Mathematics Standards
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Arithmetic with Polynomials and Rational Expressions
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Circles
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Conditional Probability and the Rules of Probability
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Counting and Cardinality
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Interpreting Categorical and Quantitative Data
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Interpreting Functions
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The Number System
Results
Showing 11 - 20 of 164 Standards
Standard Identifier: 6.NS.2
Grade:
6
Domain:
The Number System
Cluster:
Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
Fluently divide multi-digit numbers using the standard algorithm.
Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
Fluently divide multi-digit numbers using the standard algorithm.
Standard Identifier: 6.NS.3
Grade:
6
Domain:
The Number System
Cluster:
Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Standard Identifier: 6.NS.4
Grade:
6
Domain:
The Number System
Cluster:
Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
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).
Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
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).
Standard Identifier: 6.NS.5
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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.
Standard Identifier: 6.NS.6.a
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Standard Identifier: 6.NS.6.b
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Standard Identifier: 6.NS.6.c
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Standard Identifier: 6.NS.7.a
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Standard Identifier: 6.NS.7.b
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
Standard Identifier: 6.NS.7.c
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Showing 11 - 20 of 164 Standards
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