MN&O?6?1: Demonstrates conceptual understanding of rational numbers with respect to ratios (comparison of two whole numbers by division a/b, a : b, and a ÷ b, where b "not equal to" 0); and rates (e.g., a out of b, 25%) using models, explanations, or other representations.
Beam to Moon (Ratios and Proportions)
Dividing Mixed Numbers
Fraction Garden (Comparing Fractions)
Modeling Decimals (Area and Grid Models)
Modeling Decimals (Base-10 Blocks)
Modeling Fractions (Area Models)
Part-to-part and Part-to-whole Ratios
Percents, Fractions, and Decimals
MN&O?6?2: Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole number exponents (e.g., 3³, 4³), integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1- 100) using number lines or equality and inequality symbols.
Comparing and Ordering Decimals
Integers, Opposites, and Absolute Values
Rational Numbers, Opposites, and Absolute Values
MN&O?6?4: Accurately solves problems involving single or multiple operations on fractions (proper, improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple.
Adding Decimals (Base-10 Blocks)
Adding Fractions (Fraction Tiles)
Adding on the Number Line
Addition of Polynomials
Dividing Mixed Numbers
Estimating Sums and Differences
Fractions Greater than One (Fraction Tiles)
Fractions with Unlike Denominators
Improper Fractions and Mixed Numbers
Modeling Fractions (Area Models)
Multiplying Decimals (Area Model)
Multiplying Mixed Numbers
Multiplying with Decimals
Percent of Change
Subtracting Decimals (Base-10 Blocks)
Sums and Differences with Decimals
MG&M?6?1: Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms).
MG&M?6?6: Demonstrates conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems; and demonstrates understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units.
Area of Triangles
Balancing Blocks (Volume)
Fido's Flower Bed (Perimeter and Area)
MG&M?6?7: Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands.
MF&A?6?1: Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship; or writes a rule in words orsc symbols for finding specific cases of a nonlinear relationship; and writes an expression or sc equation using words or sc symbols to express the generalization of a linear relationship (e.g., twice the term number plus 1 or sc 2n + 1).
Function Machines 1 (Functions and Tables)
MF&A?6?2: Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of problem situations; and describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change.
Slope-Intercept Form of a Line
MF&A?6?3: Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving two or more of the four operations; or by evaluating linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 3x ? 2).
Equivalent Algebraic Expressions I
Equivalent Algebraic Expressions II
Simplifying Algebraic Expressions I
Simplifying Algebraic Expressions II
Solving Equations by Graphing Each Side
Solving Equations on the Number Line
Using Algebraic Equations
Using Algebraic Expressions
MF&A?6?4: Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions (expressions consistent with the parameters of M(F&A)?6?3), solving multi-step linear equations of the form ax ± b = c, where a, b, and c are whole numbers with a "not equal to" 0.
Modeling and Solving Two-Step Equations
Solving Algebraic Equations II
Solving Two-Step Equations
MDSP?6?1: Interprets a given representation (circle graphs, line graphs, or stem-and-leaf plots) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.
Elevator Operator (Line Graphs)
MDSP?6?2: Analyzes patterns, trends or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or dispersion (range) to analyze situations, or to solve problems.
Describing Data Using Statistics
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)
MDSP?6?4: Uses counting techniques to solve problems in context involving combinations or simple permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or sc others).
Permutations and Combinations
MDSP?6?5: For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation.
Independent and Dependent Events
Theoretical and Experimental Probability
Correlation last revised: 1/20/2017