Mathematics Grade-Level Expectations: Grade 6 Items highlighted in yellow are GLEs that are being deleted but are

still reinforcement objectives Items highlighted in grey are being deleted in 2014-2015 but will still need to be taught during this crossover period Items highlighted in aqua are CCSS additions to LA GLEs Items highlighted in green are new CCSS items added to the curriculum Number and Number Relations 1. Factor whole numbers into primes (N-1-M) * This GLE is being removed, but it is a concurrent skill for teaching GLE 6.9 or any operations with fractions. 2. Determine common factors and common multiples for pairs of whole numbers (N-1-M) * This GLE is being removed, but it is a concurrent skill for teaching GLE 6.9 or any operations with fractions. 3. (6.NS.4) Find the greatest common factor (GCF) and least common multiple (LCM) for whole numbers in the context of problem-solving (N-1-M) 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) 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) * This GLE is being removed, but it is a concurrent skill for teaching all problem solving strategies at this level and above. 6. (6.NS.6, 6.NS.7) 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. (N-2-M) Understand ordering and absolute value of rational numbers. 7. Read and write numerals and words for decimals through ten-thousandths (N-3-M) * This GLE is being moved to 5th grade and so will no longer be taught here. However, it should still be reinforced in regular problem solving. 8. (6.NS.5) Demonstrate the meaning of positive and negative numbers and their opposites in real-life situations (N-3-M) (N-5-M) 9. (6.NS.3) Fluently add, subtract, multiply, and divide multidigit decimals and fractions using the standard algorithm for each operation. (N-5-M) 10. Use and explain estimation strategies to predict computational results with positive fractions and decimals (N-6-M) * This GLE is being moved to 5th grade. However it is a concurrent skill for teaching GLE 6.9 or any operations with fractions. 11. Mentally multiply and divide by powers of 10 (e.g., 25/10 = 2.5; 12.56 x 100 = 1,256) (N6-M) * This GLE is being moved to 5th grade and so will no longer be taught here. However, it should still be reinforced in regular problem solving. 12. (6.NS.2) Fluently divide multidigit numbers using the standard algorithm. (N-7-M) 13. (6.RP.1, 6.RP.3) Use models and pictures to explain concepts or solve problems involving ratio, proportion, and percent with whole numbers (N-8-M) 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

Mathematics Grade-Level Expectations: Grade 6 Items highlighted in yellow are GLEs that are being deleted but are still reinforcement objectives Items highlighted in grey are being deleted in 2014-2015 but will still need to be taught during this crossover period Items highlighted in aqua are CCSS additions to LA GLEs Items highlighted in green are new CCSS items added to the curriculum chocolate equally? How many 3/4cup 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? Algebra 14. Model and identify perfect squares up to 144 (A-1-M) 15. (6.EE.2, 6.EE.6) Match algebraic equations and expressions with verbal statements and vice versa (A-1-M) (A-3-M) (A-5-M) (P-2-M) 16. (6.EE.2) Evaluate simple algebraic expressions using substitution (A-2-M) 17. (6.EE.5) Find solutions to 2-step equations with positive integer solutions (e.g., 3x 5 = 13, 2x + 3x = 20) 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. (A-2-M) 6.EE.1 Write and evaluate numerical expressions involving wholenumber exponents. 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.7 Solve realworld 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 realworld 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. Measurement 18. Measure length and read linear measurements to the nearest sixteenth-inch and mm (M-1-M) * This GLE is being removed, but it is a concurrent skill for teaching any and all other measurement objectives. 2

Mathematics Grade-Level Expectations: Grade 6 Items highlighted in yellow are GLEs that are being deleted but are still reinforcement objectives Items highlighted in grey are being deleted in 2014-2015 but will still need to be taught during this crossover period Items highlighted in aqua are CCSS additions to LA GLEs Items highlighted in green are new CCSS items added to the curriculum 19. (6.G.1) Find 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 realworld and mathematical problems. (M-1-M) 20. (6.RP.2, 6.RP.3) Calculate, interpret, and compare rates such as $/lb., mpg, and mph (M-1-M) (A-5-M) 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) * This GLE is being removed, but it is a concurrent skill for teaching any and all other measurement objectives and thus should still be reinforced. 22. Estimate perimeter and area of any 2-dimensional figure (regular and irregular) using standard units (M-2-M) 23. Identify and select appropriate units to measure area (M-3-M) * This GLE is being removed, but it is a concurrent skill for teaching any and all other measurement objectives and thus should still be reinforced. Geometry 24. Use mathematical terms to describe the basic properties of 3-dimensional objects (edges, vertices, faces, base, etc.) (G-2-M) * This GLE is being removed, but it is a concurrent skill for teaching any and all other 3 dimensional geometry objectives and thus should still be reinforced. 25. (6.G.4) Represent threedimensional 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 realworld and mathematical problems. (G-2-M) (G4-M) 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) * This GLE is being removed, but it is a concurrent skill for teaching any and all other 3 dimensional geometry objectives and thus should still be reinforced. 27. Make and test predictions regarding tessellations with geometric shapes (G-3-M) 28. (6.NS.8, 6.G.3, 6.RP.3) Solve realworld 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. (G-6-M) 6.G.2 Find 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 = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving realworld and mathematical problems. Data Analysis, Probability, and Discrete Math 3

Mathematics Grade-Level Expectations: Grade 6 Items highlighted in yellow are GLEs that are being deleted but are still reinforcement objectives Items highlighted in grey are being deleted in 2014-2015 but will still need to be taught during this crossover period Items highlighted in aqua are CCSS additions to LA GLEs Items highlighted in green are new CCSS items added to the curriculum 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) 30. Describe and analyze trends and patterns observed in graphic displays (D-2-M) 31. Demonstrate an understanding of precision, accuracy, and error in measurement (D-2M) (M-2-M) * This GLE is being removed, but it is a reinforcement area for all measurement activities. 32. Calculate and discuss mean, median, mode, and range of a set of discrete data to solve real-life problems (D-2-M) 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. 33. Create and use Venn diagrams with two overlapping categories to solve counting logic problems (D-3-M) 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) * This GLE is being removed, but it is a reinforcement area for most other standards. 35. Illustrate and apply the concept of complementary events (D-5-M) 36. Apply the meaning of equally likely and equally probable to real-life situations (D-5-M) (D-6-M) 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.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Patterns, Relations, and Functions 37. (6.RP.3) Describe, complete, and apply a pattern of differences found in an input-output table (P-1-M) (P-2-M) (P-3-M) 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)