Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Ratios and Proportions
Math Standard: 6.RP.1
Math Standard: 6.RP.2
Understand the concept of a ratio and use ratio
Understand the concept of a unit rate a/b associated
language to describe a ratio relationship between two with a ratio a:b with b=0, and use rate language in the
quantities.
context of a ratio relationship.
6.RP.1 Essential Skills and Concepts:
1. Use ratio language to describe a ratio
relationship between two quantities.
model ratios using pictorial representations
translate a word ratio into number form (correct
order)
write part to whole ratios as fractions.
write ratios using words and explain the meaning
of the ratio in the context of the problem.
write ratios using symbols [:]
2. Express ratios in other terms and show that they
are equivalent using regrouping of objects or
numerically
find equivalent ratios
6.RP.2 Essential Skills and Concepts:
1. Identify a rate as a ratio that compares two
quantities with different measures (units).
identify the two different measures (units)
within the ratio
translate the description into fraction form
explain the meaning of the rate in the context of
the problem
2. Use multiple strategies to find unit rate. (S)
use multiple strategies to find the unit rate
write the unit rate as a ratio of a quantity
compared to one
Mathematical Language: ratio, part to part, part to
whole, quantity, equivalent ratio, term
Mathematical Language: unit rate
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 6.RP.3a
Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double
number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities
with whole- number measurements, find missing
values in the tables, and plot the pairs of values on the
coordinate plane. Use tables to compare ratios.
6.RP.3a Essential Skills and Concepts:
1. Use ratio and rate reasoning to solve real-world
and mathematical problems.
make tables of equivalent ratios
generate the numbers in the table using
multiplicative reasoning.
2. Find the relationship between numbers in a table
state the multiplicative pattern with all
numbers in the table. (either horizontally or
vertically)
find the missing numbers in the table
3. Represent equivalent ratios visually using a graph
determine which number in the ratio is the x –
coordinate (independent variable) and which is
the y-coordinate (dependent variable)
write the numbers in the ratio as an ordered
pair (x,y)
plot the x,y coordinates on a coordinate plane
Mathematical Language: functions, table,
coordinates, tape diagram
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Ratios and Proportions
Math Standard: 6.RP.3b
Math Standard: 6.RP.3c
Use ratio and rate reasoning to solve real-world and
Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about
mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape
tables of equivalent ratios, tape diagrams, double
diagrams, double number line diagrams, or equations. number line diagrams, or equations.
b. Solve unit rate problems including those involving
unit pricing and constant speed.
6.RP.3b Essential Skills and Concepts:
1. Use ratio and rate reasoning to solve real-world
and mathematical problems
solve problems involving unit pricing
solve problems involving constant speed
use multiple strategies and representations
Mathematical Language: rate, unit rate, table,
increase, decrease
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 6.RP.3d
Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double
number line diagrams, or equations.
c. Find a percent of a quantity as a rate per 100 (e.g.,
30% of a quantity means 30/100 times the quantity);
solve problems involving finding the
whole, given a part and the percent.
6.RP.3c Essential Skills and Concepts:
1. Use rate and ratio reasoning to solve problems that
Involve percents
show that percent means “out of 100”
use shaded spaces on a 10 X 10 grid
represent the shaded spaces as a fraction out of
100 and as a decimal
show that an amount compared to 100 can be
represented as the amount with a percent sign
(%)
2. Find the percent of a whole number
use a 10x10 grid to represent the whole, find the
rate of one block and use that to find the percent
of the whole grid
use fractions equivalent to percents to find the
fractional part of the whole
use decimal amounts equivalent to percents to
find the fractional part of the whole
3. Find the whole given a part and percent
use a ratio table to compare the part to the
whole and find the equivalent part compared to
100
use equivalent ratios to find the missing part
compared to 100
d. Use ratio reasoning to convert measurement units;
manipulate and transform units appropriately when
multiplying or dividing quantities
Mathematical Language: percent, decimal number,
whole
Mathematical Language: percent, decimal, whole,
conversion factor, identity property
6.RP.3d Essential Skills and Concepts:
1. Use rate and ratio reasoning to solve problems
Involving conversion of measurement units
use the conversion factor within the same
measurement system to convert measures
show that the conversion factor is a ratio
equivalent to 1
use the identity property of multiplication to
express conversion factors as a ratio equivalent
to one
use ratios (conversion factors) to convert
measurement between different systems
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – The Number System
Math Standard: 6.NS.1
Math Standard: 6.NS.2
Interpret and compute quotients of fractions, and
Fluently divide multi-digit numbers using the standard
solve word problems involving division of fractions by
algorithm
fractions, e.g., by using visual fraction models and
equations to represent the problem.
6.NS.1 Essential Skills and Concepts:
6.NS.2 Essential Skills and Concepts:
1. Divide whole numbers by fractions
1. Compute fluently with multi-digit numbers and find
identify situations in which dividing a whole
common factors and multiples
number by a fraction would be necessary
divide multi-digit numbers
use the meaning of division to model the
use the repeated steps of the division process to
number of groups of fractional amounts in a
find the quotient
whole number
describe these steps using understanding of
interpret the reasonableness of the solution
place value
using the appropriate fraction units
2. Divide fractions by fractions
identify situations in which dividing a fraction by
a fraction would be necessary
use the meaning of division to model the
number of groups of fractional amounts in a
whole number
interpret the reasonableness of the solution
using the appropriate fraction units
Mathematical Language: reciprocal, multiplicative
inverse, unit fraction, visual fraction model
Mathematical Language: divisor, dividend, quotient,
multi-digit
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 6.NS.3
Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each
operation.
6.NS.3 Essential Skills and Concepts:
1. Add and subtract decimals using the standard
algorithms
add and subtract decimals using the standard
algorithms
use place value to apply the addition/subtraction
algorithm when adding/subtracting numbers in
decimal form
2. Multiply and divide decimals using the standard
algorithm
estimate answer to determine placement of
the decimal
match the number of decimal places with the
decimal in the answer
check to see if answer makes sense
determine the need to multiply both divisor and
dividend by a multiple of ten
multiply both divisor and dividend by a multiple
of ten if necessary.
correctly place the decimal point in the
quotient
check to see if answer makes sense
Mathematical Language: quotient, divisor, dividend,
addend, sum, difference, factor, product
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – The Number System
Math Standard: 6.NS.4
Math Standard: 6.NS.5
Find the greatest common factor of two whole
Understand that positive and negative numbers are
numbers less than or equal to 100 and the least
used together to describe quantities having opposite
common multiple of two whole numbers less than or
directions or values (e.g., temperature above/below
equal to 12. Use the distributive property to express a
zero, elevation above/below sea level, credits/debits,
positive/negative electric charge); use positive and
sum of two whole numbers 1–100 with a common
negative numbers to represent quantities in real-world
factor as a multiple of a sum of two whole numbers
contexts, explaining the meaning of 0 in each
with no common factor.
situation.
For example, express 36 + 8 as 4 (9 + 2).
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 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
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.
6.NS.4 Essential Skills and Concepts:
1. Find the Greatest Common Factor of two whole
numbers
list all of the factors of each number
determine the largest of the common factors
OR
list the prime factors of each number
multiply all of the common prime factors
2. Find the Least Common Multiple of two whole
numbers
multiply numbers if both are prime
list the first five multiples of each number
continue to list multiples until a common multiple
is found
OR
list the prime factors of each number
6.NS.5 Essential Skills and Concepts:
1. Use positive and negative integers to represent real
world situations
explain what the positive, negative, and zero
represent in a given real world situation
Mathematical Language: greatest common factor
(GCF), least common multiple (LCM), distributive
property, prime numbers, factors, multiples, common,
relatively prime, composite numbers, addends, prime
factorization, decomposition of numbers
Mathematical Language: rational numbers, integers,
opposites, absolute value, greater than, >, less than, <
origin, quadrants, coordinate plane, ordered pairs, xaxis, yaxis, coordinates, debit, credit, withdrawals,
deposit
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.
6.NS.6 Essential Skills and Concepts:
1. Draw and label a number line with positive and
negative rational numbers.
graph numbers and their opposites
recognize that zero is its own opposite
2. Create and label a four quadrant plane
graph points on a coordinate plane
identify the location of points by quadrant
explain the relationship between an ordered pair
and its reflection
Mathematical Language: rational numbers,
opposites, absolute value, greater than, >, less than,<
greater than or equal to, ≥, less than or equal to, ≤,
origin, quadrants, coordinate plane, ordered pairs, xaxis, y-axis, coordinate
The academic vocabulary or content language
Essential MATH Skills Alignment – Math Standards
is listed under each standard. There are 30-40
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC words in bold that should be taught to mastery.
Grade: Sixth – The Number System
Math Standard: 6.NS.7
Math Standard: 6.NS.8
Understand ordering and absolute value of rational
Solve real-world and mathematical problems by
numbers.
graphing points in all four quadrants of the coordinate
plane. Include use of coordinates and absolute value
a. Interpret statements of inequality as statements
to find distances between points with the same first
about the relative position of two numbers on a
coordinate or the same second coordinate.
number line.
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.
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.
c. Understand the absolute value of a rational number
as its distance from 0 on the number line; interpret
absolute 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.
d. Distinguish comparisons of absolute value from
statements about order .
For example, recognize that an account balance less
than –30 dollars represents a debt greater than 30
dollars.
6.NS.7 Essential Skills and Concepts:
1. Identify the absolute value of a number
recognize that absolute value means the
distance from zero
recognize that a number to the left of a given
number on a number line is less than that
number
recognize that a number to the right of a given
number on a number line is greater than the
number
(see next column)
6.NS.7 Essential Skills and Concepts: (continued)
2. Identify real world situations involving comparison
of rational numbers
use a thermometer to demonstrate greater than
or less than temperatures
use real-world contexts (temperature, elevator,
debt) to demonstrate greater than or less than
values
Mathematical Language: absolute value, inequality
6.NS.8 Essential Skills and Concepts:
1. Write a number as a base with an exponent
identify the base and the exponent in an
exponential expression
write exponential expressions as a product of
repeated factors. (expanded form: 23 = 2 x 2 x 2)
use repeated multiplication to evaluate a
number with an exponent.
use order of operations to evaluate a numerical
expression with precision
Mathematical Language: base, exponent,
exponential expression, product, factors, expanded
form, order of operations
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Expressions and Equations
Math Standard: 6.EE.1
Math Standard: 6.EE.2
Write and evaluate numerical expressions involving
Write, read, and evaluate expressions in which letters
whole-number exponents.
stand for numbers.
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 6.EE.3
Apply the properties of operations to generate
equivalent expressions..
a. Write expressions that record operations with
numbers and with letters standing for numbers.
b. Identify parts of an expression using mathematical
terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an
expression as a single entity.
6.EE.1 Essential Skills and Concepts:
1. Write a number as a base with an exponent
determine the order of numbers and variables
identify the base and the exponent in an
exponential expression
write exponential expressions as a product of
repeated factors. (expanded form: 23 = 2 x 2 x
2)
write products of repeated factors in
exponential notation
2. Evaluate an exponential expression
use repeated multiplication to evaluate a
number with an exponent
3. Evaluate numerical expressions involving
exponents.
use order of operations to evaluate a numerical
expression with precision use order of
operations to perform the given operations
with precision
c. Evaluate expressions at specific values of their
variables. Include expressions that arise from formulas
used in real-world problems. Perform arithmetic
operations, including those involving whole- number
exponents, in the conventional order when there are
no parentheses to specify a particular order (Order of
Operations).
6.EE.2 Essential Skills and Concepts:
1. Translate words to an algebraic expression and
translate an algebraic expression to words
determine the order of numbers and variables
when writing an algebraic expression
choose the appropriate operation when
translating words to an algebraic expression
choose appropriate mathematical language
when translating algebraic expressions to words
2. Identify parts of an algebraic expression
use mathematical language to describe
algebraic expressions (coefficient, variable,
constant)
3. Evaluate algebraic expressions when given the
value of a variable.
substitute a given value for a variable.
use order of operations to perform the given
operations with precision.
4. Write algebraic expressions which represent real-
6.EE.3 Essential Skills and Concepts:
1. Use the properties of operations to write
equivalent expressions
identify the properties of operations used to
write equivalent expressions
recognize and combine like terms to generate
equivalent expressions
use the distributive property to write equivalent
expressions
2. Illustrate the Distributive Property using area
models
identify the factors of an algebraic expression
using an area model
express the factors as the dimensions of the area
model
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Expressions and Equations
6.EE.2 Essential Skills and Concepts:
world situations to solve problems
use the context of a real-world problem to
determine the expression used to solve the
problem
use order of operations evaluate the expression
with precision
6.EE.1: Mathematical Language: base, exponent,
Mathematical Language: variable, coefficient, terms,
exponential expression, product, factors, expanded
algebraic expressions, constant, sum, product,
form, order of operations
difference, quotient, order of operations
Math Standard: 6.EE.4
Students demonstrate an understanding of like terms
as quantities being added or subtracted with the same
variables and exponents.
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
6.EE.3: Mathematical Language: associative
property of addition, commutative property of
addition commutative property of multiplication ,
Associative property of multiplication, like terms,
multiplicative identity property of One, multiplicative
Inverse, distributive property, equivalent expressions,
common factor, dimensions, area
Math Standard: 6.EE.5
Understand solving an equation or inequality as a
process of answering a question: which values from a
specified set, if any, make the equation or inequality
true? Use substitution to determine whether a given
number in a specified set makes an equation or
inequality true.
Math Standard: 6.EE.6
Use variables to represent numbers and write
expressions when solving a real-world or
mathematical problem; understand that a variable
can represent an unknown number, or, depending on
the purpose at hand, any number in a specified set.
6.EE.5 Essential Skills and Concepts:
1. Choose solutions from a given set
use substitution to see if a solution makes the
equation or inequality true
6.EE.6 Essential Skills and Concepts:
1. Write an algebraic expression to represent a realworld situation
identify the unknown and assign a variable to
represent it
describe what the variable represents in the
context of the problem
Mathematical Language: terms, equivalent,
combining like terms, quantity, equivalency,
properties of operations, substitution
Mathematical Language: substitutions, expression,
less than, greater than, inequality, equation, solution,
solution set
Mathematical Language: variable, algebraic
expression, coefficient
Math Standard: 6.EE.7
Solve real-world and mathematical problems by
writing and solving equations of the form x + p = q and
px = q for cases in which p, q and x are all nonnegative
rational numbers.
Math Standard: 6.EE.8
Write an inequality of the form x > c or x < c to
represent a constraint or condition in a real-world or
mathematical problem. Recognize that inequalities of
the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number
line diagrams.
Math Standard: 6.EE.9
The purpose of this standard is for students to
understand the relationship between two variables,
which begins with the distinction between dependent
and independent variables. The independent variable
is the variable that can be changed; the dependent
variable is the variable that is affected by the change
in the independent variable. Students recognize that
the independent variable is graphed on the x-axis;
the dependent variable is graphed on the y-axis.
For example, 3x + 4x are like terms and can be
combined as 7x; however, 3x + 4x2 are not like terms
since the exponents with the x are not the same.
6.EE.4 Essential Skills and Concepts:
1. Prove that algebraic expressions are equivalent
use substitution to verify equivalency
use properties of operations to verify
equivalency
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Expressions and Equations
6.EE.7 Essential Skills and Concepts:
6.EE.8 Essential Skills and Concepts:
1. Use a model to represent a real world situation
1. Use a model to represent and inequality in a realcreate a model using the appropriate tool(s)
world situation
2. write an equation to represent a real-world
create a model using the appropriate tool(s)
situation
2. write an inequality to represent a real-world
read a problem and identify the unknown
situation
assign a variable to the unknown
read a problem and identify the unknown
write the equation that represents the situation
assign a variable to the unknown
3. Use a model to solve an equation
compare terms using <, >, < and ≥.
create a model using the appropriate tool(s)
3. Use a model to solve an inequality
demonstrate using the model to solve the
create a model using the appropriate tool(s)
equation
demonstrate using the model to find the set of
4. Solve one step equations with non-negative
values that solves the problem
rational numbers
4. Solve one step inequalities with non-negative
identify the correct inverse operation
rational numbers
use the correct inverse operation to maintain
identify the correct inverse operation
equality
use the correct inverse operation to maintain the
find the solution to the variable
inequality
check to see that the solution is correct
find the solution set for the variable
check to see that the solution set is correct
5. Graph the solution to an inequality on a number
Line
draw a number line with appropriate values
determine the direction of the solutions
graph solution on the number-line using the
correct symbols
identify the solutions the graph represents
Mathematical Language: solution, solution set,
inverse operations,
Mathematical Language: variable, inequality,
numerical expression, algebraic expression, solution,
solution set, open circle, closed circle, less than,
greater than, less than or equal to, greater than or
equal to, number line, inverse operation
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
6.EE.9 Essential Skills and Concepts:
1. Use a table to represent the relationship between
quantities
draw a table of values for x and y
identify the relationship between the x and y \
values
express that relationship as an equation of y in
terms of x
2. Write and graph an equation with two variables
identify the independent and dependent
variables
identify the relationship between independent
variable and the dependent variable
graph the independent variable on the x-axis and
the dependent variable on the y-axis
determine if the data should be represented by a
line or points
create a graph or table to represent the equation
Mathematical Language: independent variable,
dependent variable, in terms of, data, coordinates,
ordered pairs, table of values, quantity, x-axis, y-axis
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Geometry
Math Standard: 6.G.1
Math Standard: 6.G.2
Find the area of right triangles, other triangles, special Find the volume of a right rectangular prism with
quadrilaterals, and polygons by composing into
fractional edge lengths by packing it with unit cubes of
rectangles or decomposing into triangles and other
the appropriate unit fraction edge lengths, and show
shapes; apply these techniques in the context of
that the volume is the same as would be found by
solving real-world and mathematical problems.
multiplying the edge lengths of the prism. Apply the
formulas V = l w h and V = b h to find volumes of right
rectangular prisms with fractional edge lengths in the
context of solving real world and mathematical
problems.
6.G.1 Essential Skills and Concepts:
6.G.2 Essential Skills and Concepts:
1. Find the area of special quadrilaterals and triangles 1. Calculate the volume of a rectangular prism with
determine the number of square units needed
fractional edge lengths
to cover a quadrilateral or triangle
decompose a cubic unit into the appropriate
identify the base and height of a triangle or
fractional unit cubes
quadrilateral and demonstrate how they are
determine the number of unit cubes needed to
used to determine area
fill a rectangular prism in order to find the
show that the area of a triangle is half the area
volume
of a quadrilateral.
show that the volume can be determined by
2. Use the area of triangles and quadrilaterals to find
multiplying the edge lengths of a rectangular
the area of other polygons
prism
recognize that a polygon can be decomposed
2. Apply the formulas V = lwh and V = Bh to solve real
(divided) into rectangles and/or triangles
world and mathematical problems
recognize that a polygon can be composed
recognize vocabulary (fill, cubic units, holds,
(changed) into a rectangle by moving parts of
etc.) that implies volume
the polygon
recognize and explain the relationship between
find the area of regular and irregular polygons
the two formulas
by composing and decomposing them into
recognize that /w and B represent the number
rectangles and triangles and finding the sum of
of unit cubes in the base layer of a rectangular
the individual areas
prism and that h represents the number of
3. Use the area of polygons to solve real world and
layers needed to fill the prism
Mathematical problems.
determine the effect on the area when the
dimensions are changed.
use measurement conversions when necessary
to determine area in the context of a problem
recognize vocabulary (cover, square units, tile,
sod, carpet, paint, etc.) that implies area
recognize when real-world problems call for
area
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 6.G.3
Draw polygons in the coordinate plane given
coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first
coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world
and mathematical problems.
6.G.3 Essential Skills and Concepts:
1. Plot points on a coordinate plane to form a polygon
classify the polygon formed
determine the coordinates of the final point
needed to make a polygon
2. Determine side lengths to find the area of polygons
on a coordinate plane
understand that a line segment between two
points represents a length/distance
determine side lengths using absolute value or
the counting method
apply the appropriate formula for area
3. Use points on a coordinate plane, side lengths, and
distances between points to solve real world and
mathematical problems
recognize that when two points have the same xcoordinate a vertical line is created
identify the vertical line created when two points
have the same x-coordinates
recognize that when two points have the same ycoordinate a horizontal line is created
identify the horizontal line created when two
points have the same y-coordinates
determine the distance between two points on a
vertical or horizontal line using absolute value or
the counting method
determine the distance between two points on a
vertical or horizontal line using absolute value or
the counting method
The academic vocabulary or content language
Essential MATH Skills Alignment – Math Standards
is listed under each standard. There are 30-40
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC words in bold that should be taught to mastery.
Grade: Sixth – Geometry
6.G.1: Mathematical Language: quadrilaterals,
6.G.2 Mathematical Language: volume, cubic units,
6.G.3: Mathematical Language: polygons, absolute
polygons, types of triangles (isosceles, acute, obtuse,
right rectangular prism, fractional edge lengths, unit
value, coordinate plane
scalene, equilateral), right triangles, hypotenuse, leg,
cubes, base area, dimension
base, height, special quadrilaterals, trapezoid,
rhombus, kite, parallelogram, square, rectangle,
polygons, composing, decomposing, area, dimension
Math Standard: 6.G.4
Represent three-dimensional figures using nets made
up of rectangles and triangles, and use the nets to find
the surface area of these figures. Apply these
techniques in the context of solving real-world and
mathematical problems
6.G.4 Essential Skills and Concepts:
1. Use a net to find surface area of a three
dimensional figure with rectangle and triangle faces
identify which three dimensional figure a net
represents
describe the types of faces, number of edges,
and number of vertices needed to construct a
three-dimensional figure
create a net for a given three-dimensional figure
and label the dimensions
apply the formula(s) for area for each face of the
net
find the surface area of the three dimensional
figure by finding the sum of the areas of each
face
Mathematical Language: surface area, net,
dimensional figure, face
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Sixth – Statistics & Probability
Math Standard: 6.SP.1
Math Standard: 6.SP.2
Recognize a statistical question as one that anticipates Understand that a set of data collected to answer a
variability in the data related to the question and
statistical question has a distribution which can be
accounts for it in the answers.
described by its center, spread, and overall shape.
6.SP.1 Essential Skills and Concepts:
1. Differentiate between a statistical and nonstatistical question
recognize that data from statistical questions will
vary
use context clues to determine if there could be
more than one answer
write statistical questions
6.SP.2 Essential Skills and Concepts:
1. Describe a set of data using center, spread, and
shape
determine the mean and median of a data set to
describe center
find the range of values to describe spread
identify peaks, gaps and clusters to describe the
overall shape of the data
Mathematical Language: statistical question, nonstatistical question, variability, data
Mathematical Language: distribution, measure of
center (mean or median), spread (range of values),
peaks, gaps, clusters, dot plots (line plots), box plots,
histograms, quartiles, interquartile range
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 6.SP.3
Data sets contain many numerical values that can be
summarized by one number such as a measure of
center. The measure of center gives a numerical value
to represent the center of the data (i.e. midpoint of an
ordered list or the balancing point). Another
characteristic of a data set is the variability (or spread)
of the values. Measures of variation are used to
describe this characteristic.
6.SP.3 Essential Skills and Concepts:
1. Describe a set of data using a measure of center
describe the mean as a measure of center and
use the arithmetic average of the data to find
the mean
describe the median as a measure of center
which represents the point where 50% of the
data is greater than or equal to that number and
50% is less than or equal to that number
2. Describe a set of data using a measure of variation
describe the range (spread) of the data as a
measure of variation which represents the
difference between the highest and lowest
number in the set of
determine and describe variation in a data set
Mathematical Language: measure of center (mean,
median), measure of variation(range, spread), mean
absolute deviation
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC
Grade: Sixth – Statistics & Probability
Math Standard: 6.SP.4
Math Standard: 6.SP.5
Display numerical data in plots on a number line,
Summarize numerical data sets in relation to their
including dot plots, histograms, and box plots.
context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under
investigation, including how it was measured and its
units of measurement.
c. Giving quantitative measures of center (median
and/or mean) and variability (interquartile range
and/or mean absolute deviation), as well as
describing any overall pattern and any striking
deviations from the overall pattern with reference to
the context in which the data were gathered.
6.SP.4 Essential Skills and Concepts:
1. Create a visual representation for a set of data
determine the best graph (dot plot, box plot, or
histogram) to display the data set
create the graph (dot plot, box plot, or
histogram) with appropriate labels, scales,
intervals, and titles
analyze the data displayed using measures of
center and spread.
Mathematical Language: box plot, dot plot,
histogram, clusters, gaps, peaks, outliers, scale,
interval, frequency table, bin, quartiles, minimum
(lower extreme),lower quartile (1st quartile), median
(2nd quartile), upper quartile (3rd quartile), maximum
(upper extreme), shape of distribution
d. Relating the choice of measures of center and
variability to the shape of the data distribution and the
context in which the data were
gathered.
6.SP.5 Essential Skills and Concepts:
1. Summarize a set of data
determine how much data was gathered and
record the number of observations including
appropriate units
calculate and analyze the measures of center
(mean/median) and determine a missing value to
produce a specific average
calculate and analyze the measures of variability
(inter-quartile range/mean absolute deviation)
observe and describe the shape of the data
distribution
determine which measure of center is most
appropriate to describe the data using the shape
of the distribution and the context of the
problem
Mathematical Language: summary statistics,
quantitative measures of center (mean and median),
variability [range, inter-quartile range (IQR) and mean
absolute deviation (MAD)], absolute value, extremes
(minimum and maximum), quartiles, mean as a
balancing point, frequency table, dot plot, box plot,
histogram, absolute deviation as a distance, mode,
frequency, sample size
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.