Louisiana State Standards for Mathematics: Grade 6

LA.N. Number and Number Relations: In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

N-1-M. Demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents).

N-1-M-GLE 1. Factor whole numbers into primes (N-1-M)

N-1-M-GLE 2. Determine common factors and common multiples for pairs of whole numbers (N-1-M)

N-1-M-GLE 3. Find the greatest common factor (GCF) and least common multiple (LCM) for whole numbers in the context of problem-solving (N-1-M)

N-1-M-GLE 4. Recognize and compute equivalent representations of fractions and decimals (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths) (N-1-M) (N-3-M)

N-1-M-GLE 5. Decide which representation (i.e., fraction or decimal) of a positive number is appropriate in a real-life situation (N-1-M) (N-5-M)

N-2-M. Demonstrating number sense and estimation skills to describe, order, and compare rational numbers (e.g., magnitude, integers, fractions, decimals, and percents).

N-2-M-GLE 6. Compare positive fractions, decimals, and positive and negative integers using symbols (i.e., <, =, >) and number lines (N-2-M)

N-3-M. Reading, writing, representing, and using rational numbers in a variety of forms (e.g., integers, mixed numbers, and improper fractions).

N-3-M-GLE 4. Recognize and compute equivalent representations of fractions and decimals (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths) (N-1-M) (N-3-M)

N-3-M-GLE 7. Read and write numerals and words for decimals through ten-thousandths (N-3-M)

N-3-M-GLE 8. Demonstrate the meaning of positive and negative numbers and their opposites in real-life situations (N-3-M) (N-5-M)

N-4-M. Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply and divide) and their relationships to each other.

N-5-M. Applying an understanding of rational numbers and arithmetic operations to real-life situations.

N-5-M-GLE 5. Decide which representation (i.e., fraction or decimal) of a positive number is appropriate in a real-life situation (N-1-M) (N-5-M)

N-5-M-GLE 8. Demonstrate the meaning of positive and negative numbers and their opposites in real-life situations (N-3-M) (N-5-M)

N-5-M-GLE 9. Add and subtract fractions and decimals in real-life situations (N-5-M)

N-6-M. Constructing, using, and explaining procedures to compute and estimate with rational numbers employing mental math strategies.

N-6-M-GLE 10. Use and explain estimation strategies to predict computational results with positive fractions and decimals (N-6-M)

N-6-M-GLE 11. Mentally multiply and divide by powers of 10 (e.g., 25/10 = 2.5; 12.56 x 100 = 1,256) (N-6-M)

N-7-M. Selecting and using appropriate computational methods and tools for given situations involving rational numbers (e.g., estimation, or exact computation using mental arithmetic, calculator, computer, or paper and pencil).

N-7-M-GLE 12. Divide 4-digit numbers by 2-digit numbers with the quotient written as a mixed number or a decimal (N-7-M)

N-8-M. Demonstrating a conceptual understanding and applications of proportional reasoning (e.g., determining equivalent ratios, finding a missing term of a given proportion).

N-8-M-GLE 13. Use models and pictures to explain concepts or solve problems involving ratio, proportion, and percent with whole numbers (N-8-M)

LA.A. Algebra: In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

A-1-M. Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., symbolically represent real-world problems as linear terms, equations, or inequalities).

A-1-M-GLE 14. Model and identify perfect squares up to 144 (A-1-M)

A-1-M-GLE 15. Match algebraic equations and expressions with verbal statements and vice versa (A-1-M) (A-3-M) (A-5-M) (P-2-M)

A-2-M. Modeling and developing methods for solving equations and inequalities (e.g., using charts, graphs, manipulatives, and/or standard algebraic procedures).

A-2-M-GLE 16. Evaluate simple algebraic expressions using substitution (A-2-M)

A-2-M-GLE 17. Find solutions to 2-step equations with positive integer solutions (e.g., 3x - 5 = 13, 2x + 3x = 20) (A-2-M)

A-3-M. Representing situations and number patterns with tables, graphs, and verbal and written statements, while exploring the relationships among these representations (e.g., multiple representations for the same situation).

A-3-M-GLE 15. Match algebraic equations and expressions with verbal statements and vice versa (A-1-M) (A-3-M) (A-5-M) (P-2-M)

A-3-M-GLE 29. Collect, organize, label, display, and interpret data in frequency tables, stem-and-leaf plots, and scatter plots and discuss patterns in the data verbally and in writing (D-1-M) (D-2-M) (A-3-M)

A-4-M. Analyzing tables and graphs to identify relationships exhibited by the data and making generalizations based upon these relationships.

A-4-M-GLE 38. Describe patterns in sequences of arithmetic and geometric growth and now-next relationships (i.e., growth patterns where the next term is dependent on the present term) with numbers and figures (P-3-M) (A-4-M)

A-5-M. Demonstrating the connection of algebra to the other strands and to real-life situations.

A-5-M-GLE 15. Match algebraic equations and expressions with verbal statements and vice versa (A-1-M) (A-3-M) (A-5-M) (P-2-M)

A-5-M-GLE 20. Calculate, interpret, and compare rates such as $/lb., mpg, and mph (M-1-M) (A-5-M)

LA.M. Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

M-1-M. Applying the concepts of length, area, surface area, volume, capacity, weight, mass, money, time, temperature, and rate to real-world experiences.

M-1-M-GLE 18. Measure length and read linear measurements to the nearest sixteenth-inch and mm (M-1-M)

M-1-M-GLE 19. Calculate perimeter and area of triangles, parallelograms, and trapezoids (M-1-M)

M-1-M-GLE 20. Calculate, interpret, and compare rates such as $/lb., mpg, and mph (M-1-M) (A-5-M)

M-2-M. Demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of measures).

M-2-M-GLE 21. Demonstrate an intuitive sense of relative sizes of common units for length and area of familiar objects in real-life problems (e.g., estimate the area of a desktop in square feet, the average adult is between 1.5 and 2 meters tall) (M-2-M) (G-1-M)

M-2-M-GLE 22. Estimate perimeter and area of any 2-dimensional figure (regular and irregular) using standard units (M-2-M)

M-2-M-GLE 31. Demonstrate an understanding of precision, accuracy, and error in measurement (D-2-M) (M-2-M)

M-3-M. Selecting appropriate units and tools for tasks by considering the purpose for the measurement and the precision required for the task (e.g., length of a room in feet rather than inches).

M-3-M-GLE 23. Identify and select appropriate units to measure area (M-3-M)

M-4-M. Using intuition and estimation skills to describe, order, and compare formal and informal measures (e.g., ordering cup, pint, quart, gallon; comparing a meter to a yard).

M-5-M. Converting from one unit of measurement to another within the same system (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.).

M-6-M. Demonstrating the connection of measurement to the other strands and to real-life situations.

LA.G. Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

G-1-M. Using estimation skills to describe, order, and compare geometric measures.

G-1-M-GLE 21. Demonstrate an intuitive sense of relative sizes of common units for length and area of familiar objects in real-life problems (e.g., estimate the area of a desktop in square feet, the average adult is between 1.5 and 2 meters tall) (M-2-M) (G-1-M)

G-1-M-GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles (G-2-M) (G-5-M) (G-1-M)

G-2-M. Identifying, describing, comparing, constructing, and classifying geometric figures and concepts.

G-2-M-GLE 24. Use mathematical terms to describe the basic properties of 3-dimensional objects (edges, vertices, faces, base, etc.) (G-2-M)

G-2-M-GLE 25. Relate polyhedra to their 2-dimensional shapes by drawing or sketching their faces (G-2-M) (G-4-M)

G-2-M-GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles (G-2-M) (G-5-M) (G-1-M)

G-3-M. Making predictions regarding transformations of geometric figures (e.g., make predictions regarding translations, reflections, and rotations of common figures).

G-3-M-GLE 27. Make and test predictions regarding tessellations with geometric shapes (G-3-M)

G-4-M. Constructing two- and three-dimensional models.

G-4-M-GLE 25. Relate polyhedra to their 2-dimensional shapes by drawing or sketching their faces (G-2-M) (G-4-M)

G-5-M. Making and testing conjectures about geometric shapes and their properties.

G-5-M-GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles (G-2-M) (G-5-M) (G-1-M)

G-6-M. Demonstrating an understanding of the coordinate system (e.g., locate points, identify coordinates, and graph points in a coordinate plane to represent real-world situations).

G-6-M-GLE 28. Use a rectangular grid and ordered pairs to plot simple shapes and find horizontal and vertical lengths and area (G-6-M)

G-7-M. Demonstrating the connection of geometry to the other strands and to real-life situations (e.g., applications of the Pythagorean Theorem).

LA.D. Data Analysis, Probability, and Discrete Math: In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.

D-1-M. Systematically collecting, organizing, describing, and displaying data in charts, tables, plots, graphs, and/or spreadsheets.

D-1-M-GLE 29. Collect, organize, label, display, and interpret data in frequency tables, stem-and-leaf plots, and scatter plots and discuss patterns in the data verbally and in writing (D-1-M) (D-2-M) (A-3-M)

D-2-M. Analyzing, interpreting, evaluating, drawing inferences, and making estimations, predictions, decisions, and convincing arguments based on organized data (e.g., analyze data using concepts of mean, median, mode, range, random samples, sample size, bias, and data extremes).

D-2-M-GLE 29. Collect, organize, label, display, and interpret data in frequency tables, stem-and-leaf plots, and scatter plots and discuss patterns in the data verbally and in writing (D-1-M) (D-2-M) (A-3-M)

D-2-M-GLE 30. Describe and analyze trends and patterns observed in graphic displays (D-2-M)

D-2-M-GLE 31. Demonstrate an understanding of precision, accuracy, and error in measurement (D-2-M) (M-2-M)

D-2-M-GLE 32. Calculate and discuss mean, median, mode, and range of a set of discrete data to solve real-life problems (D-2-M)

D-3-M. Describing informal thinking procedures (e.g., solving elementary logic problems using Venn diagrams, tables, charts, and/or elementary logic operatives to solve logic problems in real-life situations; reach valid conclusions in elementary logic problems involving and, or, not, if/then).

D-3-M-GLE 33. Create and use Venn diagrams with two overlapping categories to solve counting logic problems (D-3-M)

D-4-M. Analyzing various counting and enumeration procedures with and without replacement (e.g., find the total number of possible outcomes or possible choices in a given situation).

D-4-M-GLE 34. Use lists, tree diagrams, and tables to determine the possible combinations from two disjoint sets when choosing one item from each set (D-4-M)

D-5-M. Comparing experimental probability results with theoretical probability (e.g., representing probabilities of concrete situations as common fractions, investigating single-event and multiple-event probability, using sample spaces, geometric figures, tables, and/or graphs).

D-5-M-GLE 35. Illustrate and apply the concept of complementary events (D-5-M)

D-5-M-GLE 36. Apply the meaning of equally likely and equally probable to real-life situations (D-5-M) (D-6-M)

D-6-M. Demonstrating the connection of data analysis, probability, and discrete math to other strands and to real-life situations.

D-6-M-GLE 36. Apply the meaning of equally likely and equally probable to real-life situations (D-5-M) (D-6-M)

LA.P. Patterns, Relations, and Functions: In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

P-1-M. Describing, extending, analyzing, and creating a wide variety of numerical, geometrical, and statistical patterns (e.g., skip counting of rational numbers and simple exponential number patterns).

P-1-M-GLE 37. Describe, complete, and apply a pattern of differences found in an input-output table (P-1-M) (P-2-M) (P-3-M)

P-2-M. Describing and representing relationships using tables, rules, simple equations, and graphs.

P-2-M-GLE 15. Match algebraic equations and expressions with verbal statements and vice versa (A-1-M) (A-3-M) (A-5-M) (P-2-M)

P-2-M-GLE 37. Describe, complete, and apply a pattern of differences found in an input-output table (P-1-M) (P-2-M) (P-3-M)

P-3-M. Analyzing relationships to explain how a change in one quantity results in a change in another (e.g., change in the dimensions of a rectangular solid affects the volume).

P-3-M-GLE 37. Describe, complete, and apply a pattern of differences found in an input-output table (P-1-M) (P-2-M) (P-3-M)

P-3-M-GLE 38. Describe patterns in sequences of arithmetic and geometric growth and now-next relationships (i.e., growth patterns where the next term is dependent on the present term) with numbers and figures (P-3-M) (A-4-M)

P-4-M. Demonstrating the pervasive use of patterns, relations, and functions in other strands and in real-life situations.