Math Learning Objectives 2015 – 2016
SBAC Interim Assessment 1
Mr. William A. Martin
Room 45
6th Grade
6.RP.1 – Ratios and Proportional Relationships.
 After watching the teacher model ratios and proportions,
students will be able to recognize and write a ratio and
proportion in various forms.
 By the end of class, the student will be able to describe a
ratio relationship and explain why order matters.
6.RP.3 – Solve Ratio and rate in real-world and
mathematical problems.
 After watching the teacher model ratios, the student will
be able to make tables of equivalent ratios.
 After completing the missing value activity with ratios,
the student will be able to find missing values in the
tables.
 After practicing making 12 coordinate planes and plotting
ordered pairs, the student will be able to plot ordered
pairs on the coordinate plane.
 After reading the CPM math book and watching a video
on ratios, the student will be able to use tables to
compare ratios.
 After practicing analyzing rate and ratios, the student will
be able to recognize when to use unit rate and ratios to
solve problems.
6.NS.5 Understand that positive and negative numbers are
used together to describe quantities having opposite
directions or values (e.g., temperature above/below zero,
elevation above/below sea level, debits/credits,
positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.
 By the end of the class and team discussion, students will
be able to describe quantities having opposite directions
or values.
 After reading the CPM math book and completing the online math lessons on Positive and Negative Integers, the
student will be able to use positive and negative numbers
to represent quantities in real-world contexts.
 After practicing analyzing the number line, students will
be able to explain that the number zero is the point at
which direction or value will change.
6.NS.6 Understand a rational number as a point on the
number line. Extend number line diagrams and coordinate
axes familiar from previous grades to represent points on
the line and in the plane with negative number
coordinates.
a. Recognize opposite signs of numbers as indicating
locations on opposite sides of 0 on the number line;
recognize that the opposite of the opposite of a number is
the number itself, e.g., -(-3) = 3, and that 0 is its own
opposite.
 After completing the number line drawing activity in
teams, the student will be able to plot a number and its
opposite on a number line and recognize that they are
equal distances from zero.
 By the end of the lesson, students will be able to
recognize that the opposite of the opposite of a number is
the number itself.
 After identifying the claims and evidence of opposites, the
student will be able to recognize that 0 is its own
opposite.
b. Understand signs of numbers in ordered pairs as
indicating locations in quadrants of the coordinate plane;
recognize that when two ordered pairs differ only by signs,
the locations of the points are related by reflections across
one or both axes.
 After drawing 12 coordinate planes and plotting order
pairs, the students will be able to recognize the point
where the x-axis and the y-axis intersect as the origin.
 After participating in a quadrant flash card game, the
students will be able to identify the four quadrants for the
coordinate plane.
 After participating in a quadrant flash card game, the
students will be able to identify the quadrant for an
ordered pair based on the signs of the coordinates.
 After practicing analyzing order pairs on a coordinate
plane, the student will be able to reason about the
location of two ordered pairs that differ only by signs.
c. Find and position integers and other rational numbers
on a horizontal or vertical number line diagram; find and
position pairs of integers and other rational numbers on a
coordinate plane.
 After completing the coordinate plane activity, students
will be able to plot all rational numbers on a horizontal or
vertical number line.
 After watching the teacher model the construction of a
coordinate plane, students will be able to identify the
values of given points on a number line or coordinate
plane.
 After completing the plotting of ordered pairs in a group,
students will be able to plot ordered pairs on a coordinate
plane.
6.NS.7 – Understand ordering and absolute value or
rational numbers.
6.NS.7 a. – Interpret statements of inequality as statements
about the relative position of two numbers on a number
line diagram. For example, interpret -3 > -7 as a statement
that -3 is located to the right of -7 on a number line
oriented from left to right.
 By the end of the class discussion, students will be able to
compare two numbers on a number line based on their
location.
 After completing 30 problems on comparing positive and
negative integers, students will be able to express the
comparison of two numbers using inequality symbols.
 After watching the teacher model plotting integers on a
number line, students will be able to graph an inequality
statement on a number line.
6.NS.7 b. – Write, interpret, and explain statements of order
for rational numbers in real-world contexts. For example,
write -3C > -7C to express the fact that -3C is warmer
than -7C.
 After working with other students solving inequalities in
real-world math problems, the student will be able to
explain inequalities used in real-world situations.
6.NS.7 c. – Understand the absolute value of a rational
number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or
negative quantity in a real-world situation. For example,
for an account balance of -30 dollars, write |-30| = 30 to
describe the size of the debt in dollars.
 After reading the definition of absolute value and
watching a video, the student will be able to define
absolute value.
 After completing 40 word problems on absolute value,
the student will be able to use absolute value to describe
magnitude or size in real-world situations.
6.NS.7 d. – Distinguish comparisons of absolute value from
statements about order. For example, recognize that an
account balance less than -30 dollars represent a debt
greater than 30 dollars.
 After practicing analyzing bank statements and bank
accounts, the students will be able to compare the use of a
signed number and the absolute value of a signed number
when referring to a real-world banking situation.
6.NS.8 – Solve real-world and mathematical problems by
graphing points in all four quadrants of the coordinate
plane. Include use of coordinates and absolute value to
find distances between points with the same first
coordinate or the same second coordinate.
 After watching the teacher model real world graphing
problems using a coordinate plane, the student will be
able to solve real-world problems by graphing in all four
quadrants.
 After practicing analyzing ordered pairs in all four
quadrants of a coordinate plane, the student will be able
to use absolute values to find the distance between points
with the same first or second coordinate.