Math Standards

8 Mathematical Practices

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them. 

2. Reason abstractly and quantitatively. 

3. Construct viable arguments and critique the reasoning of others. 

4. Model with mathematics. 

5. Use appropriate tools strategically. 

6. Attend to precision. 

7. Look for and make use of structure. 

8. Look for and express regularity in repeated

You can click each one for more detail.

Below is the list of all the standards, however each student will be assessed on 18 of them. The ones with * will be used as supporting standards. 

6 Grade Mathematics - What standards are we looking at?

6.1 - Fractions, Factors, and Multiples

  a - I can find the greatest common factor and use it to solve problems.

* b - I can find the least common multiple and use it to solve problems.

  c - I can model and explain the division of fractions.

6.2 - Decimals and Percents

  a - I can add, subtract, multiply, and divide multi-digit whole numbers and decimals.

  b - I can explain how to change a percent into a fraction

  c - I can calculate the whole given the part and the percent.

6.3 - Ratios and Rates

  a - I can write ratios in different forms and use them to compare quantities.

  b - I can model and solve unit rate problems.

6.4 - Number Properties and integer relationships

* a - I can place positive and negative numbers on a number line and use inequalities to compare positive and negative numbers.

  b - I can identify real-world instances of positive and negative numbers and describe the meaning of zero in each situation.

* c - I can define absolute value as it relates to the number line, recognizing that each number has an opposite.

6.5 - One Variable Expressions and Equations

  a - I can translate sentences into expressions using variables.

  b - I can use the order of operations and distributive property to evaluate and simplify expressions.

  c - I can write, simplify, and identify equivalent expressions.

  d - I can solve one step equations.

6.6 - Linear Modeling and Graphing

  b - I can define dependent and independent variables in a real world situation, represent them using a table, equation and graph, an answer questions about points that may or may not be on the graph.

* c - I can calculate the distance between and write an expression for two points that produce a horizontal or vertical line on a coordinate graph.

6.7 - Geometry

  a - I can use multiple methods to divide complex polygons into triangles and quadrilaterals in order to calculate area.

  b - I can calculate the volume of a right rectangular prism with fractional dimensions.

  c - I can build nets made of rectangles and triangles and use the nets to calculate surface area.

6.8 - Data and Statistics

* a - I can recognize the difference between a statistical and non-statistical question.

  b - I can describe the center, spread, and shape of a set of data and determine which measure of center best represents the data.

  c - I can construct dot plots, histograms, and box plots from a set of numerical data.