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Guardian Angels School |
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Guardian Angels Math k-8 Curriculum |
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Mathematics - Grade 6 |
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Circle Graphs: Sum
The learner will be able to
determine the number represented by the sum of two sections of a circle graph given in percents.
| Strand |
Scope |
Source |
| Circle Graphs |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Bar Graphs: Read/Amounts/Scale
The learner will be able to
read amounts from the scales of bar graphs.
| Strand |
Scope |
Source |
| Bar Graphs |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Read Amounts tested in week 9 of next year |
|
Line Graphs: Read/Amounts/Scale
The learner will be able to
read amounts from the scales of line graphs.
| Strand |
Scope |
Source |
| Line Graphs |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Read Amounts tested in week 9 of next year |
|
Analyzing Graphs: Interpret
The learner will be able to
demonstrate the ability to interpret graphical forms of data by articulating the details, facts, and concepts presented in the forms, and by evaluating the reasonableness of specific graphical forms given the types of information presented in the forms.
| Strand |
Scope |
Source |
| Analyzing/Evaluating Graphical Forms |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Analyzing Graphs: Read/Interpret
The learner will be able to
read and interpret maps, scattergrams, box and whisker graphs, and stem-and-leaf charts.
| Strand |
Scope |
Source |
| Analyzing/Evaluating Graphical Forms |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Bar Graphs: Identify/Compare
The learner will be able to
identify or compare amounts in a bar graph.
| Strand |
Scope |
Source |
| Bar Graphs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Communicating: Graphical Forms/Solution
The learner will be able to
use graphical forms to show a solution to a probability problem, to provide visual or condensed representation of an idea, to explain mathematical concepts, and to express real world situations such as population variance, grades, marketing materials, sports statistics, and cultural trends.
| Strand |
Scope |
Source |
| Communicating |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Graphs: Construct
The learner will be able to
construct charts and graphs.
| Strand |
Scope |
Source |
| Graphing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Line/Circle Graphs: Interpret
The learner will be able to
interpret data from circle/pie and line graphs, including identifying values from the graph, determining that addition or subtraction is needed to find an answer, and comparing values from the graph.
| Strand |
Scope |
Source |
| Line Graphs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Pictographs: Identify/Compare
The learner will be able to
identify, compare, and add or subtract amounts read from pictographs.
| Strand |
Scope |
Source |
| Pictographs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Table: Compute
The learner will be able to
identify values from the graph, compare values from the graph, determine the value of multiple entries, and perform the necessary calculations to find the missing parts of a table.
| Strand |
Scope |
Source |
| Tables/Charts |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Bar Graphs: Addition/Subtraction
The learner will be able to
add or subtract information presented in the form of a bar graph.
| Strand |
Scope |
Source |
| Bar Graphs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Logical Reasoning: Draw Conclusion
The learner will be able to
draw a logical conclusion based on data presented in graphical format.
| Strand |
Scope |
Source |
| Logical Reasoning |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Angles: Identify
The learner will be able to
identify and label specific parts of an angle: the vertex, rays, interior and exterior.
| Strand |
Scope |
Source |
| Angles |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Symmetry: Symmetrical Lines
The learner will be able to
identify lines of symmetry in figures.
| Strand |
Scope |
Source |
| Symmetry |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Similarity: Similar Figure/No Pictures
The learner will be able to
identify similar figures when no pictures are provided.
| Strand |
Scope |
Source |
| Similarity |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Congruency: Parts
The learner will be able to
identify congruent parts of geometric figures.
| Strand |
Scope |
Source |
| Congruence |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Figures: Classify
The learner will be able to
classify geometric figures.
| Strand |
Scope |
Source |
| Figures: Classify |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Figures: Compare
The learner will be able to
compare figures.
| Strand |
Scope |
Source |
| Figures: Compare |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Figures: Identify/Various
The learner will be able to
identify various geometric figures.
| Strand |
Scope |
Source |
| Figures: Identify |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Geometric Relationships: Recognize
The learner will be able to
recognize geometric relationships.
| Strand |
Scope |
Source |
| Geometric Relationships |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Properties: Recognize/Geometric Figures
The learner will be able to
recognize properties of geometric figures.
| Strand |
Scope |
Source |
| Properties of Figures |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Figures: Two-/Three-Dimensional Objects
The learner will be able to
precisely explain, classify, and comprehend relationships among types of two- and three-dimensional objects by applying their defining properties.
| Strand |
Scope |
Source |
| Figures: Two-/Three-Dimensional |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Geometric Concepts: Relationships
The learner will be able to
identify and use geometric concepts and relationships in topics outside of the mathematics classroom.
| Strand |
Scope |
Source |
| Geometric Concepts |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Geometric Models: Apply
The learner will be able to
apply geometric models to illustrate and describe numerical and algebraic relationships.
| Strand |
Scope |
Source |
| Geometric Models |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Inductive/Deductive: Formulate/Assess
The learner will be able to
formulate and assess inductive and deductive arguments with regard to geometric concepts and relationships.
| Strand |
Scope |
Source |
| Reasoning |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Problem Solving: Apply/Representations
The learner will be able to
apply two-dimensional representations of three-dimensional objects to visualize and obtain solutions to problems.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Spatial Relationships: Location
The learner will be able to
specify locations and explain spatial relationships by applying coordinate geometry and various other representational systems.
| Strand |
Scope |
Source |
| Spatial Relationships |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Transformations: Apply
The learner will be able to
apply transformations in order to examine the congruence, similarity, and line or rotational symmetry of objects.
| Strand |
Scope |
Source |
| Transformations |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Transformations: Explain
The learner will be able to
explain sizes, positions, and orientations of shapes under informal transformations.
| Strand |
Scope |
Source |
| Transformations |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Figures: Draw/Objects
The learner will be able to
draw geometric objects with given properties.
| Strand |
Scope |
Source |
| Figures: Construct |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Geometric Relationships: Comprehend
The learner will be able to
comprehend relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects.
| Strand |
Scope |
Source |
| Geometric Relationships |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Geometric Relationships: Create/Argument
The learner will be able to
create mathematical arguments about geometric relationships.
| Strand |
Scope |
Source |
| Geometric Relationships |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Problem Solving: Geometric Models
The learner will be able to
obtain solutions to problem situations with geometric models.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Proofs: Apply
The learner will be able to
apply many different methods of proofs.
| Strand |
Scope |
Source |
| Proofs |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Reasoning and Proof Standard |
|
Proofs: Choose
The learner will be able to
choose from many different methods of proofs.
| Strand |
Scope |
Source |
| Proofs |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Reasoning and Proof Standard |
|
Reasoning: Spatial
The learner will be able to
use spatial reasoning to solve problems.
| Strand |
Scope |
Source |
| Reasoning |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Shapes: Study/Characteristics
The learner will be able to
study the characteristics of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Shapes: Study/Properties
The learner will be able to
study the properties of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Solids: Study/Characteristics
The learner will be able to
study the characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Solids: Study/Properties
The learner will be able to
study the properties of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Spatial Thinking: Problem Solving
The learner will be able to
obtain solutions to problems using spatial visualization.
| Strand |
Scope |
Source |
| Spatial Thinking |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Symmetry: Apply
The learner will be able to
apply symmetry to study mathematical scenarios.
| Strand |
Scope |
Source |
| Symmetry |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Transformations: Apply
The learner will be able to
apply transformations to study mathematical situations.
| Strand |
Scope |
Source |
| Transformations |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Geometry Standard |
|
Angle Measurements
The learner will be able to
study angle measurement by analyzing three circles, each divided by a different number of wedges, and four angles of different sizes, and count the number of wedges from each circle to determine how many fit into each angle measure.
| Strand |
Scope |
Source |
| Angles |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Communicating: Spatial Sense
The learner will be able to
develop spatial sense by speaking, writing, and using models and diagrams to explain such terms and concepts as transformation, congruency, similarity, points, lines, and the properties of two- and three-dimensional figures.
| Strand |
Scope |
Source |
| Communicating Spatial Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Congruency/Similarity: Identify/Solve
The learner will be able to
identify the corresponding sides of two congruent figures and, using the proportional relationship between the sides of two similar figures, calculate an unknown side length.
| Strand |
Scope |
Source |
| Congruence/Similarity/Symmetry |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Connecting: Geometry/Algebra
The learner will be able to
demonstrate the ability to make connections between algebra and geometry by determining the relationships between number sentences and lines on the Cartesian plane (numerical coefficients, slopes, y-intercepts), and by exploring and explaining the relationship between the form ax (with x squared) + bx + c = 0 to both the Cartesian plane and the quadratic formula.
| Strand |
Scope |
Source |
| Connecting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Exploring: Quadrilateral
The learner will be able to
explore properties of quadrilaterals by drawing quadrilaterals on geopaper divided into 3 x 3 sections (9 dots), discussing the different types of quadrilaterals drawn, and making predictions about how each type of quadrilateral will change if turned one quarter, one half, three quarters, etc.
| Strand |
Scope |
Source |
| Exploring Spatial Concepts |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Figures: Identify
The learner will be able to
identify squares, circles, triangles, rectangles, ovals, cubes, spheres, and/or cones.
| Strand |
Scope |
Source |
| Figures: Identify |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Geometric Vocabulary: Use
The learner will be able to
communicate solutions to problems across the mathematics curriculum using the language of geometry where appropriate.
| Strand |
Scope |
Source |
| Geometric Vocabulary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Lines/Angles/Triangles
The learner will be able to
draw and describe lines, angles, and triangles using tools such as a ruler, protractor, etc.
| Strand |
Scope |
Source |
| Lines/Angles/Polygons |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Patterns: Writing Expressions
The learner will be able to
explore borders, and create expressions, by determining the number of square units on a piece of grid paper (8 squares x 8 squares), and finding the number of square units on the border of the grid paper.
| Strand |
Scope |
Source |
| Geometric Patterns |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Problem Solving: Geometric Properties
The learner will be able to
solve real world problems which require logical deductions and reasoning based on geometric properties without being cued about the properties which would apply to the problem, and utilize geometric concepts as proof or evidence of a self-generated solution theory.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Vocabulary: Apply/Discussing/Comparing
The learner will be able to
apply the following geometric terms in discussing and comparing figures and shapes: congruent, area, perimeter, and volume.
| Strand |
Scope |
Source |
| Figures: Vocabulary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Vocabulary: Apply/Discussing/Comparing
The learner will be able to
apply the following geometric terms in discussing and comparing figures and shapes: parallel, perpendicular, intersection, similar, and circumference.
| Strand |
Scope |
Source |
| Figures: Vocabulary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Vocabulary: Apply/Geometric Terms
The learner will be able to
apply the following geometric terms in discussing and comparing figures and shapes: symmetry, curves, and lines.
| Strand |
Scope |
Source |
| Figures: Vocabulary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Circle: Parts
The learner will be able to
identify and define circle parts.
| Strand |
Scope |
Source |
| Circles |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Lines: Describe/Relationships/Identify
The learner will be able to
describe the relationships between different lines and identify properties of intersecting, diagonal, horizontal, vertical, parallel, and perpendicular lines.
| Strand |
Scope |
Source |
| Lines |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Addition: Number Line
The learner will be able to
add integers using a number line.
| Strand |
Scope |
Source |
| Add Integers |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Integers: Define Set
The learner will be able to
identify what constitutes the set of integers.
| Strand |
Scope |
Source |
| Integers |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Integers: Understand Meaning
The learner will be able to
comprehend the meaning of positive and negative integers by applying them to explain real world scenarios.
| Strand |
Scope |
Source |
| Integers |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Integers: Illustrate/Compare/Meaning
The learner will be able to
create meaning for integers and illustrate and compare quantities with them.
| Strand |
Scope |
Source |
| Integers |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 8, Number and Operations Standard |
|
Problem Solving: Real World
The learner will be able to
recognize real world situations which call for operations with integers, and apply an understanding of integers to solve problems in such areas as temperature, coordinate geometry, number lines, algebra, and statistics, and analyze real world scenarios, set up number sentences, and solve problems.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Add/Subtract: Understand/Manipulatives
The learner will be able to
use manipulatives and number lines to understand addition and subtraction of integers.
| Strand |
Scope |
Source |
| Add/Subtract Integers |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Addition/Subtraction Integers
The learner will be able to
add and subtract integer numbers.
| Strand |
Scope |
Source |
| Add/Subtract Integers |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Integers: Compare
The learner will be able to
compare integers with ordering symbols (<, >, =) and with phrases.
| Strand |
Scope |
Source |
| Integers |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Uses of Integers
The learner will be able to
talk and write about the uses of integers.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Problem Solving: Solve/Operations
The learner will be able to
solve story problems requiring the addition, subtraction, multiplication, and division of integers, and determine the operations necessary to solve the problems without being cued.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Perimeter: Square/Rectangle/Triangle
The learner will be able to
find the perimeter of a square, rectangle, triangle, or other figure with the sides labeled.
| Strand |
Scope |
Source |
| Perimeter |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Area: Calculate
The learner will be able to
calculate the area of a given figure.
| Strand |
Scope |
Source |
| Area |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Area: Apply/Concepts/Solve Problems
The learner will be able to
apply area concepts to obtain problem solutions.
| Strand |
Scope |
Source |
| Area |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Length: Measure
The learner will be able to
measure length.
| Strand |
Scope |
Source |
| Length |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Mass: Measure
The learner will be able to
measure mass.
| Strand |
Scope |
Source |
| Mass |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Perimeter: Apply/Concepts/Solve Problems
The learner will be able to
apply perimeter concepts to obtain problem solutions.
| Strand |
Scope |
Source |
| Perimeter |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Temperature/Time: Measure
The learner will be able to
measure temperature and time.
| Strand |
Scope |
Source |
| Temperature |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Units: Apply/Appropriate
The learner will be able to
apply suitable units of measurement.
| Strand |
Scope |
Source |
| Units |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Units: Appropriate Units
The learner will be able to
identify a suitable unit of measure for use in a particular situation.
| Strand |
Scope |
Source |
| Units |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Volume: Measure
The learner will be able to
measure the volume of figures.
| Strand |
Scope |
Source |
| Volume |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Volume: Use/Concepts
The learner will be able to
use the concept of volume.
| Strand |
Scope |
Source |
| Volume |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Weight: Measure
The learner will be able to
measure weight.
| Strand |
Scope |
Source |
| Weight |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Measurement tested in week 9 of next year |
|
Area Concepts: Patterns
The learner will be able to
investigate the concept of area by building shapes with cubes, and explore these shapes by counting the cubes which make up the shapes.
| Strand |
Scope |
Source |
| Area |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Area/Volume: Estimate/Measure
The learner will be able to
estimate and measure area and volume.
| Strand |
Scope |
Source |
| Perimeter/Area/Volume |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Connecting: Customary/Metric
The learner will be able to
develop models which demonstrate the structure and use of various units of measurement, and explain customary and metric units of measurement and situations in which they are utilized.
| Strand |
Scope |
Source |
| Connecting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Estimate Measurements: Metric/Standard
The learner will be able to
estimate length, weight, temperature, and capacity using both metric and standard units.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Estimate: Nonstandard/Standard Units
The learner will be able to
estimate the length, weight, and temperature of familiar objects using both standard and nonstandard units.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Mass/Capacity: Measuring
The learner will be able to
measure mass and capacity using both metric and standard units.
| Strand |
Scope |
Source |
| Weight |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Problem Solving: Applications
The learner will be able to
solve real world scenario problems (involving perimeter, area, or length) by using manipulatives to isolate the nature of the problem, by articulating how a given measurement situation can be solved, and by selecting appropriate measurement tools for a given situation (without being told the specific unit of measurement which should be used).
| Strand |
Scope |
Source |
| Problem Solving |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Area/Perimeter: Relating to Area/Volume
The learner will be able to
explore the relationships of perimeter and area of plane figures to the relationships of area and volume of solid figures.
| Strand |
Scope |
Source |
| Perimeter/Area/Volume |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Circumference: Estimate/Measure
The learner will be able to
estimate and measure circumference.
| Strand |
Scope |
Source |
| Circumference |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Units of Measurement: Relationships
The learner will be able to
discover relationships between the units of measurement with models.
| Strand |
Scope |
Source |
| Units |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Expanded Notation: Less Than Billions
The learner will be able to
recognize and rewrite the expanded form of whole numbers less than 1,000,000,000.
| Strand |
Scope |
Source |
| Expanded Notation |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Word Names: Decimals/Story Problems
The learner will be able to
solve story problems where decimal numbers are written as words.
| Strand |
Scope |
Source |
| Word Names |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Place Value: Understand/Decimals
The learner will be able to
understand place value of decimal numbers.
| Strand |
Scope |
Source |
| Place Value |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Ratio/Proportion: Identify/Real World
The learner will be able to
identify ratios and proportions within real world scenarios.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Divisibility: Classify/Numbers
The learner will be able to
make classifications of numbers according to divisibility.
| Strand |
Scope |
Source |
| Divisibility |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Expanded Notation: Write/Whole Numbers
The learner will be able to
write whole numbers in expanded notation.
| Strand |
Scope |
Source |
| Expanded Notation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Number Forms: Represent
The learner will be able to
illustrate numbers in various forms.
| Strand |
Scope |
Source |
| Number Forms: Representing |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Place Value: Apply
The learner will be able to
apply place value.
| Strand |
Scope |
Source |
| Place Value |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Write Numbers: Exponential Notation
The learner will be able to
correctly write numbers in exponential notation.
| Strand |
Scope |
Source |
| Write Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Write Numbers: Standard Form
The learner will be able to
write numbers in standard form.
| Strand |
Scope |
Source |
| Write Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Divisibility/Multiples/Factors
The learner will be able to
determine the divisibility of whole numbers, determine the multiples of whole numbers, and identify prime numbers.
| Strand |
Scope |
Source |
| Divisibility |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Forms: Explain/Relationships
The learner will be able to
explain how whole numbers, fractions, decimals, and percents relate to each other, what they express, the contextual basis for each, and the ordinality of rational numbers, using written and/or oral presentations, incorporating the properties of each of these number forms to provide proof of a given relationship, focusing on the representational value of these numbers, not on how the numbers can be computed in isolated form.
| Strand |
Scope |
Source |
| Number Forms: Relationships |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Forms: Maintain/Journal
The learner will be able to
maintain a journal of ideas and questions involving number forms, explain their thought processes and methods for dealing with number forms.
| Strand |
Scope |
Source |
| Number Forms |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Forms: Relationships
The learner will be able to
use manipulatives, pictures, and discussion to show the relationship between fractions, decimals, and percents.
| Strand |
Scope |
Source |
| Number Forms: Relationships |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Decimals
The learner will be able to
use an intuitive sense of decimal numbers to demonstrate how decimals relate to whole numbers, fractions, and percents, compare decimal numbers, and create number lines and partially shaded figures which represent given decimal numbers within the context of a real world scenario.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Prime/Composite: Identify/Numbers
The learner will be able to
identify prime numbers, multiples of prime numbers, and composite numbers.
| Strand |
Scope |
Source |
| Prime/Composite Numbers |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Equivalent Forms: Story Problems
The learner will be able to
use equivalent forms in story problems with real world applications.
| Strand |
Scope |
Source |
| Equivalent Forms |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Exponential Notation: Identify/Nth Power
The learner will be able to
identify the equivalent form of a whole number to the nth power.
| Strand |
Scope |
Source |
| Exponential Notation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Property of Equality: Represent
The learner will be able to
use manipulatives to model how operations can be performed on both sides of an equation to maintain equality.
| Strand |
Scope |
Source |
| Equivalence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Comparison
The learner will be able to
compare numbers (whole, fraction, decimal, percent, and integer), identifying which is the least or greatest.
| Strand |
Scope |
Source |
| Comparison |
Master |
Foundations of Learning, January 1999, Grade 6.; The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Rounding/Estimation: Whole Numbers
The learner will be able to
round whole numbers to the nearest ten, hundred, thousand, or ten-thousand and use this to estimate the outcome of a given equation.
| Strand |
Scope |
Source |
| Rounding |
Master |
Foundations of Learning, January 1999, Grade 6 |
|
Compare/Order: Numbers
The learner will be able to
compare and order numbers.
| Strand |
Scope |
Source |
| Comparing/Ordering |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Estimation: Apply/Magnitude/Approximate
The learner will be able to
apply order of magnitude to approximate.
| Strand |
Scope |
Source |
| Estimation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Estimation tested in week 9 of next year |
|
Estimation: Apply/Number Sense
The learner will be able to
apply number sense to approximate.
| Strand |
Scope |
Source |
| Estimation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Estimation tested in week 9 of next year |
|
Estimation: Apply/Rounding/Approximate
The learner will be able to
apply standard rounding to approximate.
| Strand |
Scope |
Source |
| Estimation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Estimation tested in week 9 of next year |
|
Number Properties: Describe
The learner will be able to
describe the properties of numbers.
| Strand |
Scope |
Source |
| Number Properties/Systems |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Number Properties: Use
The learner will be able to
use properties of numbers.
| Strand |
Scope |
Source |
| Number Properties/Systems |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Patterns: Comprehend/Number
The learner will be able to
comprehend number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Patterns: Geometric/Identify
The learner will be able to
identify geometric patterns.
| Strand |
Scope |
Source |
| Patterns: Geometric |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Geometry tested in week 9 of next year |
|
Patterns: Number/Investigate
The learner will be able to
investigate many different types of number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Quantity: Compare/Rank
The learner will be able to
make comparisons of quantities to decide rank.
| Strand |
Scope |
Source |
| Quantity |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Compare Quantities tested in week 9 of next year |
|
Quantity: Compare/Sums/Differences
The learner will be able to
make comparisons of quantities to find sums and differences.
| Strand |
Scope |
Source |
| Quantity |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Compare Quantities tested in week 9 of next year |
|
Estimating: Whole Numbers
The learner will be able to
estimate information involving whole numbers in the world (population of the world, the United States, the school, etc.), conduct research on the actual numbers, compare the actual numbers to estimations, discuss discrepancies, analyze the reasons for each estimation, and try to determine if his/her estimation strategies are adequate.
| Strand |
Scope |
Source |
| Estimation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Estimation Strategies: Number Sentences
The learner will be able to
apply estimation strategies to number sentences by comparing the greater of two number sentences, rounding the numbers, and deciding on the greater number sentence without adding.
| Strand |
Scope |
Source |
| Estimation Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Estimation Strategies: Operations
The learner will be able to
estimate the number of digits in the answer to any given addition, subtraction, multiplication, or division problem, and explore strategies for estimating digits, and explain these strategies to others.
| Strand |
Scope |
Source |
| Estimation Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Magnitude: Number Sense
The learner will be able to
develop a sense of how big one million is by estimating the length of one million of something (toothpicks laid out end to end), the weight of one million of something, and the cost of one million of something, focusing on the reasons behind their estimations.
| Strand |
Scope |
Source |
| Magnitude |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Lines: Whole/Decimal/Fraction
The learner will be able to
identify points on the number line, solve for the difference between two points, solve for an unknown point, and move up and down the number line with whole numbers, fractions, and/or decimals.
| Strand |
Scope |
Source |
| Number Lines |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Estimation Strategies: Check Results
The learner will be able to
use a variety of estimation strategies to check results.
| Strand |
Scope |
Source |
| Estimation Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Ordering
The learner will be able to
order a series of whole numbers, fractions, and decimals.
| Strand |
Scope |
Source |
| Ordering Numbers |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sentence
The learner will be able to
explore expressions, equations, and inequalities involving whole numbers, fractions, decimals, and integers within the context of real world scenarios.
| Strand |
Scope |
Source |
| Absolute Value |
Introduce |
Guardian Angels School(a) |
|
Basic Operations: Show/Performing
The learner will be able to
show ways of performing basic operations.
| Strand |
Scope |
Source |
| Basic Operations |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Number Properties & Operations tested in week 9 of next year |
|
Expressions: Apply/Variable
The learner will be able to
apply variable expressions to illustrate scenarios.
| Strand |
Scope |
Source |
| Expressions |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Inequalities: Solve
The learner will be able to
solve inequalities.
| Strand |
Scope |
Source |
| Inequalities |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Multiple-Step Problems: Solve
The learner will be able to
obtain solutions to multiple-step problems.
| Strand |
Scope |
Source |
| Multiple-step Problems |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Problem Solving, Multiple-step tested in week 9 of next year |
|
One Step Problems
The learner will be able to
solve one-step problems.
| Strand |
Scope |
Source |
| Multiple-step Problems |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Problem Solving, Single-step tested in week 9 of next year |
|
Solve Equations
The learner will be able to
solve given equations.
| Strand |
Scope |
Source |
| Solve Equations |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Symbols: Apply/Operational
The learner will be able to
apply operational symbols.
| Strand |
Scope |
Source |
| Symbols |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Symbols: Apply/Relational
The learner will be able to
apply relational symbols.
| Strand |
Scope |
Source |
| Symbols |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Symbols: Interpret/Operational
The learner will be able to
make interpretations of operational symbols.
| Strand |
Scope |
Source |
| Symbols |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Symbols: Interpret/Relational
The learner will be able to
make interpretations of relational symbols.
| Strand |
Scope |
Source |
| Symbols |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Algebra tested in week 9 of next year |
|
Equations: Writing
The learner will be able to
develop and write equations based on word problems.
| Strand |
Scope |
Source |
| Equations |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Expressions: Addition/Subtraction
The learner will be able to
add and subtract one variable expressions and equations and identify the correct way to determine such equations from story problems.
| Strand |
Scope |
Source |
| Expressions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Expressions: Multiplication/Division
The learner will be able to
multiply and divide one variable expressions and equations and identify the correct way to determine equations from story problems.
| Strand |
Scope |
Source |
| Expressions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Expressions: Story Problems
The learner will be able to
determine equations for and solve word problems using expressions and equations.
| Strand |
Scope |
Source |
| Expressions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Inequalities
The learner will be able to
solve for the value of a variable given in an inequality and as shown on a graph by manipulating the inequality correctly.
| Strand |
Scope |
Source |
| Inequalities |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sentences: Relating to Real World
The learner will be able to
explore expressions, equations, and inequalities involving whole numbers, fractions, decimals, and integers within the context of real world scenarios, identify relationships between the variables and coefficients, and articulate how each relates to a corresponding real world problem (in coordinate geometry, measurement, career fields, etc.).
| Strand |
Scope |
Source |
| Number Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Create a Story Problem
The learner will be able to
use a given equation to develop a story problem.
| Strand |
Scope |
Source |
| Write/Create Story Problems |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Inverse Operations: Checking
The learner will be able to
check the correctness of an answer by using the inverse operation.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Order of Operations: Determine
The learner will be able to
determine the correct order of calculations when more than one operation is to be performed.
| Strand |
Scope |
Source |
| Order of Operations |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Solution Methods: Applying
The learner will be able to
use mental arithmetic and estimation to solve problems.
| Strand |
Scope |
Source |
| Solution Methods |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Solution Methods: Work Backwards
The learner will be able to
""work backwards" to solve story problems.
| Strand |
Scope |
Source |
| Solution Methods |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Solution Tools: Analysis
The learner will be able to
analyze which solution tool would best solve a problem: calculator, pencil and paper, mental math.
| Strand |
Scope |
Source |
| Solution Methods |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Add Decimals: Different/Places
The learner will be able to
perform addition of decimals with differing numbers of decimal places.
| Strand |
Scope |
Source |
| Add Decimals |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Add with Decimals tested in week 9 of next year |
|
Add Decimals: Same Place Value
The learner will be able to
add decimals which are of the same place value.
| Strand |
Scope |
Source |
| Add Decimals |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Add with Decimals tested in week 9 of next year |
|
Divide Decimal by Whole Number
The learner will be able to
divide a decimal number by a whole number.
| Strand |
Scope |
Source |
| Divide Decimals |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Divide with Decimals tested in week 9 of next year |
|
Multiply 2 Decimal Numbers
The learner will be able to
multiply 2 decimal numbers.
| Strand |
Scope |
Source |
| Multiply Decimals |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Multiply with Decimals tested in week 9 of next year |
|
Multiply Decimal/Whole Numbers
The learner will be able to
multiply a decimal by a whole number.
| Strand |
Scope |
Source |
| Multiply Decimals |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Multiply with Decimals tested in week 9 of next year |
|
Subtract Decimals: Same Place Value
The learner will be able to
subtract decimals which are of the same place value.
| Strand |
Scope |
Source |
| Subtract Decimals |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Subtract with Decimals tested in week 9 of next year |
|
Addition/Subtraction Decimals
The learner will be able to
solve either a story or numerical problem requiring addition or subtraction of decimals.
| Strand |
Scope |
Source |
| Add/Subtract Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Decimals: Rounding
The learner will be able to
round decimal numbers to the nearest whole number, tenths, and hundredths place, in the context of a problem involving money amounts.
| Strand |
Scope |
Source |
| Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Multiplication/Division Decimals
The learner will be able to
multiply, divide, and compare decimals using the correct order of operations when necessary.
| Strand |
Scope |
Source |
| Multiply/Divide Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Place Value
The learner will be able to
demonstrate a sense of place value by analyzing a decimal number with missing digits, and then altering it appropriately to satisfy certain conditions.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Problem Solving: Application
The learner will be able to
use manipulatives, calculators, and symbols to solve real world scenario problems which call for the rounding, addition, subtraction, multiplication, and division of decimals. This process includes evaluating a given problem scenario, identifying the problem, determining the relevant elements and the required operation, setting up a number sentence, and solving the problem.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Addition Story Problems
The learner will be able to
solve story problems involving adding 3 numbers with decimals.
| Strand |
Scope |
Source |
| Add Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Division Story Problems
The learner will be able to
solve story problems by dividing decimals up to the hundredths position.
| Strand |
Scope |
Source |
| Divide Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Multiplication Story Problems
The learner will be able to
solve real world story problems by determining that multiplication is required, by regrouping the numbers, and by multiplying the appropriate decimals up to the hundredths position.
| Strand |
Scope |
Source |
| Multiply Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Place Value
The learner will be able to
articulate (in terms of place value) the reasoning behind placing the decimal point in the appropriate position when evaluating number sentences involving operations on decimals.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Subtraction Story Problems
The learner will be able to
solve story problems involving subtracting decimals.
| Strand |
Scope |
Source |
| Subtract Decimals |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Add 2 Fractions: Different Denominators
The learner will be able to
add two fractions with different denominators.
| Strand |
Scope |
Source |
| Add Fractions |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Add with Fractions tested in week 9 of next year |
|
Add Fractions: Like Denominators
The learner will be able to
add fractions with the same denominator.
| Strand |
Scope |
Source |
| Add Fractions |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Add with Fractions tested in week 9 of next year |
|
Multiply Fractions: Basic
The learner will be able to
multiply two basic fractions.
| Strand |
Scope |
Source |
| Multiply Fractions |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Multiply with Fractions tested in week 9 of next year |
|
Subtract Fractions: Like Denominators
The learner will be able to
subtract fractions with like denominators.
| Strand |
Scope |
Source |
| Subtract Fractions |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Subtract with Fractions tested in week 9 of next year |
|
Subtract: Fraction/Different Denominator
The learner will be able to
subtract fractions that possess different denominators.
| Strand |
Scope |
Source |
| Subtract Fractions |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Subtract with Fractions tested in week 9 of next year |
|
Connecting: Numerators/Denominators
The learner will be able to
make connections between the functions of numerators and the functions of denominators by exploring fractions (i.e., drawing conclusions about fractions a/b, b/c, c/b, a/c, b/a, and c/a, when a > b > c).
| Strand |
Scope |
Source |
| Connecting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Using Fractions
The learner will be able to
have an intuitive sense of fractions, the portions they represent, and how fractions are used to solve problems and to communicate proportions and ideas in real world settings.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Using Fractions
The learner will be able to
demonstrate an understanding of fractions and the ability to represent fraction concepts in different mediums by analyzing a bar graph.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Using Venn Diagrams
The learner will be able to
create Venn diagrams which demonstrate how specific fractions relate to one another, and name fractions which meet the criteria of all three circles, which meet the criteria of only two circles, and which don't fit into any of the circles.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Problem Solving: Operations
The learner will be able to
demonstrate a sense of how operations with fractions manipulate numbers by recognizing a real world situation which calls for specific operations (addition, subtraction, multiplication, or division) with fractions, evaluating the situation, articulating the nature and elements of the problem, and solving the problem without being cued that the calculations involved would require fractions.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Addition/Subtraction Fractions
The learner will be able to
solve story problems requiring the addition or subtraction of fractions and reduce answers to lowest terms.
| Strand |
Scope |
Source |
| Add/Subtract Fractions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Compare Fractions: Equivalent/Mixed
The learner will be able to
compare 2 equivalent fractions and equivalent and mixed fractions.
| Strand |
Scope |
Source |
| Compare Fractions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Compare Fractions: To 1
The learner will be able to
compare a fraction to 1.
| Strand |
Scope |
Source |
| Compare Fractions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Divide 2 Fractions
The learner will be able to
divide two fractions.
| Strand |
Scope |
Source |
| Divide Fractions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Multiply 2 Fractions
The learner will be able to
multiply 2 fractions.
| Strand |
Scope |
Source |
| Multiply Fractions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Data Analysis: Generalize/Conclusions
The learner will be able to
make interpretations of relationships and trends to form generalizations or generate conclusions.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Interpret Relationships tested in week 9 of next year |
|
Data Analysis: Rates/Trends
The learner will be able to
make interpretations of relationships and trends to distinguish rates or recognize trends.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Interpret Relationships tested in week 9 of next year |
|
Data Analysis: Relationships/Trends
The learner will be able to
make interpretations of relationships and trends to comprehend underlying and functional relationships.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Data Interpretation, Interpret Relationships tested in week 9 of next year |
|
Counting Methods: Apply
The learner will be able to
apply counting methods.
| Strand |
Scope |
Source |
| Counting Methods |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Probability & Statistics tested in week 9 of next year |
|
Measures of Central Tendency: Apply
The learner will be able to
apply the measures of central tendency.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Probability & Statistics tested in week 9 of next year |
|
Measures of Central Tendency: Understand
The learner will be able to
understand the standard measures of central tendency.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Probability & Statistics tested in week 9 of next year |
|
Probability: Apply
The learner will be able to
apply the concepts of probability.
| Strand |
Scope |
Source |
| Probability |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Probability & Statistics tested in week 9 of next year |
|
Variability: Apply
The learner will be able to
apply measures of variability.
| Strand |
Scope |
Source |
| Correlation/Deviation/Variance |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Probability & Statistics tested in week 9 of next year |
|
Variability: Comprehend/Measures
The learner will be able to
comprehend measures of variability.
| Strand |
Scope |
Source |
| Correlation/Deviation/Variance |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Probability & Statistics tested in week 9 of next year |
|
Communicating: Circle Graphs
The learner will be able to
create appropriate circle graphs for information where the whole is known or can be predicted, and the information is being presented to communicate the relative size of the parts of a whole.
| Strand |
Scope |
Source |
| Communicating |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Data: Analysis/Presentation
The learner will be able to
collect data from a variety of sources, consolidate the raw data, and select appropriate elements of the data to organize and include in a logical graphical form (diagrams, tables, charts, bar graphs, line graphs, pictographs, etc.) which suits a given purpose and audience.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Experiments: Designing
The learner will be able to
create and carry out appropriate experiments to find the probability of a given event (when the event is given, but the details of how to develop and carry out an experiment which proves probability are not).
| Strand |
Scope |
Source |
| Experiments |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Experiments: Designing
The learner will be able to
conduct an independent experiment which requires posing questions, collecting data, organizing the data, and reporting on findings.
| Strand |
Scope |
Source |
| Experiments |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Central Tendency: Measuring
The learner will be able to
find the mean, mode, and median of data which is presented in a graphical form.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Mean/Median/Mode/Range
The learner will be able to
calculate mean, median, mode, and range for a given group of numbers.
| Strand |
Scope |
Source |
| Average/Median/Mode/Range |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Probability: Theoretical/Real World
The learner will be able to
discuss the difference between theoretical and real world probability.
| Strand |
Scope |
Source |
| Theoretical Probability |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Missing/Extraneous Information
The learner will be able to
identify when information is extraneous or missing.
| Strand |
Scope |
Source |
| Irrelevant/Necessary Information |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Problem Solving, Approaches & Procedures tested in week 9 of next year |
|
Strategies: Select
The learner will be able to
select strategies for obtaining solutions to problems.
| Strand |
Scope |
Source |
| Strategies |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Problem Solving, Approaches & Procedures tested in week 9 of next year |
|
Strategies
The learner will be able to
use a variety of solution strategies to solve problems including: patterns, tables, working backwards, lists, pictures, guess and check, and breaking up.
| Strand |
Scope |
Source |
| Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Strategies: Application
The learner will be able to
use different strategies to solve problems such as guess and check, patterns, pictures, tables, charts, graphs, inverse operations, and breaking it up into an easier problem.
| Strand |
Scope |
Source |
| Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Irrelevant Information
The learner will be able to
solve story problems which include irrelevant information.
| Strand |
Scope |
Source |
| Irrelevant/Necessary Information |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Solutions: Justifying
The learner will be able to
justify a solution within a problem solving situation.
| Strand |
Scope |
Source |
| Solution |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Add Whole Numbers: With/Regrouping
The learner will be able to
add whole numbers, regrouping when necessary.
| Strand |
Scope |
Source |
| Add Whole Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Add with Whole Numbers tested in week 9 of next year |
|
Divide Whole Numbers: No/Remainder
The learner will be able to
divide whole numbers with no remainders.
| Strand |
Scope |
Source |
| Divide Whole Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Divide with Whole Numbers tested in week 9 of next year |
|
Divide Whole Numbers: Remainder
The learner will be able to
divide whole numbers when remainders are present.
| Strand |
Scope |
Source |
| Divide Whole Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Divide with Whole Numbers tested in week 9 of next year |
|
Multiply Whole Numbers: Regrouping
The learner will be able to
multiply whole numbers, regrouping when necessary.
| Strand |
Scope |
Source |
| Multiply Whole Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Multiply with Whole Numbers tested in week 9 of next year |
|
Subtract Whole Numbers: Regrouping
The learner will be able to
subtract whole numbers, regrouping when necessary.
| Strand |
Scope |
Source |
| Subtract Whole Numbers |
Master |
Iowa Tests of Basic Skills (ITBS), Form A, 2001, Level 12, Subtract with Whole Numbers tested in week 9 of next year |
|
Addition Story Problems: Add 3 Numbers
The learner will be able to
solve story problems involving adding up to three whole numbers.
| Strand |
Scope |
Source |
| Addition Story Problems |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Division Story Problems
The learner will be able to
solve real world problems by determining that division is required, distinguishing the relevant elements of the problem, and dividing the appropriate numbers.
| Strand |
Scope |
Source |
| Division Story Problems |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Multiplication Story Problems
The learner will be able to
solve real world story problems by determining that multiplication is required.
| Strand |
Scope |
Source |
| Multiplication Story Problems |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Subtraction Story Problems
The learner will be able to
solve story problems involving subtracting whole numbers.
| Strand |
Scope |
Source |
| Subtraction Story Problems |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Calculate Percentages: Currency/Discount
The learner will be able to
calculate decimals in the form of currency and find percentage discounts.
| Strand |
Scope |
Source |
| Calculate Percentages |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Applying
The learner will be able to
show an intuitive sense of what a percent is, and how percents are used in real world scenarios, by completing sentences involving percentages with appropriate and reasonable choices that are given.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Number Sense: Proportions
The learner will be able to
interpret sections of a circle graph by estimating the percentage each section is of the circle graph as a whole, show how estimations are proportional, and understand that the estimations for each section should add up to 100%.
| Strand |
Scope |
Source |
| Number Sense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Percent of a Number
The learner will be able to
calculate the percent of a number.
| Strand |
Scope |
Source |
| Calculate Percentages |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Percents: Represent
The learner will be able to
explain representation of percents less than 100.
| Strand |
Scope |
Source |
| Percent Representations |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
|
Rational and Irrational Numbers
|
|
|
Exploring: Properties
The learner will be able to
discover properties of rational numbers.
| Strand |
Scope |
Source |
| Exploring |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
|
Real Numbers and the Coordinate Plane
|
|
|
Coordinate Plane: Ordered Pairs/Applying
The learner will be able to
create, use, discuss, and graph ordered pairs.
| Strand |
Scope |
Source |
| Coordinate Geometry |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Estimate: Verify Perimeter/Area/Volume
The learner will be able to
use tools and calculators to verify estimations of perimeters, areas, and volumes.
| Strand |
Scope |
Source |
| Estimation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Patterns
The learner will be able to
discover number patterns by using technology (i.e., calculators).
| Strand |
Scope |
Source |
| Patterns |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
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