EMSC Banner for Content Pages. The banner reads, "New York State Education Department Back to EMSC Home
SED Home
Disclaimers and Notices

Mathematics Toolkit
Curriculum Guidance Materials & Resources
Template for Analysis of Mathematics Programs/Series
 March 2005
Grade 6 - Performance Indicators

Process Strands

 Does the program/series support the development of the process/content in the performance indicator? Are additional resources needed? At what grade level is the indicator addressed? Is the concept newly introduced this year?
6.PS.1 Know the difference between relevant and irrelevant information when solving problems        
6.PS.2 Understand that some ways of representing a problem are more efficient than others        
6.PS.3 Interpret information correctly, identify the problem, and generate possible strategies and solutions        
6.PS.4 Act out or model with manipulatives activities involving mathematical content from literature        
6.PS.5 Formulate problems and solutions from everyday situations        
6.PS.6 Translate from a picture/diagram to a numeric expression        
6.PS.7 Represent problem situations verbally, numerically, algebraically, and/or graphically        
6.PS.8 Select an appropriate representation of a problem        
6.PS.9 Understand the basic language of logic in mathematical situations (and, or, and not)        
6.PS.10 Work in collaboration with others to solve problems        
6.PS.11 Translate from a picture/diagram to a number or symbolic expression        
6.PS.12 Use trial and error and the process of elimination to solve problems        
6.PS.13 Model problems with pictures/diagrams or physical objects        
6.PS.14 Analyze problems by observing patterns        
6.PS.15 Make organized lists or charts to solve numerical problems        
6.PS.16 Discuss with peers to understand a problem situation        
6.PS.17 Determine what information is needed to solve problem        
6.PS.18 Determine the efficiency of different representations of a problem        
6.PS.19 Differentiate between valid and invalid approaches        
6.PS.20 Understand valid counterexamples        
6.PS.21 Explain the methods and reasoning behind the problem solving strategies used        
6.PS.22 Discuss whether a solution is reasonable in the context of the original problem        
6.PS.23 Verify results of a problem        
6.RP.1 Recognize that mathematical ideas can be supported using a variety of strategies        
6.RP.2 Understand that mathematical statements can be supported, using models, facts and relationships to explain their thinking        
6.RP.3 Investigate conjectures, using arguments and appropriate mathematical terms        
6.RP.4 Make and evaluate conjectures, using a variety of strategies        
6.RP.5 Justify general claims or conjectures, using manipulatives, models, expressions, and mathematical relationships        
6.RP.6 Develop and explain an argument verbally, numerically, algebraically, and/or graphically        
6.RP.7 Verify claims other students make, using examples and counterexamples when appropriate        
6.RP.8 Support an argument through examples/counterexamples and special cases        
6.RP.9 Devise ways to verify results        
6.CM.1 Provide an organized thought process that is correct, complete, coherent, and clear        
6.CM.2 Explain a rationale for strategy selection        
6.CM.3 Organize and accurately label work         
6.CM.4 Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models, and symbols in written and verbal form        
6.CM.5 Answer clarifying questions from others        
6.CM.6 Understand mathematical solutions shared by other students        
6.CM.7 Raise questions that elicit, extend, or challenge others ’ thinking         
6.CM.8 Consider strategies used and solutions found by others in relation to their own work        
6.CM.9 Increase their use of mathematical vocabulary and language when communicating with others        
6.CM.10 Use appropriate vocabulary when describing objects, relationships, mathematical solutions, and rationale        
6.CM.11 Decode and comprehend mathematical visuals and symbols to construct meaning        
6.CN.1 Understand and make connections and conjectures in their everyday experiences to mathematical ideas        
6.CN.2 Explore and explain the relationship between mathematical ideas        
6.CN.3 Connect and apply mathematical information to solve problems        
6.CN.4 Understand multiple representations and how they are related        
6.CN.5 Model situations with objects and representations and be able to draw conclusions        
6.CN.6 Recognize and provide examples of the presence of mathematics in their daily lives        
6.CN.7 Apply mathematics to problem situations that develop outside of mathematics        
6.CN.8 Investigate the presence of mathematics in careers and areas of interest        
6.CN.9 Recognize and apply mathematics to other disciplines and areas of interest        
6.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations        
6.R.2 Explain, describe, and defend mathematical ideas using representations        
6.R.3 Read, interpret, and extend external models        
6.R.4 Use standard and nonstandard representations with accuracy and detail        
6.R.5 Use representations to explore problem situations        
6.R.6 Investigate relationships between different representations and their impact on a given problem        
6.R.7 Use mathematics to show and understand physical phenomena (e.g., determine the perimeter of a bulletin board)        
6.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)        
6.R.9 Use mathematics to show and understand mathematical phenomena (e.g., Find the missing value:
(3 + 4) + 5 = 3 + (4 + ___ )		        

 
Grade 6 - Performance Indicators

Content Strands

 Does the program/series support the development of the process/content in the performance indicator? Are additional resources

needed?

 At what grade level is the indicator addressed? Is the concept newly introduced this year?
6.N.1 Read and write whole numbers to trillions        
6.N.2 Define and identify the commutative and associative properties of addition and multiplication        
6.N.3 Define and identify the distributive property of multiplication over addition        
6.N.4 Define and identify the identity and inverse properties of addition and multiplication        
6.N.5 Define and identify the zero property of multiplication        
6.N.6 Understand the concept of rate        
6.N.7 Express equivalent ratios as a proportion        
6.N.8 Distinguish the difference between rate and ratio        
6.N.9 Solve proportions using equivalent fractions        
6.N.10 Verify the proportionality using the product of the means equals the product of the extremes        
6.N.11 Read, write, and identify percents of a whole (0% to 100%)        
6.N.12 Solve percent problems involving percent, rate, and base        
6.N.13 Define absolute value and determine the absolute value of rational numbers (including positive and negative)        
6.N.14 Locate rational numbers on a number line (including positive and negative)        
6.N.15 Order rational numbers (including positive and negative)        
6.N.16 Add and subtract fractions with unlike denominators        
6.N.17 Multiply and divide fractions with unlike denominators        
6.N.18 Add, subtract, multiply, and divide mixed numbers with unlike denominators        
6.N.19 Identify the multiplicative inverse (reciprocal) of a number        
6.N.20 Represent fractions as terminating or repeating decimal        
6.N.21 Find multiple representations of rational numbers (fractions, decimals, and percents 0 to 100)        
6.N.22 Evaluate numerical expressions using order of operations (may include exponents of two and three)        
6.N.23 Represent repeated multiplication in exponential form
6.N.24 Represent exponential form as repeated multiplication
6.N.25 Evaluate expressions having exponents where the power is an exponent of one, two, or three        
6.N.26 Estimate a percent of quantity (0% to 100%)        
6.N.27 Justify the reasonableness of answers using estimation (including rounding)        
6.A.1 Translate two-step verbal expressions into algebraic expressions        
6.A.2 Use substitution to evaluate algebraic expressions (may include exponents of one, two and three)        
6.A.3 Translate two-step verbal sentences into algebraic equations        
6.A.4 Solve and explain two-step equations involving whole numbers using inverse operations        
6.A.5 Solve simple proportions within context        
6.A.6 Evaluate formulas for given input values (circumference, area, volume, distance, temperature, interest, etc.)        
6.G.1 Calculate the length of corresponding sides of similar triangles, using proportional reasoning        
6.G.2 Determine the area of triangles and quadrilaterals (squares, rectangles, rhombi, and trapezoids) and develop formulas        
6.G.3 Use a variety of strategies to find the area of regular and irregular polygons        
6.G.4 Determine the volume of rectangular prisms by counting cubes and develop the formula        
6.G.5 Identify radius, diameter, chords and central angles of a circle        
6.G.6 Understand the relationship between the diameter and radius of a circle        
6.G.7 Determine the area and circumference of a circle, using the appropriate formula        
6.G.8 Calculate the area of a sector of a circle, given the measure of a central angle and the radius of the circle        
6.G.9 Understand the relationship between the circumference and the diameter of a circle        
6.G.10 Identify and plot points in all four quadrants        
6.G.11 Calculate the area of basic polygons drawn on a coordinate plane (rectangles and shapes composed of rectangles having sides with integer lengths)        
6.M.1 Measure capacity and calculate volume of a rectangular prism        
6.M.2 Identify customary units of capacity (cups, pints, quarts, and gallons)        
6.M.3 Identify equivalent customary units of capacity (cups to pints, pints to quarts, and quarts to gallons)        
6.M.4 Identify metric units of capacity (liter and milliliter)        
6.M.5 Identify equivalent metric units of capacity (milliliter to liter and liter to milliliter)        
6.M.6 Determine the tool and technique to measure with an appropriate level of precision: capacity        
6.M.7 Estimate volume, area, and circumference (see figures identified in geometry strand)        
6.M.8 Justify the reasonableness of estimates        
6.M.9 Determine personal references for capacity        
6.S.1 Develop the concept of sampling when collecting data from a population and decide the best method to collect data for a particular question        
6.S.2 Record data in a frequency table        
6.S.3 Construct Venn diagrams to sort data        
6.S.4 Determine and justify the most appropriate graph to display a given set of data (pictograph, bar graph, line graph, histogram, or circle graph)        
6.S.5 Determine the mean, mode and median for a given set of data        
6.S.6 Determine the range for a given set of data        
6.S.7 Read and interpret graphs        
6.S.8 Justify predictions made from data        
6.S.9 List possible outcomes for compound events        
6.S.10 Determine the probability of dependent events        
6.S.11 Determine the number of possible outcomes for a compound event by using the fundamental counting principle and use this to determine the probabilities of events when the outcomes have equal probability