Archdiocese Of New York Grade 6 Mathematics Parent Matrix
Archdiocese of New York Grade 6 Mathematics Parent MatrixThis parent matrix is intended to be a tool for you as a parent to help support your child’s learning. The table below contains all of the Grade 6Mathematics learning standards. Learning standards describe the knowledge and skills that students should master by the end of Grade 6. Eachstandard has a specific code. For example, 6.RP.1 stands for “Grade 6 Ratios and Proportional Relationships Standard 1.” You will often see thesestandards referenced on your child’s quizzes, worksheets, tests, etc.You should access the recommended resources in the right hand “Resources” column electronically by clicking on the hyperlinks provided.However, we suggest that you also download and print this matrix. You will notice that the column all the way to the left is marked “ParentNotes.” You can use this column to take notes on your child’s progress. You may wish to check off each standard after you have worked on it withyour child.In Grade 6 Mathematics, there are five main domains of standards. These include Ratios & Proportional Relationships, The Number System,Expressions & Equations, Geometry, and Statistics & Probability. Each category is highlighted in a different color. Your child’s teacher will be able totell you which standards you should focus on with your child throughout the year.We hope that this parent matrix is a valuable resource for you. If you find that you would like additional practice materials to work on you can usethe standard codes provided below to search for additional resources.Ratios & ProportionalRelationshipsThese standards focus onstudents’ understanding thata ratio represents arelationship between twoquantities. They will learn torecognize, produce, andcompare ratios.The Number SystemExpressions & EquationsGeometryStatistics & ProbabilityThese standards promptstudents to understand thenumber line – comparenumbers, perform the fourbasic mathematicaloperations (addition,subtraction, multiplication,division) and recognize anddistinguish between rationaland irrational numbers.These standards pertain tostudents’ ability toproficiently solvemathematical expressions(problems) – including onesin which variables such as x,y, and z represent numbers.These standards requirestudents to examine,describe, produce, andmanipulate both 2-Dgeometric shapes (e.g.triangles, trapezoids,rectangles) and 3-Dgeometric shapes (e.g.pyramids, cubes). They willlearn how to find perimeter,area, and volume of differentshapes.These standards pertain tostudents’ ability to use data(e.g. a list of the ages of thestudents, tallies ofeveryone’s favorite foods) toanswer mathematicalquestions and find theprobability of particularoccurrences.
ParentNotesStandardCodeRatios andproportionalRelationshipsGrade 6Standard 1(6.RP.1)Ratios andproportionalRelationshipsGrade 6Standard 2(6.RP.2)StandardWhat does this standardmean?RATIOS & PROPORTIONAL RELATIONSHIPSUnderstand the concept A ratio is the comparison of twoof a ratio and use ratioquantities or measures. Thelanguage to describe acomparison can be part-to-wholeratio relationship(ratio of guppies to all fish in anbetween two quantities. aquarium) or part-to-part (ratio ofFor example, “The ratio guppies to goldfish). Example 1: Aof wings to beaks in the comparison of 6 guppies and 9bird house at the zoogoldfish could be expressed in any ofwas 2:1, because forthe following forms: 6/ 9 , 6 to 9 orevery 2 wings there was 6:9. Students should be able to1 beak.” “For every vote identify and describe any ratio usingcandidate A received,“For every ,there are ”candidate C receivedIn the example above, the rationearly three votes.”could be expressed saying, “Forevery 2 goldfish, there are 3guppies”.Understand the concept A unit rate expresses a ratio as partof a unit rate a/bto one, comparing a quantity inassociated with a ratioterms of one unit of anothera:b with b 0, and usequantity. Common unit rates arerate language in thecost per item or distance per time.context of a ratiorelationshipFor example, “Thisrecipe has a ratio of 3cups of flour to 4 cups ofsugar, so there is ¾ cupof flour for each cup ofsugar.” “We paid 75 for15 hamburgers, which isa rate of 5 perhamburger.What can I do athome?ResourcesAsk your child to expressthe ratio of kitchen tableto chairs: 1 to 4 , ¼ or words-into-ratioshttps://www.youtube.com/watch?v evfNoVHUb9sAsk your child to explainthe ratio of the kitchentable to chairs using :For every , thereare .”Ask your child to gothrough a supermarketflyer and pick out the unitrates of various groceryitems. For example,“onions are 45 cents perpound,” “bananas are 33cents per ade.php?Sorted 6rp1https://www.youtube.com/watch?v bIt87I-z48&list ncoresheets.com/SortedByGrade.php?Sorted 6rp2
Ratios andproportionalRelationshipsGrade 6Standard 3(6.RP.3)Use ratio and ratereasoning to solve realworld and mathematicalproblems, e.g., byreasoning about tables ofequivalent ratios, tapediagrams, double numberline diagrams, orequations.a. Make tables ofequivalent ratios relatingquantities with wholenumber measurements,find missing values in thetables, and plot the pairsof values on thecoordinate plane. Usetables to compare ratios.b. Solve unit rate problemsincluding those involvingunit pricing and constantspeed. For example, if ittook 7 hours to mow 4lawns, then at that rate,how many lawns could bemowed in 35 hours? Atwhat rate were lawnsbeing mowed?c. Find a percent of aquantity as a rate per 100(e.g., 30% of a quantitymeans 30/100 times thequantity); solve problemsinvolving finding thewhole, given a part andthe percent.d. Use ratio reasoning toconvert measurementunits; manipulate andtransform unitsappropriately whenmultiplying or dividingquantities.a. Ratios and rates can be used inratio tables and graphs to solveproblems. To begin the shift toproportional reasoning the studentsneed to begin to use multiplicativereasoning.b. Students recognize the use ofratios, unit rate and multiplication insolving problems, which could allowfor the use of fractions anddecimals.c. This is the students’ firstintroduction to percents.Percentages are a rate per 100.d. A ratio can be used to comparemeasures of two different types,such as inches per foot, millilitersper liter and centimeters per inch.Students recognize that aconversion factor is a fraction equalto 1, since the numerator anddenominator describe the samequantity. For example 12inches/1foot is a conversion factor since thenumerator and denominatordescribe the same quantity.Ask your child to explain how percentages are arate per 100. For example,if they achieve 90% on atest, that is 90 points outof 100.what a conversion factordoes (a fraction that isactually equal to one).https://www.youtube.com/watch?v eTRDw2UaQo4https://www.youtube.com/watch?v c6Pa34wRVEk
ParentNotesStandardCodeStandardTHE NUMBER SYSTEMWhat does this standardmean?The NumberSystem Grade 6Standard 1(6.NS.1)Interpret and computequotients of fractions,and solve wordproblems involvingdivision of fractions byfractions, e.g., by usingvisual fraction modelsand equations torepresent the problem.In 5th grade students divided wholenumbers by unit fractions anddivided unit fractions by wholenumbers. Students continue todevelop these concepts by usingvisual models and equations todivide whole numbers by fractionsand fractions by fractions to solveword problems.Fluently divide multidigit numbers using thestandard algorithmIn this grade students become fluentin the use of the standard divisionalgorithm and continue to use theirunderstanding of place value todescribe what they are doing. Thisstandard is the end of theprogression to address students’understanding of place value.The NumberSystem Grade 6Standard 2(6.NS.2)The NumberSystem Grade 6Standard 3(6.NS.3)Fluently add, subtract,multiply, and dividemulti-digit decimalsusing the standardalgorithm for eachoperation.Procedural fluency is defined as“skill in carrying out proceduresflexibly, accurately, efficiently, andappropriately”. At the elementarylevel these operations were basedon concrete models or drawings andstrategies based on place value,properties of operations, and or therelationship between addition andsubtraction. In the 6th grade,What can I do athome?ResourcesAsk your child what theanswer is called in sets/13-dividefractions-by-fractionsAsk your child to solve aword problem thatrequires them to dividetwo fractions. Forexample, there is ½ of apizza remaining. What willbe the size of the piece ifit is divided by 4 people(dividing fraction by awhole number)? Theanswer is 1/8.Ask your child to divide afour-digit number by atwo-digit number. Be surethat they keep theirnumbers neatly alignedduring the subtractionpart of the process. If theydo not carefully placetheir numbers this cancontribute to mistakes.Ask your child to add,subtract, multiply, anddivide decimals. Ensureyour child is mindful of theposition of the numberswhile performing theoperation. For example.The decimal points shouldbe aligned under oneanother when doinghttps://www.youtube.com/watch?v mhttps://www.youtube.com/watch?v 93dbsqs7ICc
The NumberSystem Grade 6Standard 4(6.NS.4)The NumberSystem Grade 6Standard 5(6.NS.5)students become fluent in the useof the standard algorithms of eachof these operations.Find the greatestStudents find the greatest commoncommon factor of twofactor of two whole numbers lesswhole numbers lessthan or equal to 100. For example,than or equal to 100 and the greatest common factor of 40the least commonand 16 can be found by listing themultiple of two wholefactors of 40 (1,2,4,5,8,10,20,40)numbers less than orand 16 (1,2,4,8,16) then taking theequal to 12. Use thegreatest factor shared by bothdistributive property towhich is 8.express a sum of twowhole numbers 1–100with a common factoras a multiple of a sum oftwo whole numberswith no common factor.For example, express 36 8 as 4 (9 2).Understand thatStudents use rational numberspositive and negative(fractions, decimals, and integers) tonumbers are usedrepresent real world contexts andtogether to describeunderstand the meaning of 0 in eachquantities havingsituation.opposite directions orvalues (e.g.,temperatureabove/below zero,elevation above/belowsea level, credits/debits,positive/negativeelectric charge); usepositive and negativenumbers to representquantities in real-worldcontexts, explaining themeaning of 0 in eachsituation.addition and subtraction.Ask your child to explainto you what the GreatestCommon Factor is (GCF). Itis the greatest factor thatis common to bothnumbers or more thantwo tyAsk your child to explainto you how this isdifferent from the leastcommon multiple (LCM)Ask your child to tell you ifthey would wear a coat orshorts when thetemperature is currentlyat 70 degrees and drops40 degrees. (It would be30 degrees, so a coatwould be needed.)https://www.youtube.com/watch?v BfAStLWOR-Ihttps://www.youtube.com/watch?v rhj98Fppyzc
The NumberSystem Grade 6Standard 6(6.NS.6)Understand a rationalnumber as a point on thenumber line. Extendnumber line diagramsand coordinate axesfamiliar from previousgrades to representpoints on the line and inthe plane with negativenumber coordinates. a.Recognize opposite signsof numbers as indicatinglocations on oppositesides of 0 on the numberline; recognize that theopposite of the oppositeof a number is thenumber itself, e.g., –(–3) 3, and that 0 is its ownopposite. b. Understandsigns of numbers inordered pairs asindicating locations inquadrants of thecoordinate plane;recognize that when twoordered pairs differ onlyby signs, the locations ofthe points are related byreflections across one orboth axes. c. Find andposition integers andother rational numberson a horizontal or verticalnumber line diagram;find and position pairs ofintegers and otherrational numbers on acoordinate plane.In elementary schools, studentsworked with positive fractions,decimals and whole numbers on thenumber line and in quadrant 1 ofthe coordinate plane. In 6th grade,students extend the number line torepresent all rational numbers andrecognize that number lines may behorizontal or vertical (i.e.Thermometers) which facilitates themovement from number lines tocoordinate grids. Students recognizethat a number and its opposite arethe same distance from 0. Theopposite sign (-) shifts the numberto the opposite side of 0. Forexample, -4 could be read as “theopposite of 4” which would benegative 4. Zero is its own opposite.Ask your child to tell youthe coordinates of variouspoints that you positiononto a coordinate plane.The use of coordinates isvery similar to the game“Battleship” where youuse two coordinates toidentify the location of aship on a grid. The firstpoint in a coordinate isalong the x (horizontal)axis and the secondnumber is along they(vertical) axis. Thelocation where these twoaxes cross is at zero,which is referred to as theorigin. It has coordinatesof (0,0)https://www.youtube.com/watch?v OpI3Dr9xko&list ube.com/watch?v I5aYlHrpfV8&list PLnIkFmW0ticPPe6F0yU94lsi4cr GmOTI
The NumberSystem Grade 6Standard 7(6.NS.7)Understand orderingand absolute value ofrational numbers.a. Interpret statementsof inequality asstatements about therelative position of twonumbers on a numberline diagram. Forexample, interpret –3 –7 as a statement that –3 is located to the rightof –7 on a number lineoriented from left toright.b. Write, interpret, andexplain statements oforder for rationalnumbers in real-worldcontexts. For example,write –3 o C –7 o C toexpress the fact that –3o C is warmer than –7 oC. c. Understand theabsolute value of arational number as itsdistance from 0 on thenumber line; interpretabsolute value asmagnitude for a positiveor negative quantity in areal-world situation. Forexample, for an accountbalance of –30 dollars,write –30 30 todescribe the size of thedebt in dollars. d.Distinguish comparisonsof absolute value fromstatements about order.a. Students use inequalities toexpress the relationship betweentwo rational numbers,understanding that the value ofnumbers is smaller moving to theleft on a number line. Studentsshould know larger numbers are tothe right(horizontal) or top (vertical)of the number line and smallernumbers to the left (horizontal) orbottom(vertical) of the number line.b. Students can write statementsusing or to compare rationalnumbers in context.c. Students understand absolutevalue as the distance from 0 andrecognize the symbols thatrepresent absolute value (doublestraight bars around the number)d. When working with positivenumbers, the number and theabsolute value (the distance fromzero) are the same. As the size of anegative number increases (moves;to the left of the number line), thevalue of the number decreases.Ask your child to explainwhat the symbols greaterthan ( ) and less than ( )mean in a numericsentences .For example, -2 is lessthan -1 can be written as-2 -1.Ask your child to explainwhat absolute value is intheir own words (the“distance “ a number isfrom 0, regardless ofwhether it is a positive ornegative number. Forexample, the absolutevalue of -2 is 2 because itis 2 units from zero. Theabsolute value of 2 is 2because it is also 2 unitsfrom arisons-ofabsolute-value-fromstatements-aboutorder
The NumberSystem Grade 6Standard 8(6.NS.8)For example, recognizethat an account balanceless than –30 dollarsrepresents a debtgreater than 30 dollars.Solve real-world andmathematical problemsby graphing points in allfour quadrants of thecoordinate plane.Include use ofcoordinates andabsolute value to finddistances betweenpoints with the samefirst coordinate or thesame secondcoordinate.Students find the differencebetween two points when orderedpairs have the same vertical (xcoordinate) or the same horizontal(ycoordinate)Ask your child to plotseveral points, one in eachof the four quadrants ofthe coordinate plane.Have them read thecoordinates of thesepoints to you.https://www.youtube.com/watch?v OYnzYgoQOIg&list PLnIkFmW0ticNk5GPHEWdrh5jfepVBUTL
ParentNotesStandardCodeExpressions andEquations Grade6 Standard 1(6.EE.1)EXPRESSIONS & EQUATIONSStandardWhat does this standardmean?Write and evaluatenumerical expressionsinvolving whole-numberexponents.Students demonstrate the meaningof exponents to write and evaluatenumerical expressions with wholenumber exponents.What can I do athome?Ask your child to identifythe exponents in thefollowing expression:52 3x4 83(The exponents are 2, 4,and xponentshttps://www.youtube.com/watch?v FNY2TylIzXQExpressions andEquations Grade6 Standard 2(6.EE.2)Write, read, andevaluate expressions inwhich letters stand fornumbers. a. Writeexpressions that recordoperations withnumbers and withletters standing fornumbers. For example,express the calculation“Subtract y from 5” as 5– y.b. Identify parts of anexpression usingmathematical terms(sum, term, product,factor, quotient,coefficient); view one ormore parts of anexpression as a singleentity. For example,describe the expression2 (8 7) as a product oftwo factors; view (8 7)as both a single entityStudents write expressions fromverbal descriptions using letters andnumbers, understanding that orderis important in writing subtractionand division problems. Theexpression “ 5 times any number, n”could be represented with 5n and anumber and a letter together meansto multiply. The variable, n, couldrepresent any number.b. Students can describe expressionssuch as 3(2 6) as the product of twofactors: 3 and (2 6).the quantity(2 6) is viewed as one factorconsisting of two terms. Terms arethe parts of a sum. When the term isa number, it is called a constant.When the term is a product of anumber and a variable, the numberis called the coefficient of thevariable.c. Students evaluate algebraicexpressions using order ofoperations using exponents asneeded. For example, evaluate theAsk your child to write anexpression for https://www.youtube.com/watch?v UPAhKwO9FPs8 less than n (n-8)5 more than y (5 y)4 times n (4n)https://www.youtube.com/watch?v cNsVILErh0M&list be.com/watch?v iSzub1jX2Sk
Expressions andEquations Grade6 Standard 3(6.EE.3)and a sum of two terms.c. Evaluate expressionsat specific values oftheir variables. Includeexpressions that arisefrom formulas used inreal-world problems.Perform arithmeticoperations, includingthose involving wholenumber exponents, inthe conventional orderwhen there are noparentheses to specify aparticular order (Orderof Operations). Forexample, use theformulas V s3 and A 6 s2 to find the volumeand surface area of acube with sides oflength s 1/2.Apply the properties ofoperations to generateequivalent expressions.For example, apply thedistributive property tothe expression 3 (2 x)to produce theequivalent expression 6 3x; apply thedistributive property tothe expression 24x 18yto produce theequivalent expression 6(4x 3y); applyproperties of operationsto y y y to producethe equivalentexpression 3y.expression3x 2y when x is equal to 4 and y isequal to 2.4The answer is 16.8Students use the distributiveproperty to write equivalentexpressions.Properties were introduced in theearlier grades but in this grade mustnow know the names of theproperties that are being used suchas associative, distributive,commutative.Ask your child to apply thedistributive property tothe following expression5(3n 7). They distributethe 5 to the 3n bymultiplication which is 15nand then they distributethe 5 to the 7 bymultiplying which is 35. Sothe answer is 15n 35.https://www.youtube.com/watch?v yrsvFRb3Paohttps://www.youtube.com/watch?v II6WYbj2uzI
Expressions andEquations Grade6 Standard 4(6.EE.4)Identify when twoexpressions areequivalent (i.e., whenthe two expressionsname the same numberregardless of whichvalue is substituted intothem). For example, theexpressions y y y and3y are equivalentbecause they name thesame number regardlessof which number ystands for.Students understand that quantitiesthat are like terms can be added orsubtracted with the same variablesand exponents. For example, 3x 4xare like terms and can be combinedas 7x.; however,3x 4x2 are unlike terms that cannotbe combined because the exponentswith the x are not the same.Ask your child to explainwhat it means to combinelike terms (addingconstants, adding termswith like variables raisedto the same exponents)https://www.youtube.com/watch?v epfijSwVROQ&list PLnIkFmW0ticNMii0pSOMh3UXOxjwYWeZ9Expressions andEquations Grade6 Standard 5(6.EE.5)Understand solving anequation or inequalityas a process ofanswering a question:which values from aspecified set, if any,make the equation orinequality true? Usesubstitution todetermine whether agiven number in aspecified set makes anequation or inequalitytrue.Students are exploring equations asexpressions being set equal to aspecific value. The solution is thevalue of the variable that will makethe equation true. For example, Joeyhad 26 on his desk. His teacher gavehim some more and now he has100. How many papers did histeacher give him? This situation canbe represented by the equation26 n 100 where n is the number ofpapers the teacher gives to Joey.This equation can be stated as“some number was added to 26 andthe result was 100”. Students askthemselves “What number wasadded to 26 to get 100?” to helpthem determine the value of thevariable that makes the equationtrue. Different strategies can beused to find a solution to theproblem.Ask your child to explainto you what an inequalityis and how it is differentfrom an equation. (Anequation has one solutionwhereas an inequalitymay have more than onesolution)https://www.youtube.com/watch?v l2VNCnXve-U
Expressions andEquations Grade6 Standard 6(6.EE.6)Expressions andEquations Grade6 Standard 7(6.EE.7)Expressions andEquations Grade6 Standard 8(6.EE.8)Use variables torepresent numbers andwrite expressions whensolving a real-world ormathematical problem;understand that avariable can representan unknown number,or, depending on thepurpose at hand, anynumber in a specifiedset.Solve real-world andmathematical problemsby writing and solvingequations of the form x p q and px q forcases in which p, q and xare all nonnegativerational numbers.Students write expressions torepresent various real worldsettings. For example, write anexpression to represent Sara’s age in3 years when a represents her age (a 3).Ask your child to write anexpression to representthe number of wheels, w,on any number of bikes.For example, 4 bikes. Theanswer is 2n where 2stands for the number ofwheels on a bike and nstands for the number dents are now being asked tofind the value of a variable when theoutcome is known. For example,Meghan spent 56.58 on three pairsof jeans. If each jean costs the same,how many pairs of jeans did shepurchase? The answer is 56.58divided by 3 which is 18.86Ask your child to solve thefollowing equations for x5x 25X 5(both sides get divided by5)https://learnzillion.com/lessonsets/269Write an inequality ofthe form x c or x c torepresent a constraintor condition in a realworld or mathematicalproblem. Recognize thatinequalities of the formx c or x c haveinfinitely manysolutions; representsolutions of suchinequalities on numberline diagrams.Students use a number line torepresent real world andmathematical solutions, especiallyinequalities to represent real andmathematical solutions. Forexample, a class must raise at least 100 to go on a field trip. They have 20 already. Write an inequality torepresent the money, m, the classstill needs to raise for the trip.7x 49X 7(both sides get divided by7)Ask your child to write thefollowing statement as aninequality:All the children in theroom are older than 7years old where x standsfor the number of childrenx 7https://learnzillion.com/lessonsets/310
Expressions andEquations Grade6 Standard 9(6.EE.9)Use variables torepresent twoquantities in a realworld problem thatchange in relationship toone another; write anequation to express onequantity, thought of asthe dependent variable,in terms of the otherquantity, thought of asthe independentvariable. Analyze therelationship betweenthe dependent andindependent variablesusing graphs and tables,and relate these to theequation. For example,in a problem involvingmotion at constantspeed, list and graphordered pairs ofdistances and times, andwrite the equation d 65t to represent therelationship betweendistance and time.The purpose of this standard is forstudents to understand therelationship between two variables.This begins with knowing thedifference between a dependentand an independent variable. Theindependent variable is the one thatcan be changed. The dependentvariable is the variable affected bythe change in the independentvariable. The independent variableis graphed on the x axis, whereasthe dependent variable is graphedon the y axisAsk your child to find therelationship between twovariables in the chartbelow:X 12 3 4Y 2.5 5 7. 15 0Solution isY 2.5 Xhttps://www.youtube.com/watch?v Kpb FrHYokE
ParentNotesStandardCodeGeometryGrade 6Standard 1(6.G.1)GeometryGrade 6Standard 2(6.G.2)StandardFind the area of righttriangles, othertriangles, specialquadrilaterals, andpolygons by composinginto rectangles ordecomposing intotriangles and othershapes; apply thesetechniques in thecontext of solving realworld and mathematicalproblems.Find the volume of a rightrectangular prism withfractional edge lengths bypacking it with unit cubesof the appropriate unitfraction edge lengths,and show that thevolume is the same aswould be found bymultiplying the edgelengths of the prism.Apply the formulas V lw h and V b h to findvolumes of rightrectangular prisms withfractional edge lengths inthe context of solvingreal-world andmathematical problems.GEOMETRYWhat does this standardmean?Students still continue tounderstand area as the number ofsquares needed to cover a planefigure. They should know theformulas for quadrilaterals andtriangles so that they candecompose more complex shapescomposed of these figures tocalculate area. Students should alsorecognize that slashed lines throughthe side of a triangle indicate sideswith the same length.Previously students calculatedvolume using whole numbers. Now,they use fractional edge lengths todo the same calculations. Thisrequires that students becomfortable with multiplying anddividing fractions learned in prioryears.What can I do athome?ResourcesAsk your child to find thearea of a right trianglewith a base of 3 units, aheight of four units and ahypotenuse (the longestside opposite the rightangle) of 5.https://www.youtube.com/watch?v nR919imEGxoHeightHypotenuseBaseA 1/2bhA 1/2 (3)(4)A 1/2 (12)A 6 unitsAsk your child to find thevolume of a rectangularprism having sides withthe length of 1 ¼ in, 1 in.,and 1 ½ in. the answer is120/64 1 56/64https://www.youtube.com/watch?v LXVEEouCVg4&list ions.nctm.org/ActivityDetail.aspx?ID 6
GeometryGrade 6Standard 3(6.G.3)GeometryGrade 6Standard 4(6.G.4)Draw polygons in thecoordinate plane givencoordinates for thevertices; usecoordinates to find thelength of a side joiningpoints with the samefirst coordinate or thesame secondcoordinate. Apply thesetechniques in thecontext of solving realworld and mathematicalproblems.Represent threedimensional figuresusing nets made up ofrectangles and triangles,and use the nets to findthe surface area ofthese figures. Applythese techniques in thecontext of solving realworld and mathematicalproblems.Students are given the coordinatesof a polygon (a multi sided figure) todraw in the coordinate plane. Whenboth x coordinates are the same, avertical line is created and thedistance between these coordinatesis the difference between the two“x” numbers. For example, Giventhe coordinates (-5,4) and (2,4) thedistance between the two points isthe distance between -5 and 2,which is 7.Ask your child to plot thecoordinates for a squareusing all four quadrants ofthe coordinate plane.Then challenge them totell you the length of aside. Once determined,have them calculate theperimeter (distancearound all four sides) andthe area (square units)https://www.youtube.com/watch?v 4bFowyMCGqoA net is a two dimensionalrepresentation of a threedimensional object. Studentsrepresent three-dimensional figureswhose nets are composed ofrectangles and triangles. Studentsshould recognize that parallel lineson a net are congruent (equal) Usingthe dimensions of the net, studentscan calculate the area of eachrectangle and/or triangle and addthese sums together to arrive at thesurface area of the figure.Ask your child to describethe faces needed toconstruct a rectangularpyramid. Allow them tocut out the shapes andcreate a model. Did thefaces work? Why or whynot?https://www.youtube.com/watch?v QPy6HvaSIxU&list PLnIkFmW0ticPuWYGxtBqszq8Q22P0MG02&index 1Ask your child to createthe net for a pyramid witha square base of 6 metersand a height of 4 meters.Use the net to calculatethe volume . The net isshown below.4 meters6 metershttps://www.youtube.com/watch?v JTNt8kbePA4&index 2&list ions.nctm.org/ActivityDetail.aspx?ID 205
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System Grade 6 Standard 1 (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. In 5th grade students divided whole numbers by unit fractions and divided unit fractions by whole numbers.
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Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Archdiocese of New York Grade 7 English Language Arts Parent Matrix This parent matrix is intended to be a tool for you as a parent to help support your childs learning. The table below contains all of the Grade 7
Aug 01, 2014 · Archdiocese of New York Grade 1 English Language Arts Parent Matrix This parent matrix is intended to be a tool for you as a parent to help support your childs learning. The table below contains all of the Grade 1 Engl
Archdiocese of New York Grade 4 English Language Arts Parent Matrix This parent matrix is intended to be a tool for you as a parent to help support your child’s learning. The table below contains all of the Grade 4 English Language Arts learning standards. Learning standards describe the knowledge and skills that students should master by the .
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