Core Curriculum Content Standards
4.1.A: Number Sense
4.1.A.1: Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well).
4.1.A.1.b: All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers
4.1.A.4: Explore the use of ratios and proportions in a variety of situations.
4.1.A.5: Understand and use whole-number percents between 1 and 100 in a variety of situations.
4.1.A.6: Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.
4.1.A.7: Develop and apply number theory concepts in problem solving situations.
4.1.A.7.a: Primes, factors, multiples
4.1.A.8: Compare and order numbers.
4.1.B: Numerical Operations
4.1.B.2: Construct, use, and explain procedures for performing calculations with fractions and decimals with:
4.1.B.2.b: Mental math
4.1.B.8: Understand and apply the standard algebraic order of operations for the four basic operations, including appropriate use of parentheses.
4.1.C.1: Use a variety of strategies for estimating both quantities and the results of computations.
4.2.A: Geometric Properties
4.2.A.1: Understand and apply concepts involving lines and angles.
4.2.A.1.b: Properties of parallel, perpendicular, and intersecting lines
4.2.A.1.c: Sum of the measures of the interior angles of a triangle is 180°
4.2.A.2: Identify, describe, compare, and classify polygons and circles.
4.2.A.2.a: Triangles by angles and sides
4.2.A.2.b: Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
4.2.A.2.c: Polygons by number of sides.
4.2.A.2.d: Equilateral, equiangular, regular
4.2.A.2.e: All points equidistant from a given point form a circle
4.2.A.4: Understand and apply the concepts of congruence and symmetry (line and rotational).
4.2.A.5: Compare properties of cylinders, prisms, cones, pyramids, and spheres.
4.2.A.7: Identify a three-dimensional shape with given projections (top, front and side views).
4.2.A.8: Identify a three-dimensional shape with a given net (i.e., a flat pattern that folds into a 3D shape).
4.2.B: Transforming Shapes
4.2.B.1: Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.
4.2.B.2: Recognize, identify, and describe geometric relationships and properties as they exist in nature, art, and other real-world settings.
4.2.C: Coordinate Geometry
4.2.C.1: Create geometric shapes with specified properties in the first quadrant on a coordinate grid.
4.2.E: Measuring Geometric Objects
4.2.E.2: Develop and apply strategies and formulas for finding perimeter and area.
4.2.E.2.a: Triangle, square, rectangle, parallelogram, and trapezoid
4.2.E.2.b: Circumference and area of a circle
4.2.E.3: Develop and apply strategies and formulas for finding the surface area and volume of rectangular prisms and cylinders.
4.2.E.4: Recognize that shapes with the same perimeter do not necessarily have the same area and vice versa.
4.2.E.5: Develop informal ways of approximating the measures of familiar objects (e.g., use a grid to approximate the area of the bottom of one's foot).
4.3.A.1: Recognize, describe, extend, and create patterns involving whole numbers and rational numbers.
4.3.A.1.a: Descriptions using tables, verbal rules, simple equations, and graphs
4.3.A.1.b: Formal iterative formulas (e.g., NEXT = NOW * 3)
4.3.A.1.c: Recursive patterns, including Pascal’s Triangle (where each entry is the sum of the entries above it) and the Fibonacci Sequence: 1, 1, 2, 3, 5, 8, . . . (where NEXT = NOW + PREVIOUS)
4.3.B: Functions and Relationships
4.3.B.1: Describe the general behavior of functions given by formulas or verbal rules (e.g., graph to determine whether increasing or decreasing, linear or not).
4.3.C.1: Use patterns, relations, and linear functions to model situations.
4.3.C.1.a: Using variables to represent unknown quantities
4.3.C.1.b: Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations/inequalities
4.3.C.2: Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and interpret events.
4.3.C.2.a: Changes over time
4.3.C.2.b: Relations between quantities
4.3.C.2.c: Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most rapidly/slowly)
4.3.D.1: Solve simple linear equations with manipulatives and informally.
4.3.D.1.a: Whole-number coefficients only, answers also whole numbers
4.3.D.1.b: Variables on one or both sides of equation
4.4.A: Data Analysis
4.4.A.2: Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data.
4.4.A.2.a: Bar graph, line graph, circle graph, table, histogram
4.4.A.2.b: Range, median, and mean
4.4.B.3: Explore compound events.
4.4.B.4: Model situations involving probability using simulations (with spinners, dice) and theoretical models.
4.4.B.5: Recognize and understand the connections among the concepts of independent outcomes, picking at random, and fairness.
4.4.C: Discrete Mathematics-Systematic Listing and Counting
4.4.C.1: Solve counting problems and justify that all possibilities have been enumerated without duplication.
4.4.C.1.a: Organized lists, charts, tree diagrams, tables
4.4.C.2: Apply the multiplication principle of counting.
4.4.C.2.b: Number of ways a specified number of items can be arranged in order (concept of permutation)
4.4.C.3: List the possible combinations of two elements chosen from a given set (e.g., forming a committee of two from a group of 12 students, finding how many handshakes there will be among ten people if everyone shakes each other person’s hand once).
Correlation last revised: 11/13/2008