Massachusetts State Standards for Mathematics: Grade 6

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

MA.6.N. Number Sense and Operations: Students engage in problem solving, communicating, reasoning, connecting, and representing.

6.N.1. Demonstrate an understanding of positive integer exponents, in particular, when used in powers of ten.

6.N.2. Demonstrate an understanding of place value to billions and thousandths.

6.N.3. Represent and compare very large (billions) and very small (thousandths) positive numbers in various forms such as expanded notation without exponents, e.g., 9724 = 9 X 1000 + 7 X 100 + 2 X 10 + 4.

6.N.4. Demonstrate an understanding of fractions as a ratio of whole numbers, as parts of unit wholes, as parts of a collection, and as locations on the number line.

6.N.5. Identify and determine common equivalent fractions, mixed numbers, decimals, and percents.

6.N.6. Find and position integers, fractions, mixed numbers, and decimals (both positive and negative) on the number line.

6.N.7. Compare and order integers (including negative integers), and positive fractions, mixed numbers, decimals, and percents.

6.N.8. Apply number theory concepts - including prime and composite numbers, prime factorization, greatest common factor, least common multiple, and divisibility rules for 2, 3, 4, 5, 6, 9, and 10 - to the solution of problems.

6.N.9. Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division, and positive integer exponents with whole numbers, and with positive fractions, mixed numbers, decimals, and percents.

6.N.10. Use the number line to model addition and subtraction of integers, with the exception of subtracting negative integers.

6.N.11. Apply the Order of Operations for expressions involving addition, subtraction, multiplication, and division with grouping symbols (+, -, x, /).

6.N.12. Demonstrate an understanding of the inverse relationship of addition and subtraction, and use that understanding to simplify computation and solve problems.

6.N.13. Accurately and efficiently add, subtract, multiply, and divide (with double-digit divisors) whole numbers and positive decimals.

6.N.14. Accurately and efficiently add, subtract, multiply, and divide positive fractions and mixed numbers. Simplify fractions.

6.N.15. Add and subtract integers, with the exception of subtracting negative integers.

6.N.16. Estimate results of computations with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Describe reasonableness of estimates.

MA.6.P. Patterns, Relations, and Algebra: Students engage in problem solving, communicating, reasoning, connecting, and representing.

6.P.1. Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1, 5, 9, 13, etc.; 3, 9, 27, etc.).

6.P.2. Replace variables with given values and evaluate/simplify.

6.P.3. Use the properties of equality to solve problems.

6.P.4. Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols, e.g., input-output tables.

6.P.5. Solve linear equations using concrete models, tables, graphs, and paper-pencil methods.

6.P.6. Produce and interpret graphs that represent the relationship between two variables in everyday situations.

6.P.7. Identify and describe relationships between two variables with a constant rate of change. Contrast these with relationships where the rate of change is not constant.

MA.6.G. Geometry: Students engage in problem solving, communicating, reasoning, connecting, and representing.

6.G.1. Identify polygons based on their properties, including types of interior angles, perpendicular or parallel sides, and congruence of sides, e.g., squares, rectangles, rhombuses, parallelograms, trapezoids, and isosceles, equilateral, and right triangles.

6.G.2. Identify three-dimensional shapes (e.g., cubes, prisms, spheres, cones, and pyramids) based on their properties, such as edges and faces.

6.G.3. Identify relationships among points, lines, and planes, e.g., intersecting, parallel, perpendicular.

6.G.4. Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants).

6.G.5. Find the distance between two points on horizontal or vertical number lines.

6.G.6. Predict, describe, and perform transformations on two-dimensional shapes, e.g., translations, rotations, and reflections.

6.G.7. Identify types of symmetry, including line and rotational.

6.G.8. Determine if two shapes are congruent by measuring sides or a combination of sides and angles, as necessary; or by motions or series of motions, e.g., translations, rotations, and reflections.

6.G.9. Match three-dimensional objects and their two-dimensional representations, e.g., nets, projections, and perspective drawings.

MA.6.M. Measurement: Students engage in problem solving, communicating, reasoning, connecting, and representing.

6.M.1. Apply the concepts of perimeter and area to the solution of problems. Apply formulas where appropriate.

6.M.2. Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals.

6.M.3. Solve problems involving proportional relationships and units of measurement, e.g., same system unit conversions, scale models, maps, and speed.

6.M.4. Find areas of triangles and parallelograms. Recognize that shapes with the same number of sides but different appearances can have the same area. Develop strategies to find the area of more complex shapes.

6.M.5. Identify, measure, and describe circles and the relationships of the radius, diameter, circumference, and area (e.g., d = 2r, p = C/d), and use the concepts to solve problems.

6.M.6. Find volumes and surface areas of rectangular prisms.

6.M.7. Find the sum of the angles in simple polygons (up to eight sides) with and without measuring the angles.

MA.6.D. Data Analysis, Statistics, and Probability: Students engage in problem solving, communicating, reasoning, connecting, and representing.

6.D.1. Describe and compare data sets using the concepts of median, mean, mode, maximum and minimum, and range.

6.D.2. Construct and interpret stem-and-leaf plots, line plots, and circle graphs.

6.D.3. Use tree diagrams and other models (e.g., lists and tables) to represent possible or actual outcomes of trials. Analyze the outcomes.

6.D.4. Predict the probability of outcomes of simple experiments (e.g., tossing a coin, rolling a die) and test the predictions. Use appropriate ratios between 0 and 1 to represent the probability of the outcome and associate the probability with the likelihood of the event.

MA.CC.6.RP. Ratios and Proportional Relationships

6.RP.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.''

6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b not equal to 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.''

6.RP.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.

6.RP.3.a. 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.

6.RP.3.b. 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?

6.RP.3.c. 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.

6.RP.3.d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

6.RP.MA.3e. Solve problems that relate the mass of an object to its volume.

MA.CC.6.NS. The Number System

6.NS.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?

6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.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).

6.NS.MA.4a. Apply number theory concepts, including prime factorization and relatively prime numbers, to the solution of problems.

6.NS.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.

6.NS.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.

6.NS.6.a. 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.

6.NS.6.b. 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.

6.NS.6.c. 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.

6.NS.7. Understand ordering and absolute value of rational numbers.

6.NS.7.a. 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.

6.NS.7.b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 degrees C > -7 degrees C to express the fact that -3 degrees C is warmer than -7 degrees C.

6.NS.7.c. 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.

6.NS.7.d. 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.NS.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.

MA.CC.6.EE. Expressions and Equations

6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.

6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers.

6.EE.2.a. 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.

6.EE.2.b. 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.

6.EE.2.c. 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 = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2.

6.EE.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.

6.EE.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.

6.EE.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.

6.EE.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.

6.EE.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.

6.EE.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.EE.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.

MA.CC.6.G. Geometry

6.G.MA.1.a. Use the relationship between radius, diameter, and center of a circle to find the circumference and area.

6.G.MA.1.b. Solve real-world and mathematical problems involving the measurements of circles.

MA.CC.6.SP. Statistics and Probability

6.SP.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.

6.SP.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.

6.SP.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.

6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

6.SP.MA.4.a. Read and interpret circle graphs.

6.SP.5. Summarize numerical data sets in relation to their context, such as by:

6.SP.5.a. Reporting the number of observations.

6.SP.5.b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

6.SP.5.c. 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.

6.SP.5.d. 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.

more info