Sunday, April 14, 2024, 7:26 PM
Site: Learnbps
Course: BPSS (MAT) Mathematics Standards (S-MAT)
Glossary: Sixth Grade Math
M

MAT-06.EE

BPSS-MAT logoDomain (EE)

Expressions and Equations

Narrative for the (EE) Expressions and Equations

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.EE.01

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

MAT-06.EE.01 Write and evaluate numerical expressions involving whole number exponents.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

MAT-06.EE.02

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions.

MAT-06.EE.02 Write, read, and evaluate expressions in which letters stand for numbers.

  • 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.
  • 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).

Student Learning Targets:

Knowledge Targets

  • I can use a variable to represent an unknown quantity in an expression.
  • I can solve multistep problems involving properties of operations.
  • I can identify parts of an expression using mathematical terms.
  • I can identify parts of an expression as single quantities.

Reasoning Targets

  • I can translate a description into a mathematical expression.
  • I can use Order of Operations to simplify expressions that may include exponents.

Skills Domain (Performance) Targets

  • I can simplify expressions when a value is given for a variable.
  • I can solve multistep expressions involving properties of operations.

Proficiency Scale

Please refer to the proficiency scales for sub-standards MAT-06.EE.02a | MAT-06.EE.02b | MAT-06.EE.02c

Resources

Websites

MAT-06.EE.02.a

6th Grade MAT Targeted Standards

Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

Write, read, and evaluate expressions in which letters stand for numbers.

MAT-06.EE.02.a Write expressions that record operations with numbers and with letters standing for numbers.

For example, express the calculation "Subtract y from 5" as 5-y.

Student Learning Targets:

Skill Targets

  • I can use a variable to represent an unknown quantity in an expression.
  • I can solve multi-step problems involving properties of operations.

Reasoning Targets

  • I can translate a description into a mathematical expression.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.EE.02.ab

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

MAT-06.EE.02.ab Write expressions that record operations with numbers and with letters standing for numbers.  Identify parts of an expression using mathematical terms; view one or more parts of an expression as a single entity.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale:

 

Rubric - Resources

MAT-06.EE.02.b

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

Write, read, and evaluate expressions in which letters stand for numbers.

MAT-06.EE.02.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.

For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

Student Learning Targets:

Knowledge Targets

  • I can identify parts of an expression using mathematical terms.
  • I can identify parts of an expression as single quantities.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.EE.02.c

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

Write, read, and evaluate expressions in which letters stand for numbers.

MAT-06.EE.02.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).

For example, use the formulas V = s³ and A = 6 s² to find the volume and surface area of a cube with sides of length s =1/2.

Student Learning Targets

Reasoning Targets

  • I can use Order of Operations to simplify expressions that may include exponents.

Skills Domain (Performance) Targets

  • I can simplify expressions when a value is given for a variable.
  • I can solve multistep expressions involving properties of operations.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.EE.03

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

MAT-06.EE.03 Apply the properties of operations to generate equivalent expressions.

For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-8.5.3 Apply the order of operations and the commutative, associative, and distributive properties to simplify algebraic expressions

***MAT-9-10.5.8  Manipulate algebraic expressions and equations using properties of real numbers, e.g., simplify, factor.

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.EE.04

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions

MAT-06.EE.04 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

*MAT-8.5.3 Apply the order of operations and the commutative, associative, and distributive properties to simplify algebraic expressions

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.EE.05

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Reason about and solve one-variable equations and inequalities

MAT-06.EE.05 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-5.5.5 Use equations to solve problems; e.g., 28/x=7

**MAT-7.5.4. Use inverse operations and properties of equality to solve one-step equations and inequalities in one variable

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.EE.06

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Reason about and solve one-variable equations and inequalities

MAT-06.EE.06 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-4.5.2 Explain that variables represent unknowns

**MAT-4.5.3 Solve problems with variables

**MAT-5.5.4 Identify a variable in an expression

**MAT-6.5.2 Use a variable to represent an unknown quantity

**MAT-7.5.2 Create algebraic expressions and equations to represent word phrases and sentences

**MAT-8.5.2 Use variables, expressions and equations to represent problem situations

**MAT-7.5.5. Write one-step equations and inequalities to represent problem situations

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.EE.07

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Reason about and solve one-variable equations and inequalities

MAT-06.EE.07 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.

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can use inverse operations and properties of inequality to solve one-step equations using non-negative rational numbers.
  • I can write and solve equations to represent real world problems.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.EE.08

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Reason about and solve one-variable equations and inequalities

MAT-06.EE.08 Write a statement of 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.5.5. Write one-step equations and inequalities to represent problem situations

**MAT-9-10.5.12 Graphically represent the solution or solutions to an equation, inequality, or system.

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.EE.09

6th Grade MAT Targeted Standards
Domain (EE) Expressions and Equations
Cluster: Represent and analyze quantitative relationships between dependent and indepenent variables

MAT-06.EE.09 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

Student Learning Targets:

Knowledge Targets

  • I can recognize that a change in the independent variable (x) creates a change in the dependent variable (y).
  • I can recognize which relationships between independent (x) and dependent (y) variables are linear.

Reasoning Targets

  • I can evaluate the function (equation) for the values (input) given.
  • I can compare relationships between the independent (x) and dependent (y) using a graph (plotting ordered pairs).

Product Targets

  • I can represent a real-world problem with function rules (equations), input/output tables, and graphs.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.G

BPSS-MAT logoDomain (G)

Geometry

Narrative for the (G) Geometry

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.G.01

6th Grade MAT Targeted Standards
Domain (G) Geometry
Cluster: Solve real-world and mathematical problems involving areas, surface area, and volume

MAT-06.G.01 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Student Learning Targets:

Reasoning Targets

  • I can relate the area of triangles to the area of rectangles.

Skills Domain (Performance) Targets

  • I can visually and physically decompose and compose polygons into rectangles and triangles to determine area.
  • I can solve multi-step problems that involve finding the area of composite figures.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.G.02

6th Grade MAT Targeted Standards
Domain (G) Geometry
Cluster: Solve real-world and mathematical problems involving area, surface area, and volume.

MAT-06.G.02 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-5.4.7. Use formulas to calculate the volume of rectangular prisms

**MAT-6.4.8 Use formulas to determine the volume of rectangular prisms

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.G.03

6th Grade MAT Targeted Standards
Domain (G) Geometry
Cluster: Solve real-world and mathematical problems involving area, surface area, and volume

MAT-06.G.03 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

*MAT-8.2.5 Represent shapes using coordinate geometry

*MAT-9-10.2.5 Use Cartesians coordinates to determine distance, midpoint, and slope.

*MAT-9-10.2.6 Use distance, midpoint, and slope to determine relationships between points, lines, and plane figures in the Cartesian coordinate system; e.g., determine whether a triangle is scalene, isosceles, or equilateral given the coordinates of its vertices.

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.G.04

6th Grade MAT Targeted Standards
Domain (G) Geometry
Cluster: Solve real-world and mathematical problems involving area, surface area, and volume

MAT-06.G.04 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-6.4.7 Use area formulas to determine the surface area of right prisms and square pyramids

**MAT-7.2.6. Build and sketch three-dimensional solids; e.g., using nets, manipulatives

**MAT-8.2.1 Use nets to represent the relationships between two- and three-dimensional figures

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS

BPSS-MAT logoDomain (NS)

The Number System

Narrative for the (NS) The Number System

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.NS.01

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of multiplication and division to divide fractions by fractions

MAT-06.NS.01 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.). How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

Student Learning Targets:

Reasoning Targets

  • I can interpret quotients of fractions.

Skills Domain (Performance) Targets

  • I can solve word problems involving division of fractions by fractions.
  • I can compute quotients of fractions.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.NS.02

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.02 Fluently divide multi-digit numbers using the standard algorithm.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-5.1.22 Divide multi-digit numbers by two-digit numbers with or without remainders

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS.03

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.03 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can add multi-digit decimals.
  • I can subtract multi-digit decimals.
  • I can multiply multi-digit decimals.
  • I can divide multi-digit decimals using the standard algorithm for each operation

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.NS.04

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.04 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two wholenumbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

For example, express 36 + 8 as 4 (9 + 2).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-5.1.18 Determine least common multiple

**MAT-6.1.5 Generate a list of factors, prime factors, and multiples

  • **MAT-7.1.3. Use prime factorization to determine the greatest common factor and least common multiple
  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS.05

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.05 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, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Student Learning Targets:

Knowledge Targets

 

  • I can explain the meaning of 0 in each situation.
  • I can describe quantities having opposite directions or values.

Skills Domain (Performance) Targets

 

  • I can use positive and negative numbers to represent quantities in real-world context.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.NS.06

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

MAT-06.NS.06 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.
  • 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-6.2.4 Use ordered pairs to locate a point on a coordinate plane

**MAT-5.1.5. Place integers on a number line

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS.06.a

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

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.

MAT-06.NS.06.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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

MAT-06.NS.06.b

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

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.

MAT-06.NS.06.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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

MAT-06.NS.06.c

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

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.

MAT-06.NS.06.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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

MAT-06.NS.07

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

MAT-06.NS.07 Understand ordering and absolute value of rational numbers.

  • a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
  • b. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
  • 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. 
  • d. Distinguish comparisons of absolute value from statements about order.

Student Learning Targets:

Knowledge Targets

  • I can explain inequalities used in real world situations.
  • I can define absolute value. 

Reasoning Targets

  • I can compare two numbers on a number line based on their locations.
  • I can express the comparison of two numbers using inequality symbols.

Skills Domain (Performance) Targets

 

  • I can graph an inequality on a number line.
  • I can explain inequalities used in real world situations.
  • I can use absolute value to describe magnitude or size in real world situations.

Proficiency Scale

Please refer to the proficiency scales for standards MAT-06.NS.07a | MAT-06.NS.07b | MAT-06.NS.07c.

Resources

Websites

 

MAT-06.NS.07.a

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand ordering and absolute value of rational numbers.

MAT-06.NS.07.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.

Student Learning Targets:

Reasoning Targets

  • I can compare two numbers on a number line based on their locations.
  • I can express the comparison of two numbers using inequality symbols.

Skills Domain (Performance) Targets

  • I can explain inequalities used in real world situations.
  • I can graph an inequality on a number line.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.NS.07.b

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand ordering and absolute value of rational numbers.

MAT-06.NS.07.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.

Student Learning Targets:

Knowledge Targets

  • I can explain inequalities used in real world situations.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.NS.07.c

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand ordering and absolute value of rational numbers.

MAT-06.NS.07.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.

Student Learning Targets:

Knowledge Targets

  • I can define absolute value.

Reasoning Targets

  • I can use absolute value to describe magnitude or size in real world situations.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.NS.07.d

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand ordering and absolute value of rational numbers.

MAT-06.NS.07.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills Domain (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-06.NS.08

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

MAT-06.NS.08 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.

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can solve real-world problems by graphing points in all four quadrants.
  • I can find the distance between points with the same first or second coordinate.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.RP

BPSS-MAT logoDomain (RP)

Ratios and Proportional Relationships

Narrative for (RP) Ratios and Proportional Relationships

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.RP.01

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

MAT-06.RP.01 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-6.1.1 Use a fraction to represent parts of a whole, division, or a ratio

**MAT-7.1.1 Use ratios and proportions to represent relationships

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.RP.02

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: TOPIC

MAT-06.RP.02 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-8.5.6 Solve problems involving rates; i.e., speed equals distance divided by time (miles per hour)

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.RP.03

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

MAT-06.RP.03 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 wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
  • b. Solve unit rate problems including those involving unit pricing and constant speed.
  • 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.
  • d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Student Learning Targets:

Knowledge Targets

  • I can convert ratios to percents.

Reasoning Targets

  • I can determine the relationship between two or more ratios.
  • I can determine equivalent ratios.
  • I can determine equivalent relationships between ratios.
  • I can compare equivalent ratios to find missing values in a table.
  • I can solve real world problems involving ratios and rates.
  • I can solve real-world problems involving ratios and percents.
  • I can determine if rates are equivalent.

Skills Domain (Performance) Targets

  • I can make tables of equivalent ratios relating quantities with whole-number measurements.
  • I can graph points of equivalent ratios on a coordinate plan.
  • I can calculate unit rates.
  • I can manipulate units appropriately when multiplying and dividing.
  • I can establish ratios to convert measurements within a system.

Proficiency Scale

Please refer to the proficiency scales attached to standards MAT-06.RP.3b | MAT-06.RP.3cMAT-06.RP.3d |

Resources

Websites

MAT-06.RP.03.a

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

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.

MAT-06.RP.03.a Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Student Learning Targets:

Reasoning Targets

  • I can determine the relationship between two or more ratios.
  • I can determine equivalent ratios.
  • I can determine equivalent relationships between ratios.
  • I can compare equivalent ratios to find missing values in a table.

Skills Domain (Performance) Targets

  • I can graph points of equivalent ratios on a coordinate plane.

Product Targets

  • I can make tables of equivalent ratios relating quantities with whole-number measurements.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.RP.03.b

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

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.

MAT-06.RP.03.b Solve unit rate problems including those involving unit pricing and constant speed.

For example, If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can calculate unit rates.
  • I can solve real world problems involving ratio and rate.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

MAT-06.RP.03.c

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

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.

MAT-06.RP.03.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.

Student Learning Targets:

Reasoning Targets

  • I can convert ratios to percents.

Skills Domain (Performance) Targets

  • I can solve real-world problems involving ratios and percents.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.RP.03.d

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

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.

MAT-06.RP.03.d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Student Learning Targets:

Reasoning Targets

  • I can determine if rates are equivalent.

Skills Domain (Performance) Targets

  • I can manipulate units appropriately when multiplying and dividing.
  • I can establish ratios to convert measurements within a system.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.SP

BPSS-MAT logoDomain (SP)

Statistics and Probability

 Narrative for the (SP) Statistics and Probability

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.SP.01

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.01 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.SP.02

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.02 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

**MAT-8.3.5 Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.SP.03

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.03 Recognize that a measure of center for a numerical data set summarizes all of its values using a single number, while a measure of variation describes how its values vary with a single number.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

**MAT-8.3.5 Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.SP.04

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Summarize and describe distributions

MAT-06.SP.04 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-8.3.2 Collect, organize, and display data using scatter and stem-and-leaf plot

***MAT-9-10.3.1 Construct appropriate displays of given data, i.e., circle graphs, bar graphs, histograms, stem-and-leaf plots, box-and-whisker plots, and scatter plots

**MAT-6.3.1 Collect and organize data, select and use an appropriate display; i.e., a frequency table, a line and bar graph

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.SP.05

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.05 Summarize numerical data sets in relation to their context.

  • a. Reporting the number of observations.
  • b. Describing the nature of the attribute of 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 was gathered.
  • 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.

 

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

 

MAT-06.SP.05.a

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

Summarize numerical data sets in relation to their context.

MAT-06.SP.05.a Reporting the number of observations.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills Domain (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-06.SP.05.b

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

Summarize numerical data sets in relation to their context.

MAT-06.SP.05.b Describing the nature of the attribute of investigation, including how it was measured and its units of measurement.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills Domain (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-06.SP.05.c

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

Summarize numerical data sets in relation to their context.

MAT-06.SP.05.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 was gathered.

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can compute mean, median, and range. I can compute interquartile range.

Product Target

  • I can make a box-and-whisker plot for a set of data.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

MAT-06.SP.05.d

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

Summarize numerical data sets in relation to their context.

MAT-06.SP.05.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills Domain (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

p>