Articulated by Grade Level

Arizona Mathematics Standards Articulated by Grade Level
Explanations and Examples Grade 6

Arizona Department of Education: Standards and Assessment Division 1 Approved 6.28.10
Updated 5.20.11

Grade 6

Articulated by Grade Level

Approved by the Arizona State Board of Education
June 28, 2010

Updated 5.20.11
Grade 6

Grade 6 Overview

Ratios and Proportional Relationships (RP)
- Understand ratio concepts and use ratio reasoning to solve
problems.

The Number System (NS)
- Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
- Compute fluently with multi-digit numbers and find common
factors and multiples.
- Apply and extend previous understandings of numbers to the
system of rational numbers.

Expressions and Equations (EE)
- Apply and extend previous understandings of arithmetic to
algebraic expressions.
- Reason about and solve one-variable equations and
inequalities.
- Represent and analyze quantitative relationships between
dependent and independent variables.

Geometry (G)
- Solve real-world and mathematical problems involving area,
surface area, and volume.

Statistics and Probability (SP)
- Develop understanding of statistical variability.
- Summarize and describe distributions.

Mathematical Practices (MP)
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 reasoning.


Updated 5.20.11
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and
division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the
notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions
and equations; and (4) developing understanding of statistical thinking.

(1) Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates
as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of
quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for
which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems
involving ratios and rates.

(2) Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to
understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend
their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational
numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in
all four quadrants of the coordinate plane.

(3) Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given
situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can
be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation
are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both
sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are in equivalent
ratios, and they use equations (such as 3x = y) to describe relationships between quantities.

(4) Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a
data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the
sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of
the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability
(interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same
mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters,
peaks, gaps, and symmetry, considering the context in which the data were collected.


Updated 5.20.11
Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area,
surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging
or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of
triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose
area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right
rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the
coordinate plane.

Understand ratio concepts and use ratio reasoning to solve problems.
Standards Mathematical Practices Explanations and Examples
Students are expected to:
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.

Connections: 6-8.RST.4; 6-8.WHST.2d

6.MP.2. Reason abstractly and
quantitatively.

6.MP.6. Attend to precision.

A ratio is a comparison of two quantities which can be written as
a to b,
b
a
, or a:b.

A rate is a ratio where two measurements are related to each other. When
discussing measurement of different units, the word rate is used rather than
ratio. Understanding rate, however, is complicated and there is no universally
accepted definition. When using the term rate, contextual understanding is
critical. Students need many opportunities to use models to demonstrate the
relationships between quantities before they are expected to work with rates
numerically.

A comparison of 8 black circles to 4 white circles can be written as the ratio of
8:4 and can be regrouped into 4 black circles to 2 white circles (4:2) and 2 black
circles to 1 white circle (2:1).

Students should be able to identify all these ratios and describe them using For
every., there are

Updated 5.20.11
6.RP.2. Understand the concept of a unit rate
a
/b associated with a ratio a:b with b = 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. (Expectations for
unit rates in this grade are limited to non-
complex fractions.)

Connection: 6-8.RST.4
quantitatively.

A unit rate compares a quantity in terms of one unit of another quantity.
Students will often use unit rates to solve missing value problems. Cost per item
or distance per time unit are common unit rates, however, students should be
able to flexibly use unit rates to name the amount of either quantity in terms of
the other quantity. Students will begin to notice that related unit rates are
reciprocals as in the first example. It is not intended that this be taught as an
algorithm or rule because at this level, students should primarily use reasoning
to find these unit rates.

In Grade 6, students are not expected to work with unit rates expressed as
complex fractions. Both the numerator and denominator of the original ratio will
be whole numbers.

Examples:
- On a bicycle you can travel 20 miles in 4 hours. What are the unit rates
in this situation, (the distance you can travel in 1 hour and the amount of
time required to travel 1 mile)?
Solution: You can travel 5 miles in 1 hour written as
hr
mi
1
5
and it takes
5
1
of a hour to travel each mile written as
mi 1
hr
5
1
. Students can represent
the relationship between 20 miles and 4 hours.

- A simple modeling clay recipe calls for 1 cup corn starch, 2 cups salt,
and 2 cups boiling water. How many cups of corn starch are needed to
mix with each cup of salt?
1 mile
1 hour

Updated 5.20.11
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.
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.
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?
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.
d. Use ratio reasoning to convert
measurement units; manipulate and
transform units appropriately when
multiplying or dividing quantities.

Connections: 6.EE.9; 6-8.RST.7;
ET06-S6C2-03; SC06-S2C2-03
6.MP.1. Make sense of
problems and persevere in
solving them.

quantitatively.

6.MP.4. Model with
mathematics

6.MP.5. Use appropriate tools
strategically.

6.MP.7. Look for and make use
of structure.
Examples:
- Using the information in the table, find the number of yards in 24 feet.

Feet 3 6 9 15 24
Yards 1 2 3 5 ?

There are several strategies that students could use to determine the
solution to this problem.
o Add quantities from the table to total 24 feet (9 feet and 15 feet);
therefore the number of yards must be 8 yards (3 yards and 5
yards).
o Use multiplication to find 24 feet: 1) 3 feet x 8 = 24 feet; therefore 1
yard x 8 = 8 yards, or 2) 6 feet x 4 = 24 feet; therefore 2 yards x 4 =
8 yards.

- Compare the number of black to white circles. If the ratio remains the
same, how many black circles will you have if you have 60 white circles?

Black 4 40 20 60 ?
White 3 30 15 45 60

- If 6 is 30% of a value, what is that value? (Solution: 20)

Continued on next page
6
0%

30% 100% ?

Updated 5.20.11
- A credit card company charges 17% interest on any charges not paid at
the end of the month. Make a ratio table to show how much the interest
would be for several amounts. If your bill totals $450 for this month, how
much interest would you have to pay if you let the balance carry to the
next month? Show the relationship on a graph and use the graph to
predict the interest charges for a $300 balance.

Charges $1 $50 $100 $200 $450
Interest $0.17 $8.50 $17 $34 ?

Updated 5.20.11

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
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?

solving them.

quantitatively.

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

6.MP.4. Model with
mathematics.

of structure.

6.MP.8. Look for and express
regularity in repeated
reasoning.
Contexts and visual models can help students to understand quotients of
fractions and begin to develop the relationship between multiplication and
division. Model development can be facilitated by building from familiar
scenarios with whole or friendly number dividends or divisors. Computing
quotients of fractions build upon and extends student understandings developed
in Grade 5. Students make drawings, model situations with manipulatives, or
manipulate computer generated models.

Examples:
- 3 people share
2
1
pound of chocolate. How much of a pound of
chocolate does each person get?
Solution: Each person gets
6
1
lb of chocolate.

- Manny has
2
1
yard of fabric to make book covers. Each book is made
from
8
1
yard of fabric. How many book covers can Manny make?
Solution: Manny can make 4 book covers.

yd
8
1

yd
8
1

yd
8
1

8
1
yd
yd
2
1


Updated 5.20.11
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
- Represent
3
2
2
1
in a problem context and draw a model to show your
solution.

Context: You are making a recipe that calls for
3
2
cup of yogurt. You have
2
1
cup of
yogurt from a snack pack. How much of the recipe can you make?

Explanation of Model:
The first model shows
2
1
cup. The shaded squares in all three models show
2
1
cup.
The second model shows
2
1
cup and also shows
3
1
cups horizontally.
The third model shows
2
1
cup moved to fit in only the area shown by
3
2
of the model.
3
2
is the new referent unit (whole) .
3 out of the 4 squares in the
3
2
portion are shaded. A
2
1
cup is only
4
3
of a
3
2
cup
portion, so you can only make of the recipe.

2
1

2
1

3
2
3
1
3
1
3
1

Updated 5.20.11
Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.2. Fluently divide multi-digit numbers
using the standard algorithm.

quantitatively.

of structure.

reasoning.
Students are expected to fluently and accurately divide multi-digit whole
numbers. Divisors can be any number of digits at this grade level.
As students divide they should continue to use their understanding of place
value to describe what they are doing. When using the standard algorithm,
students language should reference place value. For example, when dividing 32
into 8456, as they write a 2 in the quotient they should say, there are 200 thirty-
twos in 8456 and could write 6400 beneath the 8456 rather than only writing
64.

There are 200 thirty twos in 8456.

200 times 32 is 6400.
8456 minus 6400 is 2056.


60 times 32 is 1920.
2056 minus 1920 is 136.


Updated 5.20.11

4 times 32 is 128.

The remainder is 8. There is not a full thirty two in 8; there is only part
of a thirty two in 8.

This can also be written as
32
8
or
4
1
. There is of a thirty two in 8.

8456 = 264 * 32 + 8

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

quantitatively.

of structure.

reasoning.
The use of estimation strategies supports student understanding of operating on
decimals.

Example:
- First, students estimate the sum and then find the exact sum of 14.4 and
8.75. An estimate of the sum might be 14 + 9 or 23. Students may also
state if their estimate is low or high. They would expect their answer to
be greater than 23. They can use their estimates to self-correct.

Answers of 10.19 or 101.9 indicate that students are not considering the
concept of place value when adding (adding tenths to tenths or
hundredths to hundredths) whereas answers like 22.125 or 22.79
indicate that students are having difficulty understanding how the four-
tenths and seventy-five hundredths fit together to make one whole and
25 hundredths.

Students use the understanding they developed in 5
th
grade related to
the patterns involved when multiplying and dividing by powers of ten to
develop fluency with operations with multi-digit decimals.

Updated 5.20.11
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 1100 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).

of structure.
Examples:
- What is the greatest common factor (GCF) of 24 and 36? How can you
use factor lists or the prime factorizations to find the GCF?
Solution: 2
2
- 3 = 12. Students should be able to explain that both 24
and 36 have 2 factors of 2 and one factor of 3, thus 2 x 2 x 3 is the
greatest common factor.)
- What is the least common multiple (LCM) of 12 and 8? How can you use
multiple lists or the prime factorizations to find the LCM?
Solution: 2
3
- 3 = 24. Students should be able to explain that the least
common multiple is the smallest number that is a multiple of 12 and a
multiple of 8. To be a multiple of 12, a number must have 2 factors of 2
and one factor of 3 (2 x 2 x 3). To be a multiple of 8, a number must
have 3 factors of 2 (2 x 2 x 2). Thus the least common multiple of 12 and
8 must have 3 factors of 2 and one factor of 3 ( 2 x 2 x 2 x 3).
- Rewrite 84 + 28 by using the distributive property. Have you divided by
the largest common factor? How do you know?
- Given various pairs of addends using whole numbers from 1-100,
students should be able to identify if the two numbers have a common
factor. If they do, they identify the common factor and use the distributive
property to rewrite the expression. They prove that they are correct by
simplifying both expressions.

o 27 + 36 = 9 (3 + 4)
63 = 9 x 7
63 = 63

o 31 + 80
There are no common factors. I know that because 31 is a
prime number, it only has 2 factors, 1 and 31. I know that 31
is not a factor of 80 because 2 x 31 is 62 and 3 x 31 is 93.


Updated 5.20.11

Apply and extend previous understandings of numbers to the system of rational numbers.
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.

solving them.

quantitatively.

6.MP.4. Model with
mathematics.


Updated 5.20.11
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.
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.
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.
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.

Connections: 6-8.RST.7; SS06-S1C1-03
quantitatively.

6.MP.4. Model with
mathematics.
Number lines can be used to show numbers and their opposites. Both 3 and -3
are 3 units from zero on the number line. Graphing points and reflecting across
zero on a number line extends to graphing and reflecting points across axes on
a coordinate grid. The use of both horizontal and vertical number line models
facilitates the movement from number lines to coordinate grids.

Example:

- Graph the following points in the correct quadrant of the coordinate
plane. If you reflected each point across the x-axis, what are the
coordinates of the reflected points? What similarities do you notice
between coordinates of the original point and the reflected point?

|
.
|
\
|

2
1
3 ,
2
1
|
.
|
\
|
3 ,
2
1
( ) 75 . 0 , 25 . 0

Updated 5.20.11
6.NS.7. Understand ordering and absolute
value of rational numbers.
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.
b. Write, interpret, and explain statements of
order for rational numbers in real-world
contexts. For example, write 3
o
C > 7
o
C
to express the fact that 3
o
C is warmer
than 7
o
C.
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.
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.

Connections: 6-8.WHST.1c; 6-8.WHST.2a
solving them.

quantitatively.

6.MP.4. Model with
mathematics.
Common models to represent and compare integers include number line
models, temperature models and the profit-loss model. On a number line model,
the number is represented by an arrow drawn from zero to the location of the
number on the number line; the absolute value is the length of this arrow. The
number line can also be viewed as a thermometer where each point of on the
number line is a specific temperature. In the profit-loss model, a positive number
corresponds to profit and the negative number corresponds to a loss. Each of
these models is useful for examining values but can also be used in later grades
when students begin to perform operations on integers.

In working with number line models, students internalize the order of the
numbers; larger numbers on the right or top of the number line and smaller
numbers to the left or bottom of the number line. They use the order to correctly
locate integers and other rational numbers on the number line. By placing two
numbers on the same number line, they are able to write inequalities and make
statements about the relationships between the numbers.

Case 1: Two positive numbers

5 > 3
5 is greater than 3

Case 2: One positive and one negative number

3 > -3
positive 3 is greater than negative 3
negative 3 is less than positive 3

Case 3: Two negative numbers

-3 > -5
negative 3 is greater than negative 5
negative 5 is less than negative 3

Updated 5.20.11
Comparative statements generate informal experience with operations and lay
the foundation for formal work with operations on integers in grade 7.

Example:
- One of the thermometers shows -3C and the other shows -7C. Which
thermometer shows which temperature? Which is the colder
temperature? How much colder? Write an inequality to show the
relationship between the temperatures and explain how the model
shows this relationship.

Students recognize the distance from zero as the absolute value or magnitude of
a rational number. Students need multiple experiences to understand the
relationships between numbers, absolute value, and statements about order.

Example:
- The Great Barrier Reef is the worlds largest reef system and is located
off the coast of Australia. It reaches from the surface of the ocean to a
depth of 150 meters. Students could represent this value as less than
150 meters or a depth no greater than 150 meters below sea level.

Updated 5.20.11
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.

Connections: 6.G.3; 6-8.RST.7
solving them.

quantitatively.

6.MP.4. Model with
mathematics.

strategically.

of structure.
Example:
- If the points on the coordinate plane below are the three vertices of a
rectangle, what are the coordinates of the fourth vertex? How do you
know? What are the length and width of the rectangle?

To determine the distance along the x-axis between the point (-4, 2) and (2, 2) a
student must recognize that -4 is or 4 units to the left of 0 and 2 is or 2
units to the right of zero, so the two points are total of 6 units apart along the x-
axis. Students should represent this on the coordinate grid and numerically with
an absolute value expression, + .


Updated 5.20.11
AZ.6.NS.9. Convert between expressions for
positive rational numbers, including fractions,
decimals, and percents.
quantitatively.

reasoning.
Students need many opportunities to express rational numbers in meaningful
contexts.

Example:
- A baseball players batting average is 0.625. What does the batting
average mean? Explain the batting average in terms of a fraction, ratio,
and percent.

Solution:
o The player hit the ball
8
5
of the time he was at bat;
o The player hit the ball 62.5% of the time; or
o The player has a ratio of 5 hits to 8 batting attempts (5:8).

Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1. Write and evaluate numerical
expressions involving whole-number exponents.

quantitatively.
Examples:
- Write the following as a numerical expressions using exponential
notation.
o The area of a square with a side length of 8 m (Solution:
2 2
8 m )
o The volume of a cube with a side length of 5 ft: (Solution:
3 3
5 ft )
o Yu-Lee has a pair of mice. The mice each have 2 babies. The
babies grow up and have two babies of their own: (Solution:
3
2 mice)

- Evaluate:
o
3
4 (Solution: 64)
o 6 2 5
4
- + (Solution: 101)
o 26 3 24 7
2
+ (Solution: 67)

Updated 5.20.11
6.EE.2. Write, read, and evaluate expressions
in which letters stand for numbers.
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.
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
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.

solving them.

quantitatively.


6.MP.4. Model with
mathematics.

It is important for students to read algebraic expressions in a manner that
reinforces that the variable represents a number.
- r + 21 as some number plus 21 as well as r plus 21
- n - 6 as some number times 6 as well as n times 6
-

s
6
and s 6 as as some number divided by 6 as well as s divided by
6

Students should identify the parts of an algebraic expression including
variables, coefficients, constants, and the names of operations (sum, difference,
product, and quotient). Development of this common language helps students
to understand the structure of expressions and explain their process for
simplifying expressions.

Terms are the parts of a sum. When the term is an explicit number, it is called a
constant. When the term is a product of a number and a variable, the number is
called the coefficient of the variable.

Variables are letters that represent numbers. There are various possibilities for
the numbers they can represent; students can substitute these possible
numbers for the letters in the expression for various different purposes.

Consider the following expression:
6 3 5
2
+ + + x y x

The variables are x and y.
There are 4 terms, x
2
, 5y, 3x, and 6.
There are 3 variable terms, x
2
, 5y, 3x. They have coefficients of 1, 5, and 3
respectively. The coefficient of x
2
is 1, since x
2
= 1 x
2
. The term 5y represent 5
ys or 5 * y.
There is one constant term, 6.
The expression shows a sum of all four terms.



Updated 5.20.11
Examples:
- 7 more than 3 times a number (Solution: 7 3 + x )
- 3 times the sum of a number and 5 (Solution: ) 5 ( 3 + x
- 7 less than the product of 2 and a number (Solution: 7 2 x )
- Twice the difference between a number and 5 (Solution: ) 5 ( 2 z )
- Evaluate 5(n + 3) 7n, when n =
1
2
.
- The expression c + 0.07c can be used to find the total cost of an item
with 7% sales tax, where c is the pre-tax cost of the item. Use the
expression to find the total cost of an item that cost $25.

- The perimeter of a parallelogram is found using the formula p = 2l + 2w.
What is the perimeter of a rectangular picture frame with dimensions of
8.5 inches by 11 inches.

Updated 5.20.11
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.

quantitatively.


6.MP.4. Model with
mathematics.


of structure.
Students use their understanding of multiplication to interpret 3 (2 + x). For
example, 3 groups of (2 + x). They use a model to represent x, and make an
array to show the meaning of 3(2 + x). They can explain why it makes sense that
3(2 + x) is equal to 6 + 3x.

An array with 3 columns and x + 2 in each column:

Students interpret y as referring to one y. Thus, they can reason that one y plus
one y plus one y must be 3y. They also the distributive property, the
multiplicative identity property of 1, and the commutative property for
multiplication to prove that y + y + y = 3y:

y + y + y = y x 1 + y x 1 + y x 1 = y x (1 + 1 + 1) = y x 3 = 3y


Updated 5.20.11
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.

quantitatively.


6.MP.4. Model with
mathematics.


of structure.
Students connect their experiences with finding and identifying equivalent forms
of whole numbers and can write expressions in various forms. Students
generate equivalent expressions using the associative, commutative, and
distributive properties. They can prove that the expressions are equivalent by
simplifying each expression into the same form.

Example:
- Are the expressions equivalent? How do you know?

4m + 8 4(m+2) 3m + 8 + m 2 + 2m + m + 6 + m

Solution:

Expression Simplifying the Expression Explanation
4m + 8 4m + 8

Already in simplest
form
4(m+2) 4(m+2)
4m + 8
Distributive property
3m + 8 + m 3m + 8 + m
3m + m + 8
(3m + m) + 8
4m + 8
Combined like terms
2 + 2m + m + 6 + m 2 + 2m + m + 6 + m
2 + 6 + 2m + m + m
(2 + 6) + (2m + m + m)
8 + 4m
4m + 8
Combined like terms


Updated 5.20.11

Reason about and solve one-variable equations and inequalities.
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.

solving them.

quantitatively.

6.MP.4. Model with
mathematics.

of structure.
Beginning experiences in solving equations should require students to
understand the meaning of the equation as well as the question being asked.
Solving equations using reasoning and prior knowledge should be required of
students to allow them to develop effective strategies such as using reasoning,
fact families, and inverse operations. Students may use balance models in
representing and solving equations and inequalities.

Consider the following situation: Joey had 26 papers in his desk. His teacher
gave him some more and now he has 100. How many papers did his teacher
give him?

This situation can be represented by the equation 26 + n = 100 where n is the
number of papers the teacher gives to Joey. This equation can be stated as
some number was added to 26 and the result was 100. Students ask
themselves What number was added to 26 to get 100? to help them determine
the value of the variable that makes the equation true. Students could use
several different strategies to find a solution to the problem.
o Reasoning: 26 + 70 is 96. 96 + 4 is 100, so the number added to 26
to get 100 is 74.
o Use knowledge of fact families to write related equations:
n + 26 = 100, 100 - n = 26, 100 - 26 = n. Select the equation that
helps you find n easily.
o Use knowledge of inverse operations: Since subtraction undoes
addition then subtract 26 from 100 to get the numerical value of n
o Scale model: There are 26 blocks on the left side of the scale and
100 blocks on the right side of the scale. All the blocks are the same
size. 74 blocks need to be added to the left side of the scale to
make the scale balance.
o Bar Model: Each bar represents one of the values. Students use this
visual representation to demonstrate that 26 and the unknown value
together make 100.

100
26 n

Updated 5.20.11
Examples:
- The equation 11 44 . 0 = s where s represents the number of stamps in a
booklet. The booklet of stamps costs 11 dollars and each stamp costs
44 cents. How many stamps are in the booklet? Explain the strategies
you used to determine your answer. Show that your solution is correct
using substitution.
- Twelve is less than 3 times another number can be shown by the
inequality n 3 12 < . What numbers could possibly make this a true
statement?
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.

quantitatively.

6.MP.4. Model with
mathematics.

of structure.
Connecting writing expressions with story problems and/or drawing pictures will
give students a context for this work. It is important for students to read algebraic
expressions in a manner that reinforces that the variable represents a number.

Examples:
- Maria has three more than twice as many crayons as Elizabeth. Write
an algebraic expression to represent the number of crayons that Maria
has.
(Solution: 2c + 3 where c represents the number of crayons that
Elizabeth has.)
- An amusement park charges $28 to enter and $0.35 per ticket. Write an
algebraic expression to represent the total amount spent.
(Solution: 28 + 0.35t where t represents the number of tickets
purchased)
- Andrew has a summer job doing yard work. He is paid $15 per hour and
a $20 bonus when he completes the yard. He was paid $85 for
completing one yard. Write an equation to represent the amount of
money he earned.
(Solution: 15h + 20 = 85 where h is the number of hours worked)
- Describe a problem situation that can be solved using the equation
2c + 3 = 15; where c represents the cost of an item
- Bill earned $5.00 mowing the lawn on Saturday. He earned more money
on Sunday. Write an expression that shows the amount of money Bill
has earned. (Solution: $5.00 + n)


Updated 5.20.11
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

solving them.

quantitatively.


6.MP.4. Model with
mathematics.

of structure.
Students create and solve equations that are based on real world situations. It
may be beneficial for students to draw pictures that illustrate the equation in
problem situations. Solving equations using reasoning and prior knowledge
should be required of students to allow them to develop effective strategies.

Example:
- Meagan spent $56.58 on three pairs of jeans. If each pair of jeans costs
the same amount, write an algebraic equation that represents this
situation and solve to determine how much one pair of jeans cost.

Sample Solution: Students might say: I created the bar model to show
the cost of the three pairs of jeans. Each bar labeled J is the same size
because each pair of jeans costs the same amount of money. The bar
model represents the equation 3J = $56.58. To solve the problem, I
need to divide the total cost of 56.58 between the three pairs of jeans. I
know that it will be more than $10 each because 10 x 3 is only 30 but
less than $20 each because 20 x 3 is 60. If I start with $15 each, I am up
to $45. I have $11.58 left. I then give each pair of jeans $3. Thats $9
more dollars. I only have $2.58 left. I continue until all the money is
divided. I ended up giving each pair of jeans another $0.86. Each pair of
jeans costs $18.86 (15+3+0.86). I double check that the jeans cost
$18.86 each because $18.86 x 3 is $56.58.

- Julio gets paid $20 for babysitting. He spends $1.99 on a package of
trading cards and $6.50 on lunch. Write and solve an equation to show
how much money Julio has left.
(Solution: 20 = 1.99 + 6.50 + x, x = $11.51)

$56.58
J J J
20
1.99 6.50 money left over (m)

Updated 5.20.11
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.

solving them.

quantitatively.


6.MP.4. Model with
mathematics.

of structure.
Examples:
- Graph x 4.

- Jonas spent more than $50 at an amusement park. Write an inequality
to represent the amount of money Jonas spent. What are some possible
amounts of money Jonas could have spent? Represent the situation on
a number line.

- Less than $200.00 was spent by the Flores family on groceries last
month. Write an inequality to represent this amount and graph this
inequality on a number line.

Solution: 200 > x


Updated 5.20.11

Represent and analyze quantitative relationships between dependent and independent variables.
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.

Connections: 6.RP.3; 6-8. RST.7;
ET06-S1C2-01; ET06-S1C2-02;
ET06-S1C2-03; ET06-S6C2-03; SC06-S2C2-03
solving them.

quantitatively.


6.MP.4. Model with
mathematics.

of structure.

reasoning.
Students can use many forms to represent relationships between quantities.
Multiple representations include describing the relationship using language, a
table, an equation, or a graph. Translating between multiple representations
helps students understand that each form represents the same relationship and
provides a different perspective on the function.

Examples:
- What is the relationship between the two variables? Write an expression
that illustrates the relationship.

x 1 2 3 4
y 2.5 5 7.5 10

- Use the graph below to describe the change in y as x increases by 1.



Updated 5.20.11
Represent and analyze quantitative relationships between dependent and independent variables.
- Susan started with $1 in her savings. She plans to add $4 per week to
her savings. Use an equation, table and graph to demonstrate the
relationship between the number of weeks that pass and the amount in
her savings account.

o Language: Susan has $1 in her savings account. She is going to
save $4 each week.

o Equation: y = 4x + 1

o Table:
x y
0 1
1 5
2 9

o Graph:


Updated 5.20.11

Geometry (G)
Solve real-world and mathematical problems involving area, surface area, and volume.
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 real-world
and mathematical problems.

Connections: 6-8.RST.7; 6-8.WHST.2b,d;
ET06-S1C2-02
solving them.

quantitatively.


6.MP.4. Model with
mathematics.

strategically.


of structure.

reasoning.
Special quadrilaterals include rectangles, squares, parallelograms, trapezoids,
rhombi, and kites. Students can use tools such as the Isometric Drawing Tool on
NCTMs Illuminations site to shift, rotate, color, decompose and view figures in
2D or 3D (http://illuminations.nctm.org/ActivityDetail.aspx?ID=125)

Examples:
- Find the area of a triangle with a base length of three units and a height
of four units.
- Find the area of the trapezoid shown below using the formulas for
rectangles and triangles.

- A rectangle measures 3 inches by 4 inches. If the lengths of each side
double, what is the effect on the area?
- The area of the rectangular school garden is 24 square units. The length
of the garden is 8 units. What is the length of the fence needed to
enclose the entire garden?
- The sixth grade class at Hernandez School is building a giant wooden H
for their school. The H will be 10 feet tall and 10 feet wide and the
thickness of the block letter will be 2.5 feet.
o How large will the H be if measured in square feet?
o The truck that will be used to bring the wood from the lumber yard to
the school can only hold a piece of wood that is 60 inches by 60
inches. What pieces of wood (how many pieces and what
dimensions) are needed to complete the project?

12
7
3

Updated 5.20.11
Geometry (G)

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 real-world and
mathematical problems.

Connections: 6-8.RST.4; ET06-S1C2-02
solving them.

quantitatively.


6.MP.4. Model with
mathematics.

strategically.


of structure.

reasoning.
Students need multiple opportunities to measure volume by filling rectangular
prisms with blocks and looking at the relationship between the total volume and
the area of the base. Through these experiences, students derive the volume
formula (volume equals the area of the base times the height). Students can
explore the connection between filling a box with unit cubes and the volume
formula using interactive applets such as the Cubes Tool on NCTMs
Illuminations (http://illuminations.nctm.org/ActivityDetail.aspx?ID=6).

In addition to filling boxes, students can draw diagrams to represent fractional
side lengths, connecting with multiplication of fractions. This process is similar to
composing and decomposing two dimensional shapes.

Examples:
- The model shows a cubic foot filled with cubic inches. The cubic inches
can also be labeled as a fractional cubic unit with dimensions of
12
1
ft
3
.



Updated 5.20.11
Geometry (G)
- The models show a rectangular prism with dimensions 3/2 inches,
5/2 inches, and 5/2 inches. Each of the cubic units in the model is
2
1
in
3
.
Students work with the model to illustrate 3/2 x 5/2 x 5/2 = (3 x 5 x 5) x
1/8. Students reason that a small cube has volume 1/8 because 8 of
them fit in a unit cube.

6.G.3. 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 first coordinate or

the
same second coordinate. Apply these
techniques in the context of solving real-world
and mathematical problems.

Connections: 6.NS.8; 6-8.RST.7
solving them.

quantitatively.

6.MP.4. Model with
mathematics.

strategically.

of structure.
Example:
- On a map, the library is located at (-2, 2), the city hall building is located
at (0,2), and the high school is located at (0,0). Represent the locations
as points on a coordinate grid with a unit of 1 mile.
o What is the distance from the library to the city hall building? The
distance from the city hall building to the high school? How do you
know?
o What shape is formed by connecting the three locations? The city
council is planning to place a city park in this area. How large is the
area of the planned park?


Updated 5.20.11
Geometry (G)
6.G.4. Represent three-dimensional 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 real-world and mathematical
problems.

Connections: 6-8.RST.7; 6-8.WHST.2b;
ET06-S1C2-02; ET06-S1C2-03
solving them.

quantitatively.


6.MP.4. Model with
mathematics.

strategically.


of structure.

reasoning.
Students construct models and nets of three dimensional figures, describing
them by the number of edges, vertices, and faces. Solids include rectangular
and triangular prisms. Students are expected to use the net to calculate the
surface area.

Students can create nets of 3D figures with specified dimensions using the
Dynamic Paper Tool on NCTMs Illuminations
(http://illuminations.nctm.org/ActivityDetail.aspx?ID=205).

Students also describe the types of faces needed to create a three-dimensional
figure. Students make and test conjectures by determining what is needed to
create a specific three-dimensional figure.

Examples:
- Describe the shapes of the faces needed to construct a rectangular
pyramid. Cut out the shapes and create a model. Did your faces work?
Why or why not?

- Create the net for a given prism or pyramid, and then use the net to
calculate the surface area.


Updated 5.20.11

Develop understanding of statistical variability.
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.
solving them.


Statistics are numerical data relating to an aggregate of individuals; statistics is
also the name for the science of collecting, analyzing and interpreting such data.
A statistical question anticipates an answer that varies from one individual to the
next and is written to account for the variability in the data. Data are the numbers
produced in response to a statistical question. Data are frequently collected from
surveys or other sources (i.e. documents).

Questions can result in a narrow or wide range of numerical values. For
example, asking classmates How old are the students in my class in years?
will result in less variability than asking How old are the students in my class in
months?

Students might want to know about the fitness of the students at their school.
Specifically, they want to know about the exercise habits of the students. So
rather than asking "Do you exercise?" they should ask about the amount of
exercise the students at their school get per week. A statistical question for this
study could be:How many hours per week on average do students at Jefferson
Middle School exercise?

To collect this information, students might design a survey question that
anticipates variability by providing a variety of possible anticipated responses
that have numerical answers, such as: 3 hours per week, 4 hours per week, and
so on. Be sure that students ask questions that have specific numerical
answers.

Updated 5.20.11
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.

quantitatively.

6.MP.4. Model with
mathematics.

strategically.


of structure.
The two dot plots show the 6-trait writing scores for a group of students on two
different traits, organization and ideas. The center, spread and overall shape can
be used to compare the data sets. Students consider the context in which the
data were collected and identify clusters, peaks, gaps, and symmetry. Showing
the two graphs vertically rather than side by side helps students make
comparisons. For example, students would be able to see from the display of the
two graphs that the ideas scores are generally higher than the organization
scores. One observation students might make is that the scores for organization
are clustered around a score of 3 whereas the scores for ideas are clustered
around a score of 5.


Updated 5.20.11
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.

quantitatively.

6.MP.4. Model with
mathematics.

strategically.


of structure.
When using measures of center (mean, median, and mode) and range, students
are describing a data set in a single number. The range provides a single
number that describes how the values vary across the data set. The range can
also be expressed by stating the minimum and maximum values.

Example:
- Consider the data shown in the dot plot of the six trait scores for
organization for a group of students.
o How many students are represented in the data set?
o What are the mean, median, and mode of the data set? What do
these values mean? How do they compare?
o What is the range of the data? What does this value mean?


Updated 5.20.11

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

Connections: 6-8.RST.7; ET06-S6C2-03;
SC06-S1C4-01; SC06-S1C4-02;
SS06-S1C1-02; SS06-S1C2-02;
SS06-S1C4-01
quantitatively.

6.MP.4. Model with
mathematics.

strategically.


of structure.
In order to display numerical data in dot plots, histograms or box plots, students
need to make decisions and perform calculations. Students are expected to
display data graphically in a format appropriate for that data set as well as
reading data from graphs generated by others students or contained in
reference materials. Students can use applets to create data displays. Examples
of applets include the Box Plot Tool and Histogram Tool on NCTMs
Illuminations.
Box Plot Tool - http://illuminations.nctm.org/ActivityDetail.aspx?ID=77
Histogram Tool -- http://illuminations.nctm.org/ActivityDetail.aspx?ID=78

Dot plots are simple plots on a number line where each dot represents a piece of
data in the data set. Dot plots are suitable for small to moderate size data sets
and are useful for highlighting the distribution of the data including clusters,
gaps, and outliers.

In most real data sets, there is a large amount of data and many numbers will be
unique. A graph (such as a dot plot) that shows how many ones, how many
twos, etc. would not be meaningful; however, a histogram can be used. Students
organize the data into convenient ranges and use these intervals to generate a
frequency table and histogram. Note that changing the size of the range
changes the appearance of the graph and the conclusions you may draw from it.

Box plots are another useful way to display data and are plotted horizontally or
vertically on a number line. Box plots are generated from the five number
summary of a data set consisting of the minimum, maximum, median, and two
quartile values. Students can readily compare two sets of data if they are
displayed with side by side box plots on the same scale. Box plots display the
degree of spread of the data and the skewness of the data.



Updated 5.20.11
Examples:
- Nineteen students completed a writing sample that was scored using the
six traits rubric. The scores for the trait of organization were 0, 1, 2, 2, 3,
3, 3, 3, 3, 3, 4, 4, 4, 4, 5, 5, 5, 6, 6. Create a data display. What are
some observations that can be made from the data display?

- Grade 6 students were collecting data for a math class project. They
decided they would survey the other two grade 6 classes to determine
how many DVDs each student owns. A total of 48 students were
surveyed. The data are shown in the table below in no specific order.
Create a data display. What are some observations that can be made
from the data display?

11 21 5 12 10 31 19 13 23 33
10 11 25 14 34 15 14 29 8 5
22 26 23 12 27 4 25 15 7
2 19 12 39 17 16 15 28 16

A histogram using 5 ranges (0-9, 10-19, 30-39) to organize the data is
displayed below.

Updated 5.20.11
- Ms. Wheeler asked each student in her class to write their age in
months on a sticky note. The 28 students in the class brought their
sticky note to the front of the room and posted them in order on the
white board. The data set is listed below in order from least to greatest.
Create a data display. What are some observations that can be made
from the data display?

130 130 131 131 132 132 132 133 134 136
137 137 138 139 139 139 140 141 142 142
142 143 143 144 145 147 149 150

Five number summary
Minimum 130 months
Quartile 1 (Q1) (132 + 133) 2 = 132.5 months
Median (Q2) 139 months
Quartile 3 (Q3) (142 + 143) 2 = 142.5 months
Maximum 150 months

This box plot shows that
- of the students in the class are from 130 to 132.5 months old
- of the students in the class are from 142.5 months to 150 months old
- of the class are from 132.5 to 142.5 months old
- the median class age is 139 months.


Updated 5.20.11

6.SP.5. Summarize numerical data sets in
relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under
investigation, including how it was
measured and its units of measurement
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.
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.

Connections: 6-8.WHST.2a-f; ET06-S6C2-03
quantitatively.


6.MP.4. Model with
mathematics.

strategically.


of structure.
Students summarize numerical data by providing background information about
the attribute being measured, methods and unit of measurement, the context of
data collection activities, the number of observations, and summary statistics.
Summary statistics include quantitative measures of center, spread, and
variability including extreme values (minimum and maximum), mean, median,
mode, range, quartiles, interquartile ranges, and mean absolute deviation.

The measure of center that a student chooses to describe a data set will depend
upon the shape of the data distribution and context of data collection. The mode
is the value in the data set that occurs most frequently. The mode is the least
frequently used as a measure of center because data sets may not have a
mode, may have more than one mode, or the mode may not be descriptive of
the data set. The mean is a very common measure of center computed by
adding all the numbers in the set and dividing by the number of values. The
mean can be affected greatly by a few data points that are very low or very high.
In this case, the median or middle value of the data set might be more
descriptive. In data sets that are symmetrically distributed, the mean and median
will be very close to the same. In data sets that are skewed, the mean and
median will be different, with the median frequently providing a better overall
description of the data set.

Understanding the Mean
The mean measures center in the sense that it is the value that each data point
would take on if the total of the data values were redistributed equally, and also
in the sense that it is a balance point. Students develop understanding of what
the mean represents by redistributing data sets to be level or fair. The leveling
process can be connected to and used to develop understanding of the
computation of the mean.

For example, students could generate a data set by measuring the number of
jumping jacks they can perform in 5 seconds, the length of their feet to the
nearest inch, or the number of letters in their names. It is best if the data
generated for this activity are 5 to 10 data points which are whole numbers


Updated 5.20.11
between 1 and 10 that are easy to model with counters or stacking cubes.
Students generate a data set by drawing eight student names at random from
the popsicle stick cup. The number of letters in each of the names is used to
create the data set. If the names drawn were Carol, Mike, Maria, Luis, Monique,
Sierra, John, and Karen there would be 3 names with 4 letters each, 3 names
with 5 letters each, 1 name with 6 letters and 1 name with 7 letters.
This data set could be represented with stacking cubes.

Students can model the mean by leveling the stacks or distributing the blocks
so the stacks are fair. Students are seeking to answer the question If all of the
students had the same number of letters in their name, how many letters would
each person have?

One block from the stack of six and two blocks from the stack of 7 can be moved
down to the stacks of 4 and then all the stacks have five blocks. If all students
had the same number of letters in their name, they would have five letters. The
mean number of letters in a name in this data set is 5.

If it was not possible to make the stacks exactly even, students could begin to
consider what part of the extra blocks each stack would have.


Updated 5.20.11
Understanding Mean Absolute Deviation
The use of mean absolute deviation in 6th grade is mainly exploratory. The
intent is to build a deeper understanding of variability. Students would
understand the mean distance between the pieces of data and the mean of the
data set expresses the spread of the data set. Students can see that the larger
the mean distance, the greater the variability. Comparisons can be made
between different data sets.

In the previous data set, the names drawn were Carol, Mike, Maria, Luis,
Monique, Sierra, John, and Karen. There were 3 names with 4 letters each, 3
names with 5 letters each, 1 name with 6 letters and 1 name with 7 letters. This
data can be represented on a dot plot. The mean of the data set is 5.

To find the mean absolute deviation, students examine each of the data points
and its difference from the mean. This analysis can be represented on the dot
plot itself or in a table. Each of the names with 4 letters has one fewer letter than
the mean, each of the names with 5 letters has zero difference in letters as
compared to the mean, each of the names with 6 letters has one more letter
than the mean, and each of the names with 7 letters has two more letters than
the mean. The absolute deviations are the absolute value of each difference.

3 4 5 6 7 8

3 4 5 6 7 8
-1
-1
-1
0
0
0
+1 +2
Deviations
from the mean
3 4 5 6 7 8
1
1
1
0
0
0
1 2
Absolute
Deviations

Updated 5.20.11

Name Number of letters in
a name
Deviation from
the Mean
Absolute Deviation
from the Mean
John 4 -1 1
Luis 4 -1 1
Mike 4 -1 1
Carol 5 0 0
Maria 5 0 0
Karen 5 0 0
Sierra 6 +1 1
Monique 7 +2 2
Total 40 0 6

The mean of the absolute deviations is found by summing the absolute
deviations and dividing by the number of data points. In this case, the mean
absolute deviation would be 6 8 or or 0.75. The mean absolute deviation is
a small number, indicating that there is little variability in the data set.

Consider a different data set also containing 8 names. If the names were Sue,
Joe, Jim, Amy, Sabrina, Monique, Timothy, and Adelita. Summarize the data set
and its variability. How does this compare to the first data set?

The mean of this data set is still 5.
5
8
40
8
) 7 7 7 3 3 3 3 (
= =
+ + + + + +

Name Number of letters in
a name
Deviation from
the Mean
Absolute Deviation
from the Mean
Sue 3 -2 2
Joe 3 -2 2
Jim 3 -2 2
Amy 3 -2 2
Sabrina 7 +2 2
Timothy 7 +2 2
Adelita 7 +2 2
Monique 7 +2 2
Total 40 0 16

The mean deviation of this data set is 16 8 or 2. Although the mean is the
same, there is much more variability in this data set.


Updated 5.20.11
Understanding Medians and Quartiles
Students can also summarize and describe the center and variability in data sets
using the median and a five number summary consisting of the minimum,
quartiles, and maximum as seen in the box plot example in 6.SP.4. The median
is the middle number of the data set with half the number below the median and
half the numbers above the median. The quartiles partition the data set into four
parts by dividing each of the halves of the data set into half again. Quartile 1 (Q1
or the lower quartile) is the middle value of the lower half of the data set and
quartile 3 (Q3 or the upper quartile) is the middle value of the upper half of the
data set. The median can also be referred to as quartile 2 (Q2). The range of the
data is the difference between the minimum and maximum values. The
interquartile range of the data is the difference between the lower and upper
quartiles (Q3 Q1). The interquartile range is a measure of the dispersion or
spread of the data set: a small value indicates values that are clustered near the
median whereas a larger value indicates values that are more distributed.

Consider the first data set again. Recall that the names drawn were Carol, Mike,
Maria, Luis, Monique, Sierra, John, and Karen. The data set can be represented
in a numerical list. To find the median and quartile, the values are placed in
order from least to greatest.

5 4 5 4 7 6 4 5 4 4 4 5 5 5 6 7

The middle value in the ordered data set is the median. If there are an even
number of values, the median is the mean of the middle two values. In this case,
the median would be 5 because 5 is the average of the 4
th
and 5
th
values which
are both 5. Students find quartile 1 (Q1) by examining the lower half of the data.
Again there are 4 values which is an even number of values. Q1 would be the
average of the 2
nd
and 3
rd
value in the data set or 4. Students find quartile 3 (Q3)
by examining the upper half of the data. Q3 would be the average of the 6
th
and
7
th
value in the data set or 5.5. The mean of the data set was 5 and the median
is also 5, showing that the values are probably clustered close to the mean. The
interquartile range is 1.5 (5.5 4). The interquartile range is small, showing little
variability in the data.

Median = 5
Q1 = 4 Q3 = 5.5
4 4 4 5 5 5 6 7

Updated 5.20.11

Standards for Mathematical Practice
Standards Explanations and Examples
Mathematical Practices are
listed throughout the grade
level document in the 2nd
column to reflect the need to
connect the mathematical
practices to mathematical
content in instruction.

solving them.

In grade 6, students solve problems involving ratios and rates and discuss how they solved
them. Students solve real world problems through the application of algebraic and geometric
concepts. Students seek the meaning of a problem and look for efficient ways to represent and
solve it. They may check their thinking by asking themselves, What is the most efficient way to
solve the problem?, Does this make sense?, and Can I solve the problem in a different way?.
6.MP.2. Reason abstractly
and quantitatively.

In grade 6, students represent a wide variety of real world contexts through the use of real
numbers and variables in mathematical expressions, equations, and inequalities. Students
contextualize to understand the meaning of the number or variable as related to the problem and
decontextualize to manipulate symbolic representations by applying properties of operations.
In grade 6, students construct arguments using verbal or written explanations accompanied by
expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e.
box plots, dot plots, histograms, etc.). They further refine their mathematical communication
skills through mathematical discussions in which they critically evaluate their own thinking and
the thinking of other students. They pose questions like How did you get that?, Why is that
true? Does that always work? They explain their thinking to others and respond to others
thinking.
6.MP.4. Model with
mathematics.

In grade 6, students model problem situations symbolically, graphically, tabularly, and
contextually. Students form expressions, equations, or inequalities from real world contexts and
connect symbolic and graphical representations. Students begin to explore covariance and
represent two quantities simultaneously. Students use number lines to compare numbers and
represent inequalities. They use measures of center and variability and data displays (i.e. box
plots and histograms) to draw inferences about and make comparisons between data sets.
Students need many opportunities to connect and explain the connections between the different
representations. They should be able to use all of these representations as appropriate to a
problem context.
6.MP.5. Use appropriate
tools strategically.
Students consider available tools (including estimation and technology) when solving a
mathematical problem and decide when certain tools might be helpful. For instance, students in
grade 6 may decide to represent similar data sets using dot plots with the same scale to visually
compare the center and variability of the data. Additionally, students might use physical objects
or applets to construct nets and calculate the surface area of three-dimensional figures.

Updated 5.20.11
Standards for Mathematical Practice
Standards Explanations and Examples
Mathematical Practices are
listed throughout the grade
level document in the 2nd
column to reflect the need to
connect the mathematical
practices to mathematical
content in instruction.

6.MP.6. Attend to
precision.
In grade 6, students continue to refine their mathematical communication skills by using clear
and precise language in their discussions with others and in their own reasoning. Students use
appropriate terminology when referring to rates, ratios, geometric figures, data displays, and
components of expressions, equations or inequalities.
6.MP.7. Look for and make
use of structure.
Students routinely seek patterns or structures to model and solve problems. For instance,
students recognize patterns that exist in ratio tables recognizing both the additive and
multiplicative properties. Students apply properties to generate equivalent expressions
(i.e. 6 + 2x = 2 (3 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c = 12 by
subtraction property of equality; c=6 by division property of equality). Students compose and
decompose two- and three-dimensional figures to solve real world problems involving area and
volume.
6.MP.8. Look for and
express regularity in
repeated reasoning.
In grade 6, students use repeated reasoning to understand algorithms and make generalizations
about patterns. During multiple opportunities to solve and model problems, they may notice that
a/b c/d = ad/bc and construct other examples and models that confirm their generalization.
Students connect place value and their prior work with operations to understand algorithms to
fluently divide multi-digit numbers and perform all operations with multi-digit decimals. Students
informally begin to make connections between covariance, rates, and representations showing
the relationships between quantities.

Articulated by Grade Level

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Articulated by Grade Level

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Arizona Mathematics Standards Articulated by Grade Level

Explanations and Examples Grade 6

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