|
Code |
Standard |
Khan
Practice |
Learnzillions |
Everyday
math Correlation |
|
6.RP.A.1 |
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.” |
1.
Visualize part-to-part ratios using pictures 2.
Visualize part-to-total ratios using pictures |
7*1, 8*6, 8*7, 8*8, 8*9, 8*10 |
|
|
6.RP.A.2 |
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.”1 |
1.
Understand rates as a type of ratio 2.
Create unit rate using diagram |
3*5, 3*6, 8*1, 8*2, 8*4, 8*9, 8*11 |
|
|
6.RP.A.3 |
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. |
5
Solving ratio problems with tables 6
Units |
|
3*5, 3*6, 3*10, 8*1, 8*2, 8*3, 8*4, 8*5, 8*6, 8*7, 8*8, 8*9, 8*11, 8*12 |
|
6.RP.A.3a |
Make tables of
equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of
values on the coordinate plane. Use tables to compare ratios. |
1.
Solve missing values in ratio problems using a table 2.
Solve missing values in ratio problems using a double
number line 3.
Solve missing values in ratio problems using
multiplicative reasoning 5.
Solve ratio problems using tables and addition 6.
Solve ratio problems using tables and multiplication 7.
Solve ratio problems using double number lines 8.
Solve ratio problems using a tape diagram 9.
Solve ratio problems by graphing on a coordinate plane 10.
Choose a strategy to solve ratio problems |
3*5, 3*10, 9*7, 9*8 |
|
|
6.RP.A.3b |
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? |
1.
Solve for missing values in rate problems using a table 2.
Solve rate problems using double number lines 3.
Solve rate problems using multiplicative reasoning 4.
Graphing rate problems using a table |
3*5, 3*6, 8*1, 8*2, 8*3, 8*4 |
|
|
6.RP.A.3c |
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. |
2.
Visualize percents using
10x10 grids |
4*8, 4*9, 4*11, 8*5, 8*7 |
|
|
6.RP.A.3d |
Use ratio
reasoning to convert measurement units; manipulate
and transform units appropriately when multiplying or dividing quantities. |
1
Units |
1*11, 3*4, 8*2, 8*3, 8*4, 8*9 |
|
|
6.NS.A.1 |
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?. |
1.
Interpret quotient of a fractional division problem 2.
Divide a whole number by a fraction |
6*2, 6*5, 6*7 |
|
|
6.NS.B.2 |
Fluently divide
multi-digit numbers using the standard algorithm. |
1.
Divide with two-digit divisors using base ten blocks 2.
Divide with three-digit divisors using the area model 3.
Divide with three-digit divisors using the standard
algorithm |
2*7, 2*8, 3*5, 8*1 Algorithm
Project 4 |
|
|
6.NS.B.3 |
Fluently add,
subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation. |
1.
Divide with two-digit divisors using base ten blocks 2.
Divide with three-digit divisors using the area model 3.
Divide with three-digit divisors using the standard
algorithm |
2*3, 2*5, 2*6, 2*8, 2*10, 3*3, 6*12, 8*2 Algorithm
Projects 1, 2, 3, and 4 |
|
|
6.NS.B.4 |
Find the greatest
common factor of two whole numbers less than or equal to 100 and the least
common multiple of two whole numbers 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).. |
1.
Answer word problems by listing factor pairs 2.
Find GCF by listing factor pairs |
3*7, 4*1, 4*2, 4*3, 9*2, 9*5, 9*8 |
|
|
6.NS.C.5 |
Understand that
positive and negative numbers are used together to describe quantities having
opposite directions or values (e.g., temperature above/below zero, elevation
above/below sea level, 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. |
1.
Relate positive and negative quantities 2.
Relate positive and negative quantities; apply to
elevation 3.
Relate positive and negative quantities; apply to
temperature 4.
Relate positive and negative quantities; apply to bank
balance |
1*5a, 1*7, 1*11, 3*7, 3*10, 6*3, 6*4, 6*4a, 6*6 |
|
|
6.NS.C.6 |
Understand a
rational number as a point on the number line. Extend number line diagrams
and coordinate axes familiar from previous grades to represent points on the
line and in the plane with negative number coordinates. |
1
Fractions on the number line 3 2
Graphing points and naming quadrants 3
Negative numbers on the number line |
|
3*10, 5*4, 5*5, 6*3, 6*5 |
|
6.NS.C.6a |
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. |
1.
Understand the opposite of a number by looking at a
number line 2.
Understand the opposites of fractions by looking at a
number line 3.
Rewrite a fraction as a decimal using division |
3*1, 6*3, 6*5 |
|
|
6.NS.C.6b |
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. |
1.
Understand the opposite of a number by looking at a
number line 2.
Understand the opposites of fractions by looking at a
number line 3.
Rewrite a fraction as a decimal using division |
5*4, 5*5, 5*7, 5*9, 10*2 |
|
|
6.NS.C.6c |
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. |
1
Decimals on the number line 3 2
Graphing points and naming quadrants 3
Negative numbers on the number line |
1*6, 1*10, 2*2, 3*1, 3*5, 3*10, 5*4, 5*5, 6*3, 6*5, 7*1 |
|
|
6.NS.C.7 |
Understand
ordering and absolute value of rational numbers. |
|
4*2, 6*3, 6*4a, 6*5, 6*8, 8*6, 8*8 |
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|
6.NS.C.7a |
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. |
|
1.
Understand the relationship between two numbers using a
number line 2.
Understand the relationship between two negative
numbers using a number lines |
1*6, 2*2, 6*3, 6*4a, 6*5 |
|
6.NS.C.7b |
Write, interpret,
and explain statements of order for rational numbers in real-world contexts. For
example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than
–7 oC. |
1.
Compare two positive or negative numbers in real-world
situations 2.
Compare more than two positive or negative numbers in
real-world situations |
1*11, 3*9, 6*3, 6*5 |
|
|
6.NS.C.7c |
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. |
1.
Find absolute value using a number line 2.
Use a number line to understand the relationship
between rational numbers and absolute value |
6*3, 6*4a, 6*5, 6*8 |
|
|
6.NS.C.7d |
Distinguish
comparisons of absolute value from statements about order. For example,
recognize that an account balance less than –30 dollars represents a
debt greater than 30 dollars. |
6*4a, 6*5, 6*8 |
||
|
6.NS.C.8 |
Solve real-world
and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find
distances between points with the same first coordinate or the same second
coordinate. |
1.
Graph points in any quadrant 2.
Write coordinate pairs for points 3.
Use absolute value to find distances between points 4.
Find the distance between two points in different
quadrants |
1*7, 1*8, 1*10, 3*5, 3*6, 3*10, 5*4, 5*5, 5*6, 6*4a, 6*8, 8*11, 9*10, 10*2 |
|
|
6.EE.A.1 |
Write and
evaluate numerical expressions involving whole-number exponents. |
2
Writing numerical expressions with exponents word
problems |
1.
Write numerical expressions involving whole-number
exponents 2.
Evaluate numerical expressions by using whole-number
exponents 3.
Write numerical expressions using area and volume
models 4.
Evaluate a numerical expression using Order of
Operations |
2*4, 2*9, 2*10, 2*11, 3*6, 6*6, 9*8, 9*9, 9*11, 9*12 |
|
6.EE.A.2 |
Write, read, and
evaluate expressions in which letters stand for numbers. |
1
Evaluating expressions with variables word problems |
|
3*1, 3*2, 3*3, 3*4, 3*5, 3*6, 3*8, 4*5, 4*7, 6*5, 7*8, 9*2, 9*3, 9*4 |
|
6.EE.A.2a |
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. |
Read and write an algebraic
expression containing a variable |
3*1, 3*2, 3*3, 3*4, 4*5, 7*8, 9*11 |
|
|
6.EE.A.2b |
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. |
1.
Use alternative notation for multiplication and
division in algebraic expressions |
2*5, 2*7, 3*1, 6*8, 6*11, 9*2, 9*3, 9*4 |
|
|
6.EE.A.2c |
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. |
1
Evaluating expressions in 2 variables |
1*8, 3*1, 3*2, 3*3, 3*4, 3*5, 3*6, 3*8, 4*5, 4*7, 6*6, 6*7, 9*8, 9*9, 9*10, 9*11, 9*12 |
|
|
6.EE.A.3 |
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. |
1.
Combine like terms using commutative and associative
properties 2.
Simplify algebraic expressions by combining like terms 3.
Apply distributive property by using a visual model 4.
Simplify algebraic expressions by applying the
distributive property |
9*1, 9*2, 9*3, 9*4 |
|
|
6.EE.A.4 |
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.. |
1.
Write equivalent expressions using visual/area model 2.
learnzillion.com/lessons/653-read-and-write-equivalent-expressions-with-variables-and-exponents |
9*3, 9*4, 9*5 |
|
|
6.EE.B.5 |
Understand
solving an equation or inequality as a process of answering a question: which
values from a specified set, if any, make the equation or inequality true?
Use substitution to determine whether a given number in a specified set makes
an equation or inequality true. |
1.
Understand that equations have one solution using a pan
balance 2.
Understand that equations have one solution using a
number line’ 3.
Understand that an inequality has more than one solution
using a pan balance 4.
Understand that inequalities have more than one
solution using a number line |
3*8, 4*1, 6*8, 6*9, 6*10, 6*11, 6*12, 8*3, 9*5, 9*6 |
|
|
6.EE.B.6 |
Use variables to
represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can
represent an unknown number, or, depending on the purpose at hand, any number
in a specified set. |
1.
Understand how variables are used 2.
Write algebraic expressions using addition and
subtraction 3.
Write algebraic expressions using multiplication and
division |
3*1, 3*2, 3*3, 3*5, 6*12, 7*8 |
|
|
6.EE.B.7 |
Solve real-world
and mathematical problems by writing and solving equations of the form x
+ p = q and px = q for
cases in which p, q and x are all nonnegative rational
numbers. |
1.
Write and solve addition equations using a bar model 2.
Write and solve subtraction equations using a bar model 3.
Write and solve multiplication equations using a bar
model |
6*8, 6*10, 6*11, 8*3, 9*6 |
|
|
6.EE.B.8 |
Write an
inequality of the form x > c or x < c to
represent a constraint or condition in a real-world or mathematical problem.
Recognize that inequalities of the form x > c or x
< c have infinitely many solutions; represent solutions of such
inequalities on number line diagrams. |
6*12, 7*1, 7*5, 7*7 |
||
|
6.EE.C.9 |
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. |
1.
Identify independent and dependent variables 2.
Relate independent and dependent variables using a
function table |
1*10, 3*5, 3*6, 9*7, 9*8 |
|
|
6.G.A.1 |
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. |
2
Area of quadrilaterals and polygons |
1.
Find the area of a parallelogram by decomposing 2.
learnzillion.com/lessons/1883-find-the-area-of-a-right-triangle 3.
Find the area of non-right triangles by composing a
parallelogram 4.
Find the area of a trapezoid by composing a
parallelogram |
1*10, 3*4, 6*7, 9*8
Project 9 |
|
6.G.A.2 |
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. |
1.
Find the volume of a rectangular prism by filling it
with unit cubes 2.
Find the volume of a rectangular prism by developing a
formula 3.
Find the volume of a rectangular prism with fractional
edge lengths |
6*4a, 9*9, 9*10, 9*11
Project 9 |
|
|
6.G.A.3 |
Draw polygons in
the coordinate plane given coordinates for the vertices; use coordinates to
find the length of a side joining points with the same first coordinate or
the same second coordinate. Apply these techniques in the context of solving
real-world and mathematical problems. |
1.
Draw polygons using given coordinates as vertices 2.
Find perimeter and area by finding the length of sides
by comparing coordinates 3.
Determine unknown ordered pairs using the
characteristics of polygons |
1*6, 3*5, 5*4, 5*6, 10*2 |
|
|
6.G.A.4 |
Represent
three-dimensional figures using nets made up of rectangles and triangles, and
use the nets to find the surface area of these figures. Apply these
techniques in the context of solving real-world and mathematical problems. |
1.
Identify the parts of three-dimensional solids 2.
Represent three-dimensional figures with nets |
9*8, 9*11
Project 9 |
|
|
6.SP.A.1 |
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. |
|
|
1*2, 1*3, 1*7 |
|
6.SP.A.2 |
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. |
|
1.
Find the mean by equally distributing objects 2.
Find the median by elimination |
1*2, 1*3, 1*4, 1*5a, 1*7 |
|
6.SP.A.3 |
Recognize that a
measure of center for a numerical data set summarizes all of its values with
a single number, while a measure of variation describes how its values vary
with a single number. |
|
1.
Express mean, median, and mode 2.
Choose the most appropriate measure of center 3.
Distinguish between measure of center and measure of
variance 4.
Solve a real-world problem involving measures of center
and variance |
1*2, 1*3, 1*4, 1*5a Project 10 |
|
6.SP.B.4 |
Display numerical
data in plots on a number line, including dot plots, histograms, and box
plots. |
|
1*2, 1*5a, 1*7, 2*1, 2*3, 2*7, 3*4 |
|
|
6.SP.B.5 |
Summarize
numerical data sets in relation to their context, such as by: |
|
|
|
|
6.SP.B.5a |
Reporting the
number of observations. |
Determine the number of
observation in a set of data by looking at histograms and line plots |
1*2, 1*3, 1*7 |
|
|
6.SP.B.5b |
Describing the
nature of the attribute under investigation, including how it was measured
and its units of measurement. |
|
1.
Describe attributes of a data set by analyzing line
plots, histograms, and box plots 2.
Describe attributes of a data set by analyzing line
plots, histograms, and box plots |
1*2, 1*11, 1*12 |
|
6.SP.B.5c |
Giving
quantitative measures of center (median and/or mean) and variability
(interquartile range and/or mean absolute deviation), as well as describing
any overall pattern and any striking deviations from the overall pattern with
reference to the context in which the data were gathered. |
Describe the spread of data by
finding range, interquartile range, and mean absolute deviation |
1*2, 1*3, 1*4, 1*5a, 2*1, 3*4, 4*10
Project 10 |
|
|
6.SP.B.5d |
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. |
|
|
1*4, 1*5, 1*5a, 1*6, 1*10, 1*12, 2*1 |