Grade 6

Other Ohio Mathematics - Extended Learning Standards sets

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• Grade 1
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• Statistics & Probability

Use visual models to show the relationship between the multiplication and division of fractions.6.NS.1.a

Recognize that dividing a whole number by a fraction is separating the whole into the required fractional parts and counting how many parts are in the total (e.g., Given one yard of fabric divided into pieces that are 2/3 of a yard, how many pieces will there be? Use a model of solve.).6.NS.1.b

Recognize a fraction as the division of the numerator by the denominator using unit fractions (e.g., Use a model to show that 1/4 means dividing a whole into 4 equal parts).6.NS.1.c

Recognize the symbols for division (÷) and equals (=). 6.NS.1.lp.a

Understand a fraction represents division (3 ÷ 4 = 34 ).6.NS.1.lp.b

Understand that 34 can be read as 3 divided by 4.6.NS.1.lp.c

Engagement Statements (demonstration of engaged in the topic)6.NS.1.lp.d

Interact with area (rectangles) and length (number lines) fraction models.6.NS.1.lp.e

Divide multi-digit whole numbers (up to 3-digit numbers) by 1- or 2-digit numbers in problems with and without remainders.6.NS.2.a

Divide a 2-digit number up to 100 by a 1-digit number with and without remainders using models. 6.NS.2.b

Divide a 2-digit whole number up to 20 by a 1-digit whole number without remainder using models.6.NS.2.c

Identify 2, 3, 4, 5, 6, and 10 blocks. 6.NS.2.lp.a

Identify groups of blocks 2s, 3a, 4s, 5s, 6s, and 10s.  6.NS.2.lp.b

Share up to 20 objects equally between 2, 3, 4, 5, 6, and 10 people (without remainders).6.NS.2.lp.c

Build groups of blocks into rows and columns (arrays).  6.NS.2.lp.d

Count the number of blocks in a given array6.NS.2.lp.e

Identify the number of blocks in each row and each column.  6.NS.2.lp.f

Recognize factors in an array. 6.NS.2.lp.g

Relate a picture or objects to a number sentence.  6.NS.2.lp.h

Identify a number sentence.6.NS.2.lp.i

Recognize the symbols for multiplication (×), division (÷), and equals (=). 6.NS.2.lp.j

Read and interpret a traditional one-step number sentence (6 ÷ 3 = x).6.NS.2.lp.k

Know that a symbol x can represent a missing value. 6.NS.2.lp.l

Recognize related multiplication and division number sentences.6.NS.2.lp.m

Write the number sentence to express the total as a product of two factors. 6.NS.2.lp.n

Solve 1-step number sentences involving multiplication or division. 6.NS.2.lp.o

Engagement Statements (demonstration of engaged in the topic)6.NS.2.lp.p

Interact with physical objects (blocks) or drawings representing multiplication and division.6.NS.2.lp.q

Add, subtract, and multiply multidigit decimals using place value models.6.NS.3.a

Add and subtract multi-digit decimals using place value models.6.NS.3.b

Add decimals to the tenths place using place value models.6.NS.3.c

Explore place values using place value models. (Base-10 blocks, Cuisenaire rods, pennies, nickels, dimes, quarters, etc.)6.NS.3.lp.a

Know the names and values of pennies, nickels, dimes, and quarters.  6.NS.3.lp.b

Know the symbols for dollars ($), cents (₵), and decimal point (.).6.NS.3.lp.c

Match a collection of pennies and dimes to the visual model of the decimal. 6.NS.3.lp.d

Record the value of a collection of pennies or dimes using dollar or cent notation.  6.NS.3.lp.e

Represent a value of a collection of coins on a place value chart.  6.NS.3.lp.f

Recognize the value of a decimal to tenths using a place value chart.  6.NS.3.lp.g

Use language of tenths in real-world contexts. 6.NS.3.lp.h

Add collections of coins (pennies and dimes).  6.NS.3.lp.i

Write the number sentence for the addition of two collections of coins.6.NS.3.lp.j

Engagement Statements (demonstration of engaged in the topic)6.NS.3.lp.k

Interact with linear models or place value models. (Base10 blocks, Cuisenaire rods, pennies, dimes, etc.)6.NS.3.lp.l

Identify the greatest common factor of two whole numbers (up to 20).6.NS.4.a1

Use a factor and distributive property to rewrite the sum of two whole numbers (up to 50). Models may be used. 6.NS.4.a2

Identify factors of whole numbers (up to 50).6.NS.4.b

Identify factors of whole numbers (up to 20).6.NS.4.c

Identify a number sentence.  6.NS.4.lp.a

Count the number of objects in an array.  6.NS.4.lp.b

Recognize the symbols for addition (+), subtraction, (–), multiplication (×), division (÷), and equals (=).6.NS.4.lp.c

Read and interpret a traditional one-step number sentence (2 × 3 = x).6.NS.4.lp.d

Relate a picture or objects to a number sentence. 6.NS.4.lp.e

Know that a symbol x can represent a missing value. 6.NS.4.lp.f

Count to 30.  6.NS.4.lp.g

Count physical objects up to 30. 6.NS.4.lp.h

Identify groups of blocks 2s, 5s, and 10s. 6.NS.4.lp.i

Build groups of blocks into rows and columns (arrays). 6.NS.4.lp.j

Count the number of blocks in a given array.  6.NS.4.lp.k

Build an array and count the number of blocks. 6.NS.4.lp.l

Identify the number of blocks in each row and each column.6.NS.4.lp.m

Match an array to its factors.6.NS.4.lp.n

Engagement Statements (demonstration of engaged in the topic) 6.NS.4.lp.o

Interact with physical objects (blocks) or drawings representing addition, subtraction, or multiplication word problems.6.NS.4.lp.p

Represent real-world problems involving integers (e.g., temperatures, elevations, and distances from a fixed point (map reading). 6.NS.5.a

Identify the opposites of realworld examples of integers (e.g., opposite of gaining 40 yards is losing 40 yards).6.NS.5.b

Identify or explain positive or negative regions in real-world models (e.g., sea elevations, yardage on football field, thermometer, etc.). 6.NS.5.c

Identify points on a horizontal number line (scale limited to whole numbers 1-10). 6.NS.5.lp.a

Identify points on a vertical number line (scale limited to whole numbers 1-10).6.NS.5.lp.b

Understand a coordinate grid is formed by a vertical and horizontal number line.6.NS.5.lp.c

Recognize the horizontal number line as the x-axis.  6.NS.5.lp.d

Recognize the vertical number line as the y-axis.6.NS.5.lp.e

Recognize the intersection of the x-axis and y-axis as the origin.  6.NS.5.lp.f

Location of the origin is at point 0,0 on the coordinate place.6.NS.5.lp.g

Engagement Statements (demonstration of engaged in the topic)6.NS.5.lp.h

Interact with coordinate grid.6.NS.5.lp.i

Place 3 rational numbers on a number line.6.NS.6.a1

Identify the quadrants in terms of their sign; (+,+), (+,-), (-,-),(- ,+).6.NS.6.a2

Find an integer and its opposite on a number line.6.NS.6.b1

Explain the directionality of the xand y- axis (horizontal vs. vertical).6.NS.6.b2

Locate a given positive or negative number on a number line.6.NS.6.c1

Identify the quadrants of a coordinate plane as Quadrant I, Quadrant II, Quadrant III, Quadrant IV.6.NS.6.c2

Know what a number line is.  6.NS.6.lp.a

Know the order of the numbers from 0 to 10.6.NS.6.lp.b

Identify a whole number on a number line marked with whole numbers up to 10. 6.NS.6.lp.c

Identify 0 on a number line. 6.NS.6.lp.d

Identify a missing whole number value on a number line marked with whole number up to 10. 6.NS.6.lp.e

Compare distances of objects using a vertical or horizontal number line.6.NS.6.lp.f

Understand that 2 is the distance from 0 to 2 and 3 is the distance from 0 to 3 using standard units for all lengths from 1 to 10.6.NS.6.lp.g

Identify points on a horizontal number line (scale limited to whole numbers 1-10).  6.NS.6.lp.h

Identify points on a vertical number line (scale limited to whole numbers 1-10).6.NS.6.lp.i

Understand a coordinate grid is formed by a vertical and horizontal number line.6.NS.6.lp.j

Recognize the horizontal number line as the x-axis.6.NS.6.lp.k

Recognize the vertical number line as the y-axis. 6.NS.6.lp.l

Recognize the intersection of the x-axis and y-axis as the origin.6.NS.6.lp.m

Location of the origin is at point 0,0 on the coordinate place. 6.NS.6.lp.n

Engagement Statements (demonstration of engaged in the topic) 6.NS.6.lp.o

Interact with coordinate grid.6.NS.6.lp.p

On a number line, order rational numbers from smallest to largest (limit to 3 rational numbers).6.NS.7.a

On a number line, order integers from smallest to largest (limit to 5 whole numbers).6.NS.7.b

On a number line, order whole numbers from smallest to largest (limit to 3 whole numbers).6.NS.7.c

Identify points on a horizontal number line (scale limited to whole numbers 1-10). 6.NS.7.lp.a

Identify points on a vertical number line (scale limited to whole numbers 1-10).6.NS.7.lp.b

Understand a coordinate grid is formed by a vertical and horizontal number line.  6.NS.7.lp.c

Recognize the horizontal number line as the x-axis. 6.NS.7.lp.d

Recognize the vertical number line as the y-axis. 6.NS.7.lp.e

Recognize the intersection of the x-axis and y-axis as the origin.  6.NS.7.lp.f

Location of the origin is at point 0,0 on the coordinate place.6.NS.7.lp.g

Engagement Statements (demonstration of engaged in the topic)6.NS.7.lp.h

Interact with coordinate grid.6.NS.7.lp.i

Plot whole number ordered pairs in a realworld example (e.g., mapping locations).6.NS.8.a

Plot whole number ordered pairs. 6.NS.8.b

Identify the x- and y-axis, and plot an ordered pair in quadrant 1 of a coordinate plane.6.NS.8.c

Content works in conjunction with 6.EE.9. 6.NS.8.lp.a

Identify points on a horizontal number line (scale limited to whole numbers 1-10). 6.NS.8.lp.b

Identify points on a vertical number line (scale limited to whole numbers 1-10).6.NS.8.lp.c

Understand a coordinate grid is formed by a vertical and horizontal number line. 6.NS.8.lp.d

Recognize the horizontal number line as the x-axis.  6.NS.8.lp.e

Recognize the vertical number line as the y-axis.  6.NS.8.lp.f

Recognize the intersection of the x-axis and y-axis as the origin.  6.NS.8.lp.g

Location of the origin is at point 0,0 on the coordinate place.6.NS.8.lp.h

Identify points on a horizontal number line (scale limited to whole numbers 1-10).  6.NS.8.lp.i

Identify points on a vertical number line (scale limited to whole numbers 1-10).6.NS.8.lp.j

Understand a coordinate grid is formed by a vertical and horizontal number line.6.NS.8.lp.k

Recognize the horizontal number line as the x-axis.6.NS.8.lp.l

Recognize the vertical number line as the y-axis.6.NS.8.lp.m

Recognize the intersection of the x-axis and y-axis as the origin. 6.NS.8.lp.n

Location of the origin is at point 0,0 on the coordinate place.6.NS.8.lp.o

Engagement Statements (demonstration of engaged in the topic)6.NS.8.lp.p

Interact with coordinate grid.6.NS.8.lp.q

Write and evaluate numerical expressions involving exponents of squares and cubes only (e.g., 52 + 43 evaluate). No variables should be used.6.EE.1.a

Write and/or evaluate expressions with integers (e.g., a model of 10 apples and giving 2 away). No variables or exponents should be used.6.EE.1.b

Identify a model that is equivalent to a numerical expression.6.EE.1.c

Content works in conjunction with 6.EE.2-9. 6.EE.1.lp.a

Identify a number sentence. 6.EE.1.lp.b

Identify a physical object or drawing. 6.EE.1.lp.c

Know the operations for each of the symbols (+, -, ×, ÷, =)6.EE.1.lp.d

Read and interpret a traditional number sentence (2 × 2 = 4)6.EE.1.lp.e

Relate a picture or objects to a number sentence. 6.EE.1.lp.f

Group or partition sets of numbers into equal groups to determine the missing number.  6.EE.1.lp.g

Record a number sentence to express the total as the sum of equal addends. 6.EE.1.lp.h

Identify a numerical expression without unknowns or exponents.6.EE.1.lp.i

Engagement Statements (demonstration of engaged in the topic)6.EE.1.lp.j

Interact with physical objects (blocks) or drawings that represents an expression.6.EE.1.lp.k

Given a context, student will write an algebraic expression for a context with 2 or 3 terms involving variables.6.EE.2.a

Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient) in simple expressions. 6.EE.2.b

Evaluate an algebraic expression with 2 to 3 terms. (The value of the variables to be substituted into the expression should be limited to whole numbers.) 6.EE.2.c

Content works in conjunction with 6.EE.1 and 6.EE.3-9.  6.EE.2.lp.a

Identify a number sentence.6.EE.2.lp.b

Know the operations for each of the symbols (+, -, ×, ÷, =)6.EE.2.lp.c

Read and interpret a traditional one-step number sentence (2 × 3 = _).6.EE.2.lp.d

Relate a picture or objects to a number sentence. 6.EE.2.lp.e

Know that a letter or a symbol can represent a missing value. 6.EE.2.lp.f

Recognize a numerical expression with and without variables. 6.EE.2.lp.g

Identify a numerical expression without exponents.  6.EE.2.lp.h

Engagement Statements (demonstration of engaged in the topic)6.EE.2.lp.i

Interact with physical objects (blocks) or drawings that represents an expression.6.EE.2.lp.j

Identify equivalent algebraic expressions using distributive property (e.g., 2(x+3) is equivalent to 2x+6).6.EE.3.a

Identify equivalent algebraic expressions using commutative property (e.g., x+3 is equivalent to 3+x).6.EE.3.b

Identify equivalent numerical expressions using the commutative property (e.g., 2+3 is equivalent to 3+2).6.EE.3.c

Content works in conjunction with 6.EE.1-2 and 6.EE.4-9.  6.EE.3.lp.a

Identify a number sentence.6.EE.3.lp.b

Know the operations for each of the symbols (+, -, ×, ÷, =)6.EE.3.lp.c

Read and interpret a traditional number sentence (2 × 3 = 6). 6.EE.3.lp.d

Relate a picture or objects to a number sentence. 6.EE.3.lp.e

Write the number sentence to express the total as a product of two factors. 6.EE.3.lp.f

Know that a letter or a symbol can represent a missing value.  6.EE.3.lp.g

Recognize a numerical expression with and without variables.  6.EE.3.lp.h

Identify a numerical expression without exponents.6.EE.3.lp.i

Engagement Statements (demonstration of engaged in the topic)6.EE.3.lp.j

Interact with physical objects (blocks) or drawings that represents an expression.6.EE.3.lp.k

Identify equivalent expressions (e.g., 2x + x is equivalent to 3x) with whole number coefficients.6.EE.4.a

Identify equivalent expressions (limit to variables with no coefficient) (e.g., x+x is equivalent to 2x).6.EE.4.b

Identify equivalent expressions (limit to whole number expressions) (e.g., 2+3 is equivalent to 5). 6.EE.4.c

Content works in conjunction with 6.EE.1-3 and 6.EE.5-9. 6.EE.4.lp.a

Identify a number sentence.6.EE.4.lp.b

Know the operations for each of the symbols (+, -, ×, ÷, =) 6.EE.4.lp.e

Read and interpret a traditional number sentence (2 × 3 = 6).  6.EE.4.lp.f

Relate a picture or objects to a number sentence6.EE.4.lp.g

Write the number sentence to express the total as a product of two factors.6.EE.4.lp.h

Know that a letter or a symbol can represent a missing value.6.EE.4.lp.i

Recognize a numerical expression with and without variables.6.EE.4.lp.j

Identify a numerical expression without exponents.6.EE.4.lp.k

Engagement Statements (demonstration of engaged in the topic)6.EE.4.lp.l

Interact with physical objects (blocks) or drawings that represents an expression.6.EE.4.lp.m

Given an inequality statement in the form of x > c or x < c determines if a given value makes the inequality true. (For 3 > b, if b equals 5, is the inequality true?)6.EE.5.a

Given a onestep equation and set of values for the variable, determine which value makes the equation true. (For 3x = 9, does x = 2, 3, 4, or 6 make the equation true?)6.EE.5.b

Given a one-step equation and a value for the variable, determine if the value makes the equation true. (For 3x = 9, does x = 4 make the equation true?)6.EE.5.c

Content works in conjunction with 6.EE.1-4 and 6.EE.6-9.  6.EE.5.lp.a

Identify a number sentence.  6.EE.5.lp.b

Know the operations for each of the symbols (+, -, ×, ÷, =)6.EE.5.lp.c

Read and interpret a traditional one-step number sentence (2 × 3 = _).6.EE.5.lp.d

Relate a picture or objects to a number sentence. 6.EE.5.lp.e

Know that a letter or a symbol can represent a missing value.6.EE.5.lp.f

Recognize a numerical expression with and without variables.6.EE.5.lp.g

Identify a numerical expression without exponents.6.EE.5.lp.h

Engagement Statements (demonstration of engaged in the topic)6.EE.5.lp.i

Interact with physical objects (blocks) or drawings that represents an expression.6.EE.5.lp.j

Represent the missing information with a variable in a realworld problem.6.EE.6.a

Identify the missing information in real-world problem.6.EE.6.b

Identify a variable in an equation. 6.EE.6.c

Content works in conjunction with 6.EE.1-5 and 6.EE.7-9.  6.EE.6.lp.a

Identify a number sentence.6.EE.6.lp.b

Know the operations for each of the symbols (+, -, ×, ÷, =)6.EE.6.lp.c

Read and interpret a traditional one-step number sentence (2 × 3 = _).6.EE.6.lp.d

Relate a picture or objects to a number sentence.  6.EE.6.lp.e

Know that a letter or a symbol can represent a missing value. 6.EE.6.lp.f

Recognize a numerical expression with and without variables.6.EE.6.lp.g

Identify a numerical expression without exponents.  6.EE.6.lp.h

Engagement Statements (demonstration of engaged in the topic)6.EE.6.lp.i

Interact with physical objects (blocks) or drawings that represents an expression.6.EE.6.lp.j

Using real-world contexts, write and solve one-step equations using whole numbers. Models may be used (e.g., Jim has several balloons. He gives 2 balloons to his brother and now has 5 balloons left. How many balloons did Jim have to begin with?).6.EE.7.a

Solve a one-step equation using one of the 4 operations with whole numbers using models.6.EE.7.b

Solve a one-step equation using addition and subtraction with whole numbers using models.6.EE.7.c

Content works in conjunction with 6.EE.1-6 and 6.EE.8-9.  6.EE.7.lp.a

Know what a number line is. 6.EE.7.lp.b

Know the order of the numbers from 0 to 50.6.EE.7.lp.c

Identify a whole number on a number line marked with whole numbers up to 50.  6.EE.7.lp.d

Identify 0 on a number line. 6.EE.7.lp.e

Identify a missing whole number value on a number line marked with whole number up to 50.6.EE.7.lp.f

Compare distances of objects using a vertical or horizontal number line.  6.EE.7.lp.g

Understand that 2 is the distance from 0 to 2 and 3 is the distance from 0 to 3 using standard units for all lengths from 1 to 50.6.EE.7.lp.h

Represent a number with a set of physical objects or a drawing. 6.EE.7.lp.i

Understand addition is the combining of two (or more) sets of objects.6.EE.7.lp.j

Understand subtraction is taking away of one amount of objects from another.6.EE.7.lp.k

Understand that addition and subtraction are opposites.6.EE.7.lp.l

Recognize the symbols for addition (+), subtraction, (–), and equals (=).6.EE.7.lp.m

Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.6.EE.7.lp.n

Add and subtract within 10 using strategies. Strategies may include: 6.EE.7.lp.o

Counting on6.EE.7.lp.p

Making ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)6.EE.7.lp.q

Decomposing a number leading to a ten (13 − 4 = 13 − 3 − 1 = 10 − 1 = 9)6.EE.7.lp.r

Using the relationship between addition and subtraction; knowing that6.EE.7.lp.s

8 + 4 = 12, one knows 12 − 8 = 4 and 6.EE.7.lp.t

Creating equivalent but easier or known sums (adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).6.EE.7.lp.u

Engagement Statements (demonstration of engaged in the topic)6.EE.7.lp.v

Interact with physical objects (blocks) or drawings (may include 100s chart) representing whole numbers within 50.6.EE.7.lp.w

Identify an inequality that is represented on a number line using a variable (e.g., )6.EE.8.a

Identify an inequality that represents a realworld or mathematical problem (e.g., Jane is 23 years old. Sally is 19 years old. Which inequality correctly compares Jane and Sally’s ages? 23>19).6.EE.8.b

Identify an inequality that compares two whole numbers using the >, <, and =.6.EE.8.c

Content works in conjunction with 6.EE.1-7 and 6.EE.9.  6.EE.8.lp.a

Recognize the numerals from 1 to 100. 6.EE.8.lp.b

Represent numbers from 1 to 100 using physical objects.6.EE.8.lp.c

Know the word names for the numbers 1-100.6.EE.8.lp.d

Write numerals from 0 to 100.  6.EE.8.lp.e

Know the order of numbers from 1 to 100.  6.EE.8.lp.f

Relate the understanding of order to the concept of greater than or less than.  6.EE.8.lp.g

5 apples is less than 7 apples 6.EE.8.lp.h

Explore place value tools. 6.EE.8.lp.i

Base-10 blocks6.EE.8.lp.j

Place value chart6.EE.8.lp.k

100’s chart6.EE.8.lp.l

Engagement Statements (demonstration of engaged in the topic)6.EE.8.lp.m

Interact with physical objects (blocks) or drawings.6.EE.8.lp.n

Complete a table given a one-step equation and graph the coordinates.6.EE.9.a

Find the outputs (dependent variable) given an equation and the inputs in table form. 6.EE.9.b

Identify the input and output in a table. 6.EE.9.c

Content works in conjunction with 6.NS.8 and 6.EE.1-8.6.EE.9.lp.a

Explore a chart or a table. 6.EE.9.lp.b

Know the meaning of the words input and output.  6.EE.9.lp.c

Relate input and output to a function machine. 6.EE.9.lp.d

Understand that a table is made up of columns and rows.6.EE.9.lp.e

Engagement Statements (demonstration of engaged in the topic)6.EE.9.lp.f

Interact with a chart or table.6.EE.9.lp.g

Demonstrate that the area of a right triangle is 1/2 × length × height (e.g., Two same right triangles combined make a rectangle, and the area of a triangle is half the area of the rectangle it can be composed into). Demonstrate these techniques in real-world and mathematics problems. 6.G.1.a

Demonstrate that the area of all rectangles is length × width (e.g., Multiply side lengths to find the area of rectangles with whole-number side lengths). Demonstrate these techniques in real-world and mathematics problems. 6.G.1.b

Find the area of rectangles with whole-number side lengths by counting unit squares. Demonstrate these techniques in real-world and mathematics problems.6.G.1.c

Identify surfaces where an area can be measured.6.G.1.lp.a

Lay unit squares on a flat surface.  6.G.1.lp.b

Count unit squares on a flat surface.  6.G.1.lp.c

Arrange unit squares into rows and columns. 6.G.1.lp.d

Identify surfaces where a perimeter can be measured.  6.G.1.lp.e

Lay inch squares around a flat surface. 6.G.1.lp.f

Count inch squares all the way around a flat surface. Measure length and width with units and record the measurement.6.G.1.lp.g

Engagement Statements (demonstration of engaged in the topic)6.G.1.lp.h

Interact with flat two-dimensional surfaces.6.G.1.lp.i

Recognize that the volume of a right rectangular prism can be found by multiplying the height by the area of the base (using whole numbers) (e.g., show that V = ℓ·w·h and V = B·h). Limited to whole number edge lengths.6.G.2.a

Demonstrate that unit cubes can be used to build figures that have volume, and determine the volume of a figure. Limit to whole number edge lengths.6.G.2.b

Find the volume of a right rectangular prism (e.g., count the number of unit cubes it takes to fill a rectangular prism) (up to 25 cubes). Limit to whole number edge lengths.6.G.2.c

Identify and describe shapes (squares, rectangles, cubes, rectangular prisms).  6.G.2.lp.a

Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).6.G.2.lp.b

Recognize a cube and a rectangular prism. 6.G.2.lp.c

Recognize a unit cube.  6.G.2.lp.d

Understand a solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.6.G.2.lp.e

Engagement Statements (demonstration of engaged in the topic)6.G.2.lp.f

Interact with linear models or physical objects (blocks). 6.G.2.lp.g

Find the length(s) of the side(s) of a polygon drawn in quadrant 1 of the coordinate plane. 6.G.3.a

Plot points of a polygon in quadrant 1 of the coordinate plane and identify the name of the shape. 6.G.3.b

Given a graph of plotted vertices, connect the vertices forming a polygon and identify the name of the shape that is created.6.G.3.c

Identify points on a horizontal number line (scale limited to whole numbers 1-10).  6.G.3.lp.a

Identify points on a vertical number line (scale limited to whole numbers 1-10).6.G.3.lp.b

Understand a coordinate grid is formed by a vertical and horizontal number line.  6.G.3.lp.c

Recognize the horizontal number line as the x-axis. 6.G.3.lp.d

Recognize the vertical number line as the y-axis. 6.G.3.lp.e

Recognize the intersection of the x-axis and y-axis as the origin. 6.G.3.lp.f

Location of the origin is at point 0,0 on the coordinate place.6.G.3.lp.g

Identify points on a horizontal number line (scale limited to whole numbers 1-10).  6.G.3.lp.h

Identify points on a vertical number line (scale limited to whole numbers 1-10). 6.G.3.lp.i

Understand a coordinate grid is formed by a vertical and horizontal number line.6.G.3.lp.j

Recognize the horizontal number line as the x-axis. 6.G.3.lp.k

Recognize the vertical number line as the y-axis. 6.G.3.lp.l

Recognize the intersection of the x-axis and y-axis as the origin.6.G.3.lp.m

Location of the origin is at point 0,0 on the coordinate place.6.G.3.lp.n

Engagement Statements (demonstration of engaged in the topic)6.G.3.lp.o

Interact with coordinate grid.6.G.3.lp.p

Given a net and a threedimensional figure, find the surface area of prisms, pyramids, and cubes.6.G.4.a

Identify a net given a threedimensional figure or identify threedimensional figure given a net.6.G.4.b

Identify cubes, rectangular prisms (e.g., cubes, rubber eraser, pyramids).6.G.4.c

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, rectangular prisms, and spheres). 6.G.4.lp.a

Know the names of three-dimensional shapes (cubes, cones, cylinders, rectangular prisms, and spheres). 6.G.4.lp.b

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.6.G.4.lp.c

Correctly name shapes regardless of their orientations or overall size. 6.G.4.lp.d

Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).  6.G.4.lp.e

Describe, compare, create, and compose shapes. 6.G.4.lp.f

Describe and compare two- or three-dimensional shapes, in different sizes and orientations, using informal language to describe their commonalities, differences, parts, and other attributes.  6.G.4.lp.g

Model shapes in the world by building shapes from components (such as sticks and clay balls) and drawing shapes.6.G.4.lp.h

Combine simple shapes to form larger shapes.6.G.4.lp.i

Engagement Statements (demonstration of engaged in the topic)6.G.4.lp.j

Interact with three-dimensional objects in their environment.6.G.4.lp.k

Recognize a statistical question.6.SP.1.a

Identify when we might pose a statistical question. 6.SP.1.b

Ask questions about a statistical situation.6.SP.1.c

Identify a question. 6.SP.1.lp.a

Know the meaning of the question mark (?).6.SP.1.lp.b

Organize, represent, and interpret data with up to four categories.6.SP.1.lp.c

Create picture graphs and bar graphs using whole number unit scales larger than one.6.SP.1.lp.d

Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (limit to whole numbers).  6.SP.1.lp.e

Understand the difference between a question and a statistical question.  6.SP.1.lp.f

Engagement Statements (demonstration of engaged in the topic)6.SP.1.lp.g

Interact with data.6.SP.1.lp.h

Given a data display, answer a statistical question about spread.6.SP.2.a

Given a data display, answer a statistical question about center.6.SP.2.b

Given a data display, answer a statistical question about shape.6.SP.2.c

Identify information in a chart, table, or graph.6.SP.2.lp.a

Given a bar or picture graph build a graph based on student sorted data for example, votes for 4 different candidates or weather types, or occurrences of event or behavior).6.SP.2.lp.b

Interpret data from a given line, picture, or bar graph to solve a multi-step problem (limit to whole numbers).  6.SP.2.lp.c

Interpret data represented in a graph by solving one-step “how many more” and “how many less” problems (limit to whole numbers).6.SP.2.lp.d

Engagement Statements (demonstration of engaged in the topic)6.SP.2.lp.e

Interact with data.  6.SP.2.lp.f

Find the mean using models according to the idea of “fair share.” Limit to 7 data points. 6.SP.3.a1

Find the median of a data point. Limit to 7 data points.6.SP.3.a2

Find the median of a data set with an odd number of data points. Limit to 7 data points.6.SP.3.b

Identify the mode for a set of data.6.SP.3.c

Identify numbers in a set of data.6.SP.3.lp.a

Identify the largest value in a data set.  6.SP.3.lp.b

Identify information in a chart, table, or graph.  6.SP.3.lp.c

Given a bar graph or picture graph, identify the largest/ tallest data point.6.SP.3.lp.d

Engagement Statements (demonstration of engaged in the topic)6.SP.3.lp.e

Interact with data.6.SP.3.lp.f

Given pre-made axes, construct and interpret a histogram from a given or collected data set.6.SP.4.a

Given premade axes, construct and analyze a line plot from a given or collected data set.6.SP.4.b

Given pre-made axes, construct and analyze a bar graph from a given or collected data set.6.SP.4.c

Identify information in a chart, table, or graph. 6.SP.4.lp.a

Given a bar or picture graph build a graph based on student sorted data.6.SP.4.lp.b

Sort the categories by count.6.SP.4.lp.c

Interpret data from a given line, picture, or bar graph to solve a multi-step problem (limit to whole numbers).  6.SP.4.lp.d

Interpret data represented in a graph by solving one-step “how many more” and “how many less” problems (limit to whole numbers).6.SP.4.lp.e

Engagement Statements (demonstration of engaged in the topic)6.SP.4.lp.f

Interact with data.6.SP.4.lp.g

Interpret information from a given or collected data set (e.g., Given a tally chart showing the number of pockets on students’ clothes in a class. Find the average number of pockets and the range of the data).6.SP.5.a

Interpret information from a given or collected data set (e.g., Given a tally chart showing the number of pets. Find the average number of pets).6.SP.5.b

Interpret information from a given or collected data set (e.g., given a tally chart showing the favorite colors of the students in Joe’s math class, determine which color was the most/ least favorite).6.SP.5.c

Identify information in a chart, table, or graph.  6.SP.5.lp.a