Tested State Standards
1.6.1: The student represents and uses rational numbers in a variety of equivalent forms.
1.6.1.A: compare and order non-negative rational numbers;
1.6.1.B: generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
1.6.1.D: write prime factorizations using exponents;
1.6.1.E: identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and
1.6.2: The student adds, subtracts, multiplies, and divides to solve problems and justify solutions.
1.6.2.A: model addition and subtraction situations involving fractions with [objects,] pictures, words, and numbers;
1.6.2.B: use addition and subtraction to solve problems involving fractions and decimals;
1.6.2.C: use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates;
1.6.2.E: use order of operations to simplify whole number expressions (without exponents) in problem solving situations.
2.6.3: The student solves problems involving direct proportional relationships.
2.6.3.A: use ratios to describe proportional situations;
2.6.3.B: represent ratios and percents with [concrete] models, fractions, and decimals; and
2.6.3.C: use ratios to make predictions in proportional situations.
2.6.4: The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes.
2.6.4.A: use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area; and
2.6.4.B: use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.
3.6.6: The student uses geometric vocabulary to describe angles, polygons, and circles.
3.6.6.A: use angle measurements to classify angles as acute, obtuse, or right;
3.6.6.B: identify relationships involving angles in triangles and quadrilaterals; and
3.6.6.C: describe the relationship between radius, diameter, and circumference of a circle.
3.6.7: The student uses coordinate geometry to identify location in two dimensions.
3.6.7.A: locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.
4.6.8: The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles.
4.6.8.A: estimate measurements (including circumference) and evaluate reasonableness of results;
4.6.8.B: select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;
4.6.8.D: convert measures within the same measurement system (customary and metric) based on relationships between units.
5.6.9: The student uses experimental and theoretical probability to make predictions.
5.6.9.A: construct sample spaces using lists and tree diagrams; and
5.6.9.B: find the probabilities of a simple event and its complement and describe the relationship between the two.
5.6.10: The student uses statistical representations to analyze data.
5.6.10.A: select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot;
5.6.10.B: identify mean (using [concrete objects and] pictorial models), median, mode, and range of a set of data;
5.6.10.C: sketch circle graphs to display data; and
5.6.10.D: solve problems by collecting, organizing, displaying, and interpreting data.
6.6.11: The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.
6.6.11.A: identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
6.6.11.C: select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
6.6.12: The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models.
6.6.12.A: communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.
Correlation last revised: 8/7/2014