West Virginia Grade 6 Math

M.6

• M.6.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities (e.g., "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.")
• M.6.2Understand the concept of a unit ratea/bassociated with a ratioa:bwithb≠ 0 and use rate language in the context of a ratio relationship (e.g., "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is3/4cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.")
• M.6.3Use 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
• M.6.4Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions by using visual fraction models and equations to represent the problem (e.g., 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) =8/9because3/4of8/9is2/3. [In general, (a/b) ÷ (c/d) =ad/be.] How much chocolate will each person get if 3 people share ½ lb or11/2lb of chocolate equally? How many3/4-cup servings are in2/3of a cup or5/3of a cup of yogurt? How wide is a rectangular strip of land with length3/4mi and area1/2square mi?)
• M.6.5Fluently (efficiently and accurately) divide multi-digit numbers using the standard algorithm
• M.6.6Fluently (efficiently and accurately) add, subtract, multiply and divide multi-digit decimals using the standard algorithm for each operation
• M.6.7Find 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 to 100 with a common factor as a multiple of a sum of two whole numbers with no common factor (e.g., express 36 + 8 as 4 (9 + 2))
• M.6.8Understand 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
• M.6.9Understand 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
• M.6.10Understand ordering and absolute value of rational numbers
• M.6.11Solve 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
• M.6.12Write and evaluate numerical expressions involving whole-number exponents
• M.6.13Write, read and evaluate expressions in which letters stand for numbers
• M.6.14Apply the properties of operations to generate equivalent expressions (e.g., 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+ 18yto produce the equivalent expression 6 (4x+ 3y); apply properties of operations toy+y+yto produce the equivalent expression 3y)
• M.6.15Identify when two expressions are equivalent; i.e., when the two expressions name the same number regardless of which value is substituted into them (e.g., the expressionsy+y+yand 3yare equivalent because they name the same number regardless of which numberystands for)
• M.6.16Understand 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
• M.6.17Use 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
• M.6.18Solve real-world and mathematical problems by writing and solving
• M.6.19Write and identify an inequality of the formx>c,x<c,x≥c, orx≤c, to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the formx>c,x<c,x≥c, orx≤c, have infinitely many solutions; represent solutions of such inequalities on number line diagrams
• M.6.20Use 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 (e.g., in a problem involving motion at constant speed, list and graph ordered pairs of distances and times; write the equationd= 65tto represent the relationship between distance and time)
• M.6.21Find 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
• M.6.22Find 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 =lwhand V = Bhto find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems
• M.6.23Draw 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
• M.6.24Represent 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
• M.6.25Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers (e.g., "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)
• M.6.26Through informal observation, understand that a set of data collected to answer a statistical question has a distribution which can be described by its center (mean/median), spread (range), and overall shape
• M.6.27Recognize that a measure of center for a numerical data set summarizes all of its values with a single number
• M.6.28Display numerical data in plots on a number line, including dot plots, histograms, and box plots
• M.6.29Summarize numerical data sets in relation to their context, such as by: