EE.7 K R S P Expressions and Solve real-world and mathematical problems by writing and solving equations of the form x + p Equations = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Cluster Reason about and solve one-variable equations and inequalities State Student Friendly K Define inverse operation. I can state that the inverse of an operation is its opposite operation. K Know how inverse operations can be used in solving one-variable equations. R Apply rules of the form x + p = q and px = q, for cases in which p, q and x are all nonnegative rational numbers, to solve real world and mathematical problems. (There is only one unknown quantity.) I can use the inverse operation to solve for a variable. I can use the correct rules to solve a real world mathematical problem where I must replace one variable with the correct non-negative rational number. R Develop a rule for solving one-step equations using inverse operations with nonnegative rational coefficients. I can write the rule for solving one-step equations by knowing to use the inverse operation to solve the equation (For example: C + 2 = 10 will be solved by subtracting 2 from both sides of the equation). R Solve and write equations for real-world mathematical problems containing one unknown. I can write and solve an equation for one unknown from a real-world situation.

1 st 2 nd 3 rd 4 th 6.EE.8 K R S P Expressions and Equations Cluster Reason about and solve one-variable equations and inequalities Write an inequality of the form x > c or x < c to represent a constraint or condition in a realworld or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. K Identify the constraint or condition in a real-world or mathematical problem in order to set up an inequality. State Student Friendly I can write a simple inequality to represent a real-life situation. K Recognize that inequalities of the form x > c or x < c have infinitely many solutions. I can name more than one solution to an inequality R Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. I can write a simple inequality to represent a real-life situation. R Represent solutions to inequalities or the form x > c or x < c, with infinitely many solutions, on number line diagrams. I can create a number line to show all possible solutions to the inequality. (I can graph inequalities on a number line).

1 st 2 nd 3 rd 4 th 6.EE.9 K R S P Expressions and Equations Cluster Represent and analyze quantitative relationships between dependent and independent variables. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. State Student Friendly K Define independent and dependent variables. I can define that an independent variable does not effect the outcome of an event while a dependent variable does. K Use variables to represent two quantities in a real-world problem that change in relationship to one another. R Write an equation to express one quantity (dependent) in terms of the other quantity (independent). R Analyze the relationship between the dependent variable and independent variable using tables and graphs. I can use variables to represent two quantities in a real-world problem that changes in a relationship to one another. (For example: the time in which you travel effects the distance that you travel). I can write an equation to express one quantity (dependent) in terms of the other quantity (independent). (For example:d=65t, where distance is dependent on the time you travel. I can create a function table to analyze and graph the relationship between the dependent and independent variables. R Relate the data in a graph and table to the corresponding equation. I can write an equation to represent the data from a graph or table.

1 st 2 nd 3 rd 4 th 6.G.1 K R S P Geometry Find the area of right triangles, other triangles, special quadrilaterals, and polygons by Cluster composing into rectangles or decomposing into other shapes; apply these techniques in the Solve real-world and context of solving real-world and mathematical problems. mathematical problems involving area, surface area, and volume. State Student Friendly K Recognize and know how to compose and decompose polygons into triangles and rectangles. I can divide polygons into triangles and rectangles. I can combine triangles and rectangles together to make polygons. R Compare the area of a triangle to the area of the composted rectangle (decomposition addressed in previous grade). R Apply the techniques of composing and/or decomposing to find the area of triangles, special quadrilaterals and polygons to solve mathematical and real-world problems. R Compare the area of a triangle to the area of the composted rectangle. (Decomposition addressed in previous grade.) R Discuss, develop and justify area formulas for triangles and parallelograms (6th grade introduction) I can compare the area of a triangle to the area of the composted rectangle. I can find the area of triangles, special quadrilaterals, and polygons by dividing them into triangles, rectangles. I can compare the area of the two triangles that make up the rectangle to the area of a rectangle. Discuss, develop and justify area formulas for triangles and parallelograms (6th grade introduction) I can create and explain a formula for finding the area of a triangle and parallelogram.

1 st 2 nd 3 rd 4 th 6.G.2 K R S P Geometry Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit Cluster cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as Solve real-world and would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and mathematical problems V = B h to find volumes of right rectangular prisms with fractional edge lengths in the context of involving area, surface solving real-world and mathematical problems. area, and volume. State Student Friendly K Know how to calculate the volume of a right rectangular prism I can find the volume of a right rectangular prism R Apply the volume formulas for right rectangular prisms to solve mathematical and real-world problems involving rectangular prisms with fractional edge lengths. I can correctly apply the formulas for finding the volume of a right rectangular prism to solve real world and mathematical problems, for example: find the volume of a cereal box with a height of 7 inches, width of 2 ¾ inches and a height of 10 inches is 7 x 2 ¾ x 10 = 192 ½ inches³. S Model the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths. I can model the volume of a rectangular prisms with fractional edge lengths using unit cubes.

1 st 2 nd 3 rd 4 th 6.G.3 K R S P Geometry Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find Cluster the length of a side joining points with the same first coordinate or the same second coordinate. Solve real-world and Apply these techniques in the context of solving real-world and mathematical problems. mathematical problems involving area, surface area, and volume. State Student Friendly K Draw polygons in the coordinate plane. I can draw a polygon in the coordinate plane. K Use coordinates (with the same x- coordinate or the same y-coordinate) to find the length of a side of a polygon. I can find the length of a side of a polygon using coordinates. R Apply the technique of using coordinates to find the length of a side of a polygon drawn in the coordinate pan to solve real-world and mathematical problems I can apply the knowledge of determining the side lengths of a polygon placed on a coordinate grid to help solve real-world problems, (for example: to determine the size of rug needed in a room to leave a determined amount of floor space around the rug.

1 st 2 nd 3 rd 4 th 6.G.4 K R S P Geometry Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find Cluster the length of a side joining points with the same first coordinate or the same second coordinate. Solve real-world and Apply these techniques in the context of solving real-world and mathematical problems. mathematical problems involving area, surface area, and volume. State Student Friendly K Know that 3-D figures can be represented by nets. I can identify 3 dimensional figures and their nets. R Represent three-dimensional figures using nets made up of rectangles and triangles I can use rectangle and triangles to create a net for 3-D figures. R Apply knowledge of calculating the area of rectangles and triangles to a net, and combine the areas for each shape into one answer representing the surface area of a 3-dimensional figure. I can use the net of a 3-D figure to calculate the area of the figure. This means I will calculate the separate rectangular and/or triangular areas of the nets and total together to get a surface area. R Solve real-world and mathematical problems involving surface area using nets. I can solve real-world and mathematical problems using nets.

1 st 2 nd 3 rd 4 th 6.NS.1 K R S P Number System Interpret and compute quotients of fractions, and solve word problems involving division of Cluster fractions by fractions, e.g., by using visual fraction models and equations to represent the Apply and extend problem. For example, create a story context for (2/3) (3/4) and use a visual fraction model to previous understanding of show the quotient; use the relationship between multiplication and division to explain that (2/3) multiplication and (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, division to divide (a/b) (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of fractions by fractions chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? State Student Friendly K Compute quotients of fractions divided by fractions (including mixed numbers). I can determine the quotient of a fraction by dividing the numerator by the denominator. I can model a fraction or equation to solve word problems involving division of fractions. R Interpret quotients of fractions. I can identify what the quotient of the fraction is representing. R Solving real-world problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. I can model a fraction or equation to solve word problems involving division of fractions in real world situations.

1 st 2 nd 3 rd 4 th 6.NS.2 K R S P Number System Fluently divide multi-digit numbers using the standard algorithm. Cluster Compute fluently with multi-digit numbers and find common factors and multiples State Student Friendly K Fluently divide multi-digit numbers using the standard algorithm with speed and accuracy. I can divide any number larger than 9 by determining the number of times the divisor will fit into the dividend until 0 or a remainder smaller than the divisor has been reached.

1 st 2 nd 3 rd 4 th 6.NS.3 K R S P Number System Fluently add, subtract, multiply, and divide multi digit decimals using the standard algorithm for Cluster each operation. Compute fluently with multi-digit numbers and find common factors and multiples K State Student Friendly Fluently add, subtract, multiply and divide multi-digit decimals using the standard algorithm for each operation with speed and accuracy. I can compute multi-digit decimals with ease when adding and subtracting using the standard algorithm. This means that I will correctly line up the decimal places when adding and subtracting. I can compute multi-digit decimals with ease when multiplying using the standard algorithm. This means that I will correctly place the decimal point in the product. I can compute multi-digit decimals with ease when dividing using the standard algorithm. This means that I can recognize when I need to move the decimal point and where to place it in the divisor or the quotient.

1 st 2 nd 3 rd 4 th 6.NS.4 K R S P Number System Find the greatest common factor of two whole numbers less than or equal to 100 and the least Cluster common multiple of two whole numbers less than or equal to 12. Use the distributive property Compute fluently with to express a sum of two whole numbers 1 100 with a common factor as a multiple of a sum of multi-digit numbers and two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). find common factors and multiples State Student Friendly K Identify the factors of two whole numbers less than or equal to 100 and determine the Greatest Common Factor I can find the Greatest Common Factor of two whole numbers less than or equal to 100 by comparing the factors of each number. For example: I can list all the factors of the 2 whole numbers and then find the greatest number that is the same in both lists. K Identify the multiples of two whole numbers less than or equal to 12 and determine the Least Common Multiple. I can find the Least Common Multiple of the 2 whole numbers less than or equal to 12 by comparing the multiples of each number, (for example: I can list the multiples of the 2 numbers until I find the first common number between the 2 lists.) R Apply the Distributive Property to rewrite addition problems by factoring out the Greatest Common Factor. I can find the Greatest Common Factor of two whole numbers and I can factor out the Greatest Common Factor using the distributive property, (for example: to simplify the addition of multi-digit numbers.)

1 st 2 nd 3 rd 4 th 6.NS.5 K R S P Number System Understand that positive and negative numbers are used together to describe quantities having Cluster opposite directions or values (e.g., temperature above /below zero, elevation above/below sea Apply and extend level, credits/debits, positive/negative electric charge); use positive and negative numbers to previous understandings represent quantities in real-world contexts, explaining the meaning of 0 in each situation. of numbers to the system of rational numbers State Student Friendly K Identify an integer and its opposite I can write an integer and its opposite. R Use integers to represent quantities in real world situations(above/below sea level, etc). I can write an integer to represent a given situation. R Explain where zero fits into a situation represented by integers. I can understand that zero is neither positive or negative.

1 st 2 nd 3 rd 4 th 6.NS.6 K R S P Number System Understand a rational number as a point on the number line. Extend number line diagrams and Cluster coordinate axes familiar from previous grades to represent points on the line and in the plane Apply and extend with negative number coordinates. previous understandings a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the of numbers to the system number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(- of rational numbers 3) = 3 and that 0 is its own opposite. b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. State Student Friendly K Identify a rational number as a point on the number line. I can place a point on a number line K Identify the location of zero on a number line in relation to positive and negative numbers. I can place zero correctly between the positive and negative numbers on a number line. K Recognize opposite signs of numbers as locations on opposite sides of 0 on the number line. I can recognize that opposite values are equal distances from zero on opposite sides of zero. K Recognize the signs of both numbers in an ordered pair indicate which quadrant of the coordinate plane the ordered pair will be located. I can recognize that the signs of an ordered pair tells me which quadrant a point is going to be located.

K Find and position integers and other rational numbers on a horizontal or vertical number line diagram. I can locate and place a rational number on a horizontal and vertical number line diagram. K Find and position pairs of integers and other rational numbers on a coordinate plane. I can find or place integers and rational numbers on a coordinate plane. R Reason that the opposite of the opposite of a number is the number itself. I can understand that the opposite of the opposite of a numbers is the number itself. (For example: - (-5) is the same as 5.) R Reason that when only the x value in a set of ordered pairs are opposites, it creates a reflection over the y axis, e.g. (x,y) and (-x,y) I can understand that moving from a positive x to a negative x, crosses the y axis. R Recognize that when only the y value in a set of ordered pairs are opposites, it creates a reflection over the x axis, e.g., (x,y) and (x,-y). I can understand that moving from a positive y to a negative y, crosses the x axis. R Reason that when two ordered pairs differ only by signs, the locations of the points are related by reflections across both axes, e.g., (-x, -y) and (x,y) I can understand that and ordered pair with the same number but different signs is an example of a reflection.

1 st 2 nd 3 rd 4 th 6.NS.7 K R S P Number System Understand ordering and absolute value of rational numbers. Cluster a.interpret statements of inequality as statements about the relative position of two numbers on a Apply and extend number line diagram. For example, interpret -3>-7 as a statement that -3 is located to the right of previous understandings -7 on a number line oriented from the left to the right. of numbers to the system b.write, interpret, and explain statements of the order of rational numbers in the real-world of rational numbers contexts. For example, write -3 degrees Celsius > -7 degrees Celsius to express the fact that -3 degrees is warmer than -7 degrees Celsius. c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write -30 = 30 to describe the size of the debt in dollars. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars. State Student Friendly K Order rational numbers on a number line I can correctly place rational numbers on a number line. K Identify absolute value of rational numbers. I can write the absolute value of a rational number. R Interpret statements of inequality as statements about relative position of two numbers on a number line diagram. I can compare two integers on a number line by their distance from zero.

R Write, interpret, and explain statement of order for rational numbers in real-world contexts. I can write and explain the meaning and order of a rational number with a real life situation. (For example: -3 Degrees Celsius > -7 Degrees Celsius.) R Interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. I can interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. R Distinguish comparisons of absolute value from statements about order and apply to real world contexts. I can compare the absolute values in real world situations.

1 st 2 nd 3 rd 4 th 6.NS.8 K R S P Number System Solve real-world and mathematical problems by graphing points in all four quadrants of the Cluster coordinate plane. Include use of coordinates and absolute value to find distances between points Apply and extend with the same first coordinate or the same second coordinate. previous understandings of numbers to the system of rational numbers State Student Friendly K Calculate absolute value. I can determine a numbers distance from zero. K Graph points in all four quadrants of the coordinate plane. I can write the absolute value of a rational number. R Solve real-world problems by graphing points in all four quadrants of a coordinate plane. I can solve real world problems by graphing points in all four quadrants of a coordinate plane. R Given only coordinates, calculate the distances between two points with the same first coordinate or the same second coordinate using absolute value I can determine the distance between 2 points by using absolute value.

1 st 2 nd 3 rd 4 th 6.RP.1 K R S P Ratio and Proportional Relationships Cluster Understand ratio concepts and use ratio reasoning to solve problems. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak. For every vote candidate A received, candidate C received nearly three votes. K Write ratio notation- :, to, / State Student Friendly I can determine that the first number is a comparison to the second number when given the following notations (:, to, /) K Know order matters when writing a ratio I can recognize that when writing ratios the order in which I write the first number, compared to the second number that I write will matter; for example when comparing cats to the total number of animals, the number of cats should be written first K Know ratios can be simplified I can simplify the ratio based on the process used to simplify the fractions. This means I will find the GCF of the first and second number to simplify the ratios. K Know ratios compare two quantities; the quantities do not have to be the same unit of measure I can identify that the ratio is the comparison of two separate numbers by division.

K Recognize that ratios appear in a variety of different contexts; part-towhole, part-to-part, and rates I can tell you the difference between part to part and part to total, as well as rates. R Generalize that all ratios relate two quantities or measures within a given situation in a multiplicative relationship I can explain how two numbers in a ratio are related. R Analyze your context to determine which kind of ratio is represented I can tell you the difference between part to part and part to total and rates.

1 st 2 nd 3 rd 4 th 6.RP.2 K R S P Ratio and Proportional Relationships Cluster Understand ratio concepts and use ratio reasoning to solve problems. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger. State Student Friendly K Identify and calculate a unit rate I can simplify a ratio to a denominator of 1. K Use appropriate math terminology as related to rate. I can correctly state the correct amount compared to one unit. R Analyze the relationship between a ratio a:b and a unit rate a/b where b 0. I can correctly analyze the relationship between a ratio and a unit rate (for example, 180 miles in 3 hours is compared to 60 miles in 1 hour)

1 st 2 nd 3 rd 4 th 6.RP.3 K R S P Ratio and Proportional Relationships Cluster Understand ratio concepts and use ratio reasoning to solve problems. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. State Student Friendly K A1: Make a table of equivalent ratios using whole numbers I can make a table of equivalent ratios using whole numbers (for example 4:1 is equivalent to 8:2) K A2: Find the missing values in a table of equivalent ratios I can find the missing values in a table of equivalent ratios. This means I compare the given equivalent ratios to determine the missing ratios. K A3: Plot pairs of values that represent equivalent ratios on the coordinate plane. I can correctly plot the ordered pairs from a ratio table onto a coordinate plane. This means I will plot the numbers on the correct x-axis or y-axis according to the table.

R A4: Use tables to compare proportional quantities. I can use tables to compare proportional quantities. This means I understand the relationship between the proportional values to make a R A5: Solve real-world and mathematical problems involving ratio and rate, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations table I can apply mathematical operations, using proportional reasoning, involving ratio and rate to solve real world problems (for example, to compare the currency rates between the United States and Mexico). R B1: Apply the concept of unit rate to solve real-world problems involving unit pricing. R B2: Apply the concept of unit rate to solve real-world problems involving constant speed. I can apply unit rate to solve real world problems with unit pricing. This means I will determine the unit rate by simplifying the cost per unit ratio, I can apply unit rate to solve real world problems involving constant speed. This means I can determine the unit rate of speed by finding the relationship between the rate and the speed. K C1: Know that a percent is a ratio of a number to 100 I can write a ratio of a number to 100 to determine a percent. This K C2: Find a % of a number as a rate per 100. R C3: Solve real-world problems involving finding the whole, given a part and a percent. K D1: Apply ratio reasoning to convert measurement units in real-world and mathematical problems means that a number compared to 100 becomes the number of the percent. I can determine a number out of 100 by the % that is given to me (for example, 71% = 71/100) I can find the whole amount of a proportion given its partial amount and it equivalent percent. This means I can correctly set up a proportional equation to solve for the missing part of a ratio. I can apply proportional ratios to solve real world mathematical problems (for example, to find the original price of an item given its sale price and the percent value it was discounted) I can correctly use conversion rules to solve real world mathematical problems involving rates and ratios R I can use ratio reasoning to convert measurement units in real world and mathematical problems (for example, 2ft:10 inches = 24 inches:10 R D2: Apply ratio reasoning to convert measurement units by multiplying or dividing in real-world and mathematical problems. inches) I can apply equivalent ratios to convert units by multiplying or dividing (for example, 25 diamonds:10 emeralds = 5 diamonds:2 emeralds)

1 st 2 nd 3 rd 4 th 6.SP.1 K R S P Statistics and Probability Recognize a statistical question as one that anticipates variability in the data related to the Cluster Develop understanding of statistical variability. question and accounts for it in the answers. For example, How old am I? is not a statistical question, but How old are the students in my school? is a statistical question because one anticipates variability in students ages. State Student Friendly K Recognize that data can have variability I can understand that the data I collect can vary. K Recognize a statistical question (examples versus non-examples I know that I must anticipate a collection of varied data for the question to be a statistical question.

1 st 2 nd 3 rd 4 th 6.SP.2 K R S P Statistics and Probability Understand that a set of data collected to answer a statistical question has a distribution which Cluster can be described by its center, spread, and overall shape. Develop understanding of statistical variability. State Student Friendly K Know that a set of data has a distribution. I can recognize that a data collected is not going to be all the same. K Describe a set of data by its center, e.g., mean and median. I can describe a set of data by its center (for example, mean, median, or mode) K Describe a set of data by its spread and overall shape, e.g. by identifying data clusters, peaks, gaps and symmetry I can describe a set of data by its spread and overall shape (for example, identifying data clusters, peaks, gaps, and symmetry)

1 st 2 nd 3 rd 4 th 6.SP.3 K R S P Statistics and Probability Recognize that a measure of center for a numerical data set summarizes all of its values with a Cluster single number, while a measure of variation describes how its values vary with a single number. Develop understanding of statistical variability. State Student Friendly K Recognize there are measures of central tendency for a data set, e.g., mean, median, mode. I can recognize different measures of central tendency for a set of data (for example, mean, median and mode) K Recognize there are measures of variances for a data set, e.g., range, interquartile range, mean absolute deviation. I can recognize different measures of variances for a data set (for example, range and interquartile range) K Recognize measures of central tendency for a data set summarizes the data with a single number. I can summarize a set of data with mean, median, or mode. K Recognize measures of variation for a data set describes how its values vary with a single number. I can describe how a single number can change a data set (for example an outlier can change the mean)

1 st 2 nd 3 rd 4 th 6.SP.4 K R S P Statistics and Probability Recognize that a measure of center for a numerical data set summarizes all of its values with a Cluster single number, while a measure of variation describes how its values vary with a single number. Summarize and describe distributions State Student Friendly K Identify the components of dot plots, histograms, and box plots I can identify the parts of dot plots, histograms, and box plots. K Find the median, quartile and interquartile range of a set of data. I can find the median, quartile, and interquartile range of a set of data. R Analyze a set of data to determine its variance. I can use median, quartile, and interquartile range to analyze a set of data. P Create a dot plot to display a set of numerical data. I can create a dot plot to correctly display data I have been given. P Create a histogram to display a set of numerical data I can create a histogram to correctly display data I have been given. P Create a box plot to display a set of numerical data. I can create a box plot to correctly display data I have been given.

1 st 2 nd 3 rd 4 th 6.SP.5 K R S P Statistics and Probability Summarize numerical data sets in relation to their context, such as by: Cluster Summarize and describe distributions a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and /or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. State Student Friendly K Organize and display data in tables and graphs I can organize, display, and interpret data by setting the data up in tables and graphs. K Report the number of observations in a data set or display I can report the number of observations in a data set or display. K Describe the data being collected, including how it was measured and its units of measurement. I can describe the type of data that was collected. I can explain how the data was measured and the unit of measure K Calculate quantitative measures of center, e.g., mean, median, mode. I can find the mean, median, and mode.

K Calculate quantitative measures of variance, e.g., range, interquartile range, mean absolute deviation. K Identify outliers I can identify outliers. I can find the range, interquartile range, and mean absolute deviation. P Determine the effect of outliers on quantitative measures of a set of data, e.g., mean, median, mode, range, interquartile range, mean absolute deviation I can identify the effects of outliers on a set of data (for example, mean, median, mode and range). This means I can recognize an outlier in a set of data and calculate the central tendency without the outlier to compare the two results. P Choose the appropriate measure of central tendency to represent the data. I can determine the appropriate measure of central tendency to represent the data. P Describe the data being collected, including how it was measured and its units of measurement. I can justify the appropriate measure of central tendency and variability based on the shape and context of data