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6.N
Understand and use numeration
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6.M1.2.1
Read, write, model, order, and count with positive whole numbers to 1,000,000 and negative whole numbers.
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6.M1.2.2
Use, model, and identify place value positions from 0.001 to 1,000,000.
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6.M1.2.3
Model and explain the processes of multiplication and division. Describe the relationships among the four basic operations.
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6.M1.2.4
Identify and describe different uses for the same numerical representation.
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6.M1.2.5
Model and explain the process of adding and subtracting fractions with common denominators and decimals that represent money.
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6.M1.2.6
Identify and describe factors and multiples including those factors and multiples common to a pair or set of numbers.
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6.M1.2.7
Demonstrate the commutative and identity properties of multiplication.
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6.N-1
reading, writing, ordering, or counting
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6.N-2
identifying place value positions from thousandths to millions
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6.N-3
converting between whole numbers written in expanded notation and standard form
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6.N-4
equal parts of a whole, a region, or a set
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6.N-5
equivalent fractions or mixed numbers
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6.N-6
using models, explanations, number lines, or real-life situations describing or illustrating the relationships among the four basic operations
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6.N-7
using models, explanations, number lines, or real-life situations describing or illustrating the process of adding and subtracting fractions with different denominators
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6.N-8
describing or illustrating commutative, associative, inverse or identity properties of addition or multiplication using models or explanations
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6.N-9
identifying or describing factors and multiples common to a pair or set of numbers (e.g., Least Common Multiple, L.C.M., or Greatest Common Factor, G.C.F.)
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6.N-10
modeling (base 10 blocks) distributive property
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6.MEA
Select and use systems, units, and tools of measurement
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6.M2.2.1
Estimate and measure weights, lengths, and temperatures to the nearest unit using the metric and standard systems.
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6.M2.2.2
Identify and use equivalent measurements (e.g., 60 minutes = 1 hour, 7 days = 1 week).
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6.M2.2.3
Use a variety of measuring tools; describe the attribute(s) they measure.
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6.M2.2.4
Estimate and measure the dimensions of geometric figures.
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6.M2.2.5
Tell time using analog and digital clocks identifying AM and PM; find elapsed time.
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6.M2.2.6
Read, write, and use money notation, determining possible combinations of coins and bills to equal given amounts; count back change for any given situation.
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6.MEA-1
estimating length to the nearest eighth-inch or millimeter
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6.MEA-2
identifying equivalent measures within systems
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6.MEA-2.a
English
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6.MEA-2.a.1
length (inches, feet, yards, miles)
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6.MEA-2.a.2
weight (ounces, pounds, tons L)
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6.MEA-2.a.3
volume (fluid ounces, cups, pints, quarts, gallons)
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6.MEA-2.b
Metric
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6.MEA-2.b.1
length (millimeters, centimeters, meters, kilometers)
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6.MEA-2.b.2
volume (milliliters, liters)
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6.MEA-3
using a scaled ruler to an eighth of an inch or millimeter on a map or drawing
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6.MEA-4
calculating elapsed time (minutes, hours)
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6.MEA-5
solving real-world problems involving elapsed time between U.S. time zones (including Alaska Standard time)
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6.MEA-6
converting and using equivalent measurements within the same system
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6.MEA-7
measuring length to the nearest 1/8 of an inch or nearest millimeter
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6.E&C
Perform basic arithmetic functions, make reasoned estimates, and select and use appropriate methods or tools
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6.M3.2.1
Describe and use a variety of estimation strategies including rounding to the appropriate place value, multiplying by powers of 10, and using front-end estimation to check the reasonableness of solutions.
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6.M3.2.2
Recall and use basic multiplication and division facts orally, with paper and pencil without a calculator.
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6.M3.2.3
Add and subtract whole numbers and fractions with common denominators to 12 and decimals, including money amounts, using models and algorithms.
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6.M3.2.4
Multiply and divide multi-digit whole numbers by 2-digit numbers, limiting the 2-digit divisors to those that end in 0; multiply and divide decimals that represent money by whole numbers.
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6.M3.2.5
Find equivalent fractions. Convert between fractions and mixed numbers.
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6.M3.2.6
Develop and interpret scales and scale models.
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6.E&C-1
identifying or using a variety of strategies (e.g., truncating, rounding to compatible numbers) to estimate the results of addition, subtraction or multiplication from thousandths to millions or simple division
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6.E&C-2
recalling basic addition, subtraction, multiplication, and division facts efficiently
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6.E&C-3
adding or subtracting whole numbers, fractions with unlike denominators to 12, or decimals to the hundredths place
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6.E&C-4
multiplying whole numbers by two- or three-digit numbers, dividing three-digit numbers by one or two-digit numbers, or multiplying or dividing decimals that represent money by whole numbers, or multiplying or dividing proper fractions
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6.E&C-5
developing or interpreting scale models (scale factors such as 1 in. = 1 ft.)
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6.F&R
Represent, analyze, and use patterns, relations, and functions
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6.M4.2.1
Use patterns and their extensions to make predictions and solve problems; describe patterns found in the number system including those formed by multiples, factors, perfect squares, and powers of 10.
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6.M4.2.2
Generate and solve simple functions by identifying and applying multiplication and division patterns.
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6.M4.2.3
Use a calculator to find a missing item in a number sequence.
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6.M4.2.4
Use words, lists, and tables to represent and analyze patterns.
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6.M4.2.5
Explain the purpose of variables and use them in open sentences to express relationships and describe simple functions.
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6.F&R-1
extending patterns (found in the number system, formed by multiples, factors, perfect squares up to 100, powers of ten), up to 10 terms, represented in tables, sequences, or in problem situations
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6.F&R-2
using rules to express the generalization of a pattern using words, lists, or tables, with or without variables
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6.F&R-3
identifying or applying multiplication or division patterns to find missing values in a function
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6.F&R-4
using manipulatives, including a calculator, as tools when describing, extending, or representing a number sequence
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6.F&R-5
solving for an unknown represented by a letter, (addition, subtraction, multiplication, or division) (e.g., 3 * n = 15, n - 5 = 12)
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6.G
Construct, transform, and analyze geometric figures.
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6.M5.2.1
Identify and compare various triangles and quadrilaterals according to their sides and/or angles.
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6.M5.2.2
Compare and contrast plane and solid figures (e.g., circle/sphere, square/cube, triangle/pyramid) using relevant attributes, including the number of vertices, edges, and the number and shape of faces.
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6.M5.2.3
Identify and model geometric figures that are congruent, similar, and/or symmetrical.
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6.M5.2.4
Distinguish between area and perimeter; find both using a variety of methods including rulers, grid paper, and tiles.
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6.M5.2.5
Identify and model transformations of geometric figures, describing the motions as slides, flips, or rotations.
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6.M5.2.6
Locate and describe objects in terms of their position with and without compass directions; identify coordinates for a given point or locate points of given coordinates on a grid.
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6.M5.2.7
Sketch and identify line segments, midpoints, intersections, parallel, and perpendicular lines.
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6.G-1
using the attributes and properties (sides and angles) of regular polygons to identify, classify, or compare regular or irregular polygons
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6.G-2
identifying, comparing or describing attributes and properties of circles (radius, and diameter)
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6.G-3
using the attributes and properties of prisms (vertices, length and alignment of edges, shape and number of bases, shape of faces) to model, identify, compare, or describe triangular or rectangular prisms
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6.G-4
identifying a 3-dimensional shape from the 2-dimensional drawing of the shape
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6.G-5
identifying, creating, or drawing geometric figures that are congruent, similar, or symmetrical
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6.G-6
drawing or describing the results of transformations of polygons such as slides, turns, or flips
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6.G-7
estimating or determining area or perimeter of polygons (parallelograms, trapezoids, triangles) using a key, ruler, or given measures
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6.G-8
estimating the area and circumference of a circle using a grid or manipulatives and comparing the relationship of the diameter to the circumference (pi)
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6.G-9
estimating or determining the volume of a right rectangular prism using manipulatives and formulas (e.g., cereal box, sand box, planter)
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6.G-10
graphing a vertical or horizontal line segment (given whole number coordinates for its end points) on a coordinate grid or identifying its length or midpoint (e.g., using a map to trace a route and calculate distance)
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6.G-11
drawing or measuring quadrilaterals with given dimensions or angles
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6.S&P
Formulate questions, gather and interpret data, and make predictions
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6.M6.2.1
Collect, organize, and display data creating a variety of visual displays including tables, charts, and line graphs.
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6.M6.2.2
Present the data using a variety of appropriate representations and explain the meaning of the data.
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6.M6.2.3
Describe and interpret a data set using mean, median, mode, and range.
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6.M6.2.4
Estimate whether a game is mathematically fair or unfair; analyze and present probability data using simple fractions.
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6.M6.2.5
Conduct simple probability experiments using concrete materials and represent the results using fractions and probability.
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6.S&P-1
designing an investigation and collecting, organizing, or displaying, using appropriate scale for data displays (tables, bar graphs, line graphs, or circle graphs), data in real-world problems (e.g., social studies, friends, or school), with whole numbers up to 100
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6.S&P-2
using information from a variety of displays (tables, bar graphs, line graphs, circle graphs, or Venn diagrams)
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6.S&P-3
using mean, median, mode, or range
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6.S&P-4
analyzing whether a game is mathematically fair or unfair by explaining the probability of all possible outcomes
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6.S&P-5
solving or identifying solutions to problems involving possible combinations (e.g., if ice cream sundaes come in 3 flavors with 2 possible toppings, how many different sundaes can be made using only one flavor of ice cream with one topping?)
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