Saskatchewan Foundational and Learning Objective
N6.1.1: greater than one million
N6.1.2: less than one thousandth with and without technology.
N6.1.b: Change the representation of numbers larger than one million given in decimal and word form to place value form (e.g., $1.8 billion would be changed to $1 800 000 000) and vice versa.
N6.1.e: Solve situational questions involving operations on quantities larger than one million or smaller than one thousandth (with the use of technology).
N6.1.f: Estimate the solution to a situational question, without the use of technology, involving operations on quantities larger than one million or smaller than one thousandth and explain the strategies used to determine the estimate.
N6.2.1: determining factors and multiples of numbers less than 100
N6.2.2: relating factors and multiples to multiplication and division
N6.2.3: determining and relating prime and composite numbers.
N6.2.a: Determine the whole-numbered dimensions of all rectangular regions with a given whole-numbered area and explain how those dimensions are related to the factors of the whole number.
N6.2.b: Represent a set of whole-numbered multiples for a given quantity concretely, pictorially, or symbolically and explain the strategy used to create the representation.
N6.2.d: Explain why 0 and 1 are neither prime nor composite.
N6.2.g: Explain how the composite factors of a whole number can be determined from the prime factors of the whole number and vice versa.
N6.2.h: Solve situational questions involving factors, multiples, and prime factors.
N6.2.i: Analyze two whole numbers for their common factors.
N6.2.j: Analyze two whole numbers to determine at least one multiple (greater than both whole numbers) that is common to both.
N6.3.a: Explain, with the support of examples, why there is a need to have a standardized order of operations.
N6.3.c: Verify, by using technology, whether or not the simplification of an expression involving the use of the order of operations is correct.
N6.3.d: Solve situational questions involving multiple operations, with and without the use of technology.
N6.3.e: Analyze the simplification of multiple operation expressions for errors in the application of the order of operations.
N6.4.d: Estimate products and quotients involving decimals.
N6.4.e: Develop a generalization about the impact on overall quantity when multiplied by a decimal number between 0 and 1.
N6.4.g: Solve a given situational question that involves multiplication and division of decimals, using multipliers from 0 to 9 and divisors from 1 to 9.
N6.5.c: Create and explain representations (concrete, visual, or both) that establish relationships between whole number percents to 100, fractions, and decimals.
N6.5.f: Describe a situation in which 0% or 100% might be stated.
N6.6.a: Explore and explain the representation and meaning of negative quantities in First Nations and Métis peoples, past and present.
N6.6.b: Observe and describe examples of integers relevant to self, family, or community and explain the meaning of those quantities within the contexts they are found.
N6.6.c: Compare two integers and describe their relationship symbolically using <, >, or =.
N6.6.d: Represent integers concretely, pictorially, or physically.
N6.7.a: Observe and describe situations relevant to self, family, or community in which quantities greater than a whole, but which are not whole numbers, occur and describe those situations using either an improper fraction or a mixed number.
N6.7.d: Explain the meaning of a given improper fraction or mixed number by setting it into a situation.
N6.7.f: Respond to the question ?Can quantities less than 1 be represented by a mixed number or improper fraction??.
N6.8.a: Observe situations relevant to self, family, or community which could be described using a ratio, write the ratio, and explain what the ratio means in that situation.
N6.8.d: Express a ratio in colon and word form.
N6.8.e: Describe a situation in which a ratio (given in colon, word, or fractional form) might occur.
N6.8.f: Solve situational questions involving ratios (e.g., the ratio of students from a Grade 6 class going to a movie this weekend to those not going to a movie is 15:8. How many students are likely in the class and why?)
P6.1.a: Create and describe a concrete or visual model of a table of values.
P6.1.b: Create a table of values to represent a concrete or visual pattern.
P6.1.c: Determine missing values and correct errors found within a table of values and describe the strategy used.
P6.1.d: Analyze the relationship between consecutive values within each of the columns in a table of values and describe the relationship orally and symbolically.
P6.1.e: Analyze the relationship between the two columns in a table of values and describe the relationship orally and symbolically.
P6.1.f: Create a table of values for a given equation.
P6.1.g: Analyze patterns in a table of values to solve a given situational question.
P6.1.h: Translate a concrete, visual, or physical pattern into a table of values and a graph (limit graphs to linear relations with discrete elements).
P6.1.i: Describe how a graph and a table of values are related.
P6.1.j: Identify errors in the matching of graphs and tables of values and explain the reasoning.
P6.1.k: Describe, using everyday language (orally or in writing), the relationship shown on a graph (limited to linear relations with discrete elements).
P6.1.l: Describe a situation that could be represented by a given graph (limited to linear relations with discrete elements).
P6.3.b: Analyze patterns arising from the determination of area of rectangles and generalize an equation describing a formula for the area of all rectangles.
P6.3.d: 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).
P6.3.e: Generalize an expression that describes the relationship between the two columns in a table of values.
P6.3.f: Write an equation to represent a table of values.
P6.3.h: Provide examples to explain the difference between an expression and an equation, both in terms of what each looks like and what each means.
SS6.1.2: classifying angles
SS6.1.4: determining angle measures in degrees
SS6.1.6: applying angle relationships in triangles and quadrilaterals.
SS6.1.e: Explain the relationship between 0° and 360°.
SS6.1.f: Describe how measuring an angle is different from measuring a length.
SS6.1.h: Describe and provide examples for different uses of angles, such as the amount of rotation or as the angle of opening between two sides of a polygon.
SS6.1.i: Generalize a relationship for the sum of the measures of the angles in any triangle.
SS6.1.j: Generalize a relationship for the sum of the measures of the angles in any quadrilateral.
SS6.1.l: Solve situational questions involving angles in triangles and quadrilaterals.
SS6.2.4: generalizing strategies and formulae
SS6.2.6: solving situational questions.
SS6.2.a: Generalize formulae and strategies for determining the perimeter of polygons, including rectangles and squares.
SS6.2.b: Generalize a formula for determining the area of rectangles.
SS6.2.d: Generalize a rule (formula) for determining the volume of right rectangular prisms.
SS6.2.f: Solve a situational question involving the perimeter of polygons, the area of rectangles, and/or the volume of right rectangular prisms.
SS6.3.1: classifying types of triangles
SS6.3.f: Draw and classify examples of different types of triangles (scalene, isosceles, equilateral, right, obtuse, and acute) and explain the reasoning.
SS6.4.b: Plot a point in the first quadrant of the Cartesian plane given its ordered pair.
SS6.4.e: Explain how to plot points on the Cartesian plane given the scale to be used on the axes (by 1, 2, 5, or 10).
SS6.4.f: Create a design in the first quadrant of the Cartesian plane, identify the coordinates of points on the design, and write or record orally directions for recreating the design.
SS6.5.a: Observe and classify different transformations found in situations relevant to self, family, or community.
SS6.5.c: Analyze 2-D shapes and their respective transformations to determine if the original shapes and their transformed images are congruent.
SS6.5.d: Determine the resulting image of applying a series of transformations upon a 2-D shape.
SS6.5.e: Describe a set of transformations, that when applied to a given 2-D shape, would result in a given image.
SS6.5.f: Verify whether or not a given set of transformations would transform a given 2-D shape into a given image.
SS6.5.g: Identify designs within situations relevant to self, family, or community that could be described in terms of transformations of one or more 2-D shapes.
SS6.5.h: Analyze a given design created by transforming one or more 2-D shapes, and identify the original shape(s) and the transformations used to create the design.
SS6.5.i: Create a design using the transformation of two or more 2-D shapes and write, or record orally, instructions that could be followed to reproduce the design.
SS6.5.j: Describe the creation and use of single and multiple transformations in First Nations and Métis lifestyles (e.g., birch bark biting).
SP6.1.1: line graphs
SP6.1.3: data collection through questionnaires, experiments, databases, and electronic media
SP6.1.b: Determine whether a set of data should be represented by a line graph (continuous data) or a series of points (discrete data) and explain why.
SP6.1.d: Construct a graph (line graph or a graph of discrete data points) to represent data given in a table for a particular situation.
SP6.1.f: Observe and describe situations relevant to self, family, or community in which data might be collected through questionnaires, experiments, databases, or electronic media.
SP6.1.g: Select a method for collecting data to answer a given question and justify the choice.
SP6.1.i: Answer a self-generated question using databases or electronic media to collect data, then graphing and interpreting the data to draw a conclusion.
SP6.1.j: Justify the selection of a type of graph for a set of data collected through questionnaires, experiments, databases, or electronic media.
SP6.2.1: determining sample space
SP6.2.2: differentiating between experimental and theoretical probability
SP6.2.3: determining the theoretical probability
SP6.2.4: determining the experimental probability
SP6.2.5: comparing experimental and theoretical probabilities.
SP6.2.a: Observe situations relevant to self, family, or community where probabilities are stated and/or used to make decisions.
SP6.2.b: List the sample space (possible outcomes) for an event (such as the tossing of a coin, rolling of a die with 10 sides, spinning a spinner with five sections, random selection of a classmate for a special activity, or guessing a hidden quantity) and explain the reasoning.
SP6.2.c: Explain what a probability of 0 for a specific outcome means by providing an example.
SP6.2.d: Explain what a probability of 1 for a specific outcome means by providing an example.
SP6.2.g: Compare the results of a probability experiment to the expected theoretical probabilities.
SP6.2.h: Explain how theoretical and experimental probabilities are related.
SP6.2.i: Critique the statement: ?You can determine the sample space for an event by carrying out an experiment.?
Correlation last revised: 9/24/2019