5.GSR.8 Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

• 5.GSR.8.1 Classify, compare, and contrast polygons based on properties.

  • I can explore, compare, and contrast polygons based on properties.

  • I can use a variety of tools to measure angles and side lengths to make sense of the properties of polygons.

• 5.GSR.8.2 Determine, through exploration and investigation, that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category.

  • I can use a variety of tools to measure angles and side lengths to make sense of the attributes of two dimensional figures.

  • I can explain how attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. 

6.NR.3 Solve a variety of problems involving whole numbers and their opposites; model rational numbers on a number line to describe problems presented in relevant, mathematical situations.

• 6.NR.3.1  Identify and compare integers and explain the meaning of zero based on multiple authentic situations.

  • K1: I can define and identify an integer and its opposite. 

  • R1: I can explain the meaning of zero in authentic  situations. 

  • R2: I can explain where zero fits into a situation represented by integers. 

• 6.NR.3.2 Order and plot integers on a number line and use distance from zero to discover the connection between integers and their opposites. 

  • R1: I can plot integers and their opposites accurately on a vertical and horizontal number line. 

  • R2: I can explain the position of an integer as a point on the number line. 

  • R3: I can recognize that -a is the same distance from zero as a, and therefore, are opposites of each other.

• 6.NR.3.3 Recognize and explain that opposite signs of integers indicate locations on opposite sides of zero on the number line; recognize and explain that the opposite of the opposite of a number is the number itself.

  • K1: I can identify an integer and its opposite. 

  • K2: I can explain that zero is its own opposite.

  • K1: I can identify the location of zero on a number line in relation to positive and negative numbers. 

  • R1: I can show and explain why – (–a) = a. Which is read as, “The opposite of the opposite of a is the same as a.” 

  • R2: I can explain that the sign of an integer represents its position relative to zero on a number line.

• 6.NR.3.4 Write, interpret, and explain statements of order for rational numbers in authentic, mathematical situations. Compare rational numbers, including integers, using equality and inequality symbols. 

  • K1: I can define a rational number. 

  • R1: I can plot and order rational numbers accurately on a horizontal and vertical number line. 

  • R2: I can explain the position of a rational number as a point on the number line. 

  • R3: I can use numerical reasoning to interpret and explain the meaning of numerical statements of inequality as the relative position of two integers positioned on a number line. 

• 6.NR.3.5 Explain the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as distance for a positive or negative quantity in a relevant situation.

  • R1: I can explain absolute value is a number’s distance from zero (0) on a number line. 

  • R2: I can explain absolute value and distance are always expressed as a positive value.

  • R3: I can interpret absolute value in a relevant situation. 

• 6.NR.3.6 Distinguish comparisons of absolute value from statements about order.

  • R1: I can reason, compare, and order absolute values in relation to its distance from zero.

  • R2: I can distinguish comparisons of absolute value from statements about order and apply to problems in everyday life.

6.PAR.8 Graph rational numbers as points on the coordinate plane to represent and solve contextual, mathematical problems; draw polygons using the coordinates for their vertices and find the length of a side of a polygon.

• 6.PAR.8.1 Locate and position rational numbers on a horizontal or vertical number line; find and position pairs of integers and other rational numbers on a coordinate plane

  • K1: I can recognize the signs of both numbers in an ordered pair indicating which quadrant of the coordinate plane the ordered pair will be located. 

  • K2: I can graph points in all four quadrants of the coordinate plane. 

• 6.PAR.8.2 Show and explain that signs of numbers in ordered pairs indicate locations in quadrants of the coordinate plane and determine how two ordered pairs may differ based only on the signs.

  • K1: I can recognize the signs of both numbers in an ordered pair indicating which quadrant of the coordinate plane the ordered pair will be located.

  • K2: I can recognize that when only the y value in a set of ordered pairs are opposites, it creates a reflection over the x-axis.

  • R1: I can reason that when only the x value in a set of ordered pairs are opposites, it creates a reflection over the y axis. 

  • R2: I can reason that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both  axes.

6.PAR.8.3 Solve 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 x coordinate or the same y-coordinate

• R1: I can determine the absolute value of rational numbers to find distances on the coordinate plane.

• R2: I can solve problems involving distance on the coordinate plane.

6.PAR.8.4 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 x-coordinate or the same y coordinate. 

• K1: I can draw polygons in the coordinate plane. 

• R1: I can apply the technique of using coordinates to find the length of a side of a polygon drawn in the coordinate.